Individual and collaborative infographic design and cognitive strategies in visual literacy support process: a qualitative research perspective

Abstract

This study examined the individual and collaborative infographic development processes of middle school students in a qualitative research context. In the first phase, individual and collaborative infographics were developed, a simultaneous think-aloud protocol and interviews were conducted. In the second phase, focus group interviews were conducted with 22 teachers. The findings of the study revealed that students who developed infographics individually and collaboratively completed their tasks at different stages. Protocol analysis data showed that individual and collaborative efforts were reflected in cognitive processes and that collaborative groups spent less time in testing and individual students spent less time in questioning. The findings showed that collaborative learning activities can support the learning process with components such as questioning, peer scaffolding, and sharing.

Keywords:

• Visual literacy
• concurrent think aloud
• secondary education
• collaboration
• infographic

Acknowledgement

This work is dedicated to our martyrs who sacrificed their lives for our homeland, their families and Mustafa Kemal ATATÜRK, the founder of the Republic of Türkiye. Besides that we are also proudly celebrating the 100th anniversary of our Republic.

Disclosure statement

No potential conflict of interest was reported by the author(s).

Additional information

Notes on contributors

Seda Özer Şanal

Seda Özer Şanal is a faculty member at Firat University Faculty of Education, Department of Computer Education and Instructional Technologies. Her research interests include instructional design and development, digital books, special education technology, motivational strategies on digital learning environments, multimedia based learning, learning theories and environments.

Fulya Torun

Fulya Torun is a faculty member at Aydın Adnan Menderes University Faculty of Education, Department of Computer Education and Instructional Technologies. Her research interests include instructional design and development, computer science education, computational thinking, cognition in learning and instructional content development.