The educational potential of cartoons


I had some wonderful high school teachers who made history come alive. In addition to learning the facts, dates, and figures, we got a feel for the times we were studying by activities such as reading Civil War poetry or singing our way through a couple of World Wars. We were also exposed to innumerable political cartoons along the way to increase our understanding of the culture and issues of the day. The drawing of original cartoons was sometimes used as a comprehension check as well.


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Money FM Podcast: Sustainability and educational potential of e-hongbao

The new PMC design is here! Learn more about navigating our updated article layout. The PMC legacy view will also be available for a limited time. Federal government websites often end in. The site is secure. Educational videos have become an important part of higher education, providing an important content-delivery tool in many flipped, blended, and online classes. Effective use of video as an educational tool is enhanced when instructors consider three elements: how to manage cognitive load of the video; how to maximize student engagement with the video; and how to promote active learning from the video.

This essay reviews literature relevant to each of these principles and suggests practical ways instructors can use these principles when using video as an educational tool. Video has become an important part of higher education. It is integrated as part of traditional courses, serves as a cornerstone of many blended courses, and is often the main information-delivery mechanism in online courses. Several meta-analyses have shown that technology can enhance learning e. Video may have particular value for student preparation in biology classes, in part because students may find it more engaging Stockwell et al.

The medium is not inherently effective, however; Guo et al. What, then, are the principles that allow instructors to choose or develop videos that are effective in moving students toward the desired learning outcomes? Together, these elements provide a solid base for the development and use of video as an effective educational tool.

One of the primary considerations when constructing educational materials, including video, is cognitive load. Cognitive load theory, initially articulated by Sweller , , , suggests that memory has several components. Sensory memory is transient, collecting information from the environment.

Information from sensory memory may be selected for temporary storage and processing in working memory, which has very limited capacity. This processing is a prerequisite for encoding into long-term memory, which has virtually unlimited capacity.

Because working memory is very limited, the learner must be selective about what information from sensory memory to pay attention to during the learning process, an observation that has important implications for creating educational materials.

Based on this model of memory, cognitive load theory suggests that any learning experience has three components. The first of these is intrinsic load, which is inherent to the subject under study and is determined in part by the degrees of connectivity within the subject. The common example given to illustrate a subject with low intrinsic load is a word pair e.

In an example from biology, learning the names of the stages of mitosis would have lower intrinsic load than understanding the process of cell cycle control. The second component of any learning experience is germane load, which is the level of cognitive activity necessary to reach the desired learning outcome—for example, to make the comparisons, do the analysis, and elucidate the steps necessary to master the lesson.

The ultimate goal of these activities is for the learner to incorporate the subject under study into a schema of richly connected ideas. The third component of a learning experience is extraneous load, which is cognitive effort that does not help the learner toward the desired learning outcome.

It is often characterized as load that arises from a poorly designed lesson e. These concepts are more fully articulated and to some extent critiqued in an excellent review by deJong These definitions have implications for design of educational materials and experiences. Specifically, instructors should seek to minimize extraneous cognitive load and should consider the intrinsic cognitive load of the subject when constructing learning experiences, carefully structuring them when the material has high intrinsic load.

Because working memory has a limited capacity, and information must be processed by working memory to be encoded in long-term memory, it is important to prompt working memory to accept, process, and send to long-term memory only the most crucial information Ibrahim et al.

Although each channel has limited capacity, the use of the two channels can facilitate the integration of new information into existing cognitive structures.

Thus, design strategies that manage the cognitive load for both channels in multimedia learning materials promise to enhance learning. These theories give rise to several recommendations about educational videos see Table 1. Based on the premise that effective learning experiences minimize extraneous cognitive load, optimize germane cognitive load, and manage intrinsic cognitive lead, four effective practices emerge.

Signaling , which is also known as cueing deKoning et al. For example, signaling may be provided by the appearance of two or three key words Mayer and Johnson, ; Ibrahim et al. By highlighting the key information, signaling helps direct learner attention, thus targeting particular elements of the video for processing in the working memory.

This can reduce extraneous load by helping novice learners with the task of determining which elements within a complex tool are important, and it can also increase germane load by emphasizing the organization of and connections within the information.

Mayer and Moreno and deKoning et al. The benefits of signaling are complemented by segmenting , or the chunking of information in a video lesson. Segmenting allows learners to engage with small pieces of new information and gives them control over the flow of new information.

As such, it manages intrinsic load and can also increase germane load by emphasizing the structure of the information. Both types of segmenting have been shown to be important for student engagement with videos Zhang et al. Weeding , or the elimination of interesting but extraneous information that does not contribute to the learning goal, can provide further benefits. For example, music, complex backgrounds, or extra features within an animation require the learner to judge whether he or she should be paying attention to them, which increases extraneous load and can reduce learning.

Importantly, information that increases extraneous load changes as the learner moves from novice toward expert status. That is, information that may be extraneous for a novice learner may actually be helpful for a more expert-like learner, while information that is essential for a novice may serve as an already known distraction for an expert.

Thus, it is important that the instructor consider his or her learners when weeding educational videos, including information that is necessary for their processing but eliminating information that they do not need to reach the learning goal and that may overload their working memory. Ibrahim et al. Finally, the utility of video lessons can be maximized by matching modality to content.

For example, showing an animation of a process on screen while narrating it uses both channels to elucidate the process, thus giving the learner dual and complementary streams of information to highlight features that should be processed in working memory. In contrast, showing the animation while also showing printed text uses only the visual channel and thus overloads this channel and impedes learning Mayer and Moreno, Another lens through which to consider educational video is student engagement.

The idea is simple: if students do not watch videos, they cannot learn from them. Lessons on promoting student engagement derive from earlier research on multimedia instruction and more recent work on videos used within MOOCs massive open online courses; see Table 1.

The first and most important guideline for maximizing student attention to educational video is to keep it short. Guo and colleagues examined the length of time students watched streaming videos within four edX MOOCs, analyzing results from 6. In fact, the maximum median engagement time for a video of any length was 6 minutes. Making videos longer than 6—9 minutes is therefore likely to be wasted effort.

In complementary work, Risko et al. They found that student report of mind wandering increased and retention of material decreased across the video lecture Risko et al. Another method to keep students engaged is to use a conversational style. In addition, some research suggests that it can be important for video narrators to speak relatively quickly and with enthusiasm.

Instructors can also promote student engagement with educational videos by creating or packaging them in a way that conveys that the material is for these students in this class. One of the benefits for instructors in using educational videos can be the ability to reuse them for other classes and other semesters. When creating or choosing videos, however, it is important to consider whether they were created for the type of environment in which they will be used.

For example, a face-to-face classroom session that is videotaped and presented within an online class may feel less engaging than a video that is created with an online environment as the initial target Guo et al. As biology educators, we have abundant evidence that active learning in the classroom provides clear advantages over passive encounters with course material through lecture e.

Similarly, elements that promote cognitive activity during video viewing can enhance student learning from this medium see Table 1. Schacter and Szpunar propose a conceptual framework for enhancing learning from educational videos that identifies online learning as a type of self-regulated learning. Self-regulation of learning requires students to monitor their own learning, to identify learning difficulties, and to respond to these judgments; in other words, it requires students to actively build and interrogate mental models, practicing metacognition about the learning process.

Novices within a field, however, have difficulty accurately judging their understanding, often overestimating their learning Bjork et al. This problem may be enhanced when new information is delivered via video, which students report as easier to learn and more memorable than text Salomon, ; Choi and Johnson, Incorporating prompts for students to engage in the type of cognitive activity necessary to process information—to engage in active learning—can help them build and test mental models, explicitly converting video watching from a passive to an active-learning event.

The means to do this can vary, but the following strategies have demonstrated success in some contexts. Szpunar et al. These results suggest that interpolated questions may improve student learning from video through several mechanisms.

First, they may help to optimize cognitive load by decreasing extraneous load i. Finally, interpolated questions may help students engage in more accurate self-assessment Szpunar et al. Tools like HapYak and Zaption can also allow instructors to embed questions directly into video and to give specific feedback based on student response.

This approach has similar benefits to interpolated questions in increasing student performance on subsequent assessments Vural, and has the additional benefit of making the video interactive see following section. Students who were able to control movement through the video, selecting important sections to review and moving backward when desired, demonstrated better achievement of learning outcomes and greater satisfaction.

This not only has the benefit of giving students control but also can demonstrate the organization, increasing the germane load of the lesson. Building on work from Kreiner , they had students in some sections of the course watch the video with no special instructions, while students in other sections of the course were provided with eight guiding questions to consider while watching. The students who answered the guiding questions while watching the video scored significantly higher on a later test.

Guiding questions may serve as an implicit means to share learning objectives with students, thus increasing the germane load of the learning task and reducing the extraneous load by focusing student attention on important elements. This strategy is often used to increase student learning from reading assignments e. One observation from their analysis of Khan Academy videos was that videos that offered the greatest benefits to students were highly relevant to associated exercises. The important thing to keep in mind is that watching a video can be a passive experience, much as reading can be.

To make the most of our educational videos, we need to help students do the processing and self-evaluation that will lead to the learning we want to see. Video may provide a significant means to improve student learning and enhance student engagement in biology courses Allen and Smith, ; Kay, ; Lloyd and Robertson, ; Rackaway, ; Hsin and Cigas, ; Stockwell et al. To maximize the benefit from educational videos, however, it is important to keep in mind the three key components of cognitive load, elements that impact engagement, and elements that promote active learning.

Luckily, consideration of these elements converges on a few recommendations:. Cynthia J. Kathryn E. Perez, Monitoring Editor.


Journal of Technology and Science Education

With the Living Wine Label app, users scan labels to hear historic stories associated with wines. The 19 Crimes series of Australian wines links to content about the crimes that once sent British citizens to Australia as punishment. If purveyors of spirits are tapping into the educational and commercial aspects of AR, librarians should certainly be paying attention. Amid the buzz about the metaverse and the future of reality, information professionals are grappling with how best to leverage the learning potential of AR, VR, and related technologies. Are they little more than the latest in gaming experiences, or will mixed reality become integral to the future of information? I turned to several experts in the library technology field to find out. To begin, let's go over a few basics.

Among multimedia researches, contribution of cartoons to teaching process and academic achievement that cartoons have a potential of misconception since.

Use editorial cartoons to teach about elections past and present

Giuseppa Cappuccio , Giuseppa Compagno. N2 - The paper proposes a reflection on the educational dimension of cartoonsfrom the double point of view of Media Education and Neuroeducation. Cartoonsare either a means to highlight the educational potential of the fictionalfruition practice and an activator memory, attention, emotion and perceptionwhich are at the basis of cognition and learning. This contribution describes aneducation research carried out in the A. They both experienced a media education trainingmethodology mediated by the use of cartoons. AB - The paper proposes a reflection on the educational dimension of cartoonsfrom the double point of view of Media Education and Neuroeducation. Overview Fingerprint. Abstract The paper proposes a reflection on the educational dimension of cartoonsfrom the double point of view of Media Education and Neuroeducation. Other files and links OA Link.

The Science of Funny: Active Machine Learning & Cartoons

the educational potential of cartoons

Practitioners and scholars have identified many potential benefits of cartooning in the classroom:. Skip to main content. The University of Iowa Search. You are here Home » Teaching with Cartoons.

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USING CARTOONS AS EFFECTIVE TOOLS IN TEACHING LEARNING PROCESS OF SOCIAL SCIENCE

Received September 8. Accepted December 8. It is considered as a method that encourages students to continue exploring the issues raised and seeking solutions. This concept cartoon lesson is very suitable to be applied in the field of Science, Technology, Engineering and Mathematics which is often regarded as an abstract and difficult field. Therefore, it is becoming a necessity to see how far the cartoon concept in learning has been implemented in schools.

Effectiveness of Teaching via Concept Cartoons from the Point of View of Constructivist Approach.

Small moments. So much has been written about teaching that it is easy to forget what every teacher knows: teaching is made up of small moments. As a teacher educator, I was drawn to teacher research because of its power to make the voices of teachers and children heard. The real power, however, emerges from why that matters so much. She not only looked; she saw them. She not only listened; she heard them.

When looking at TV, a learning aspect makes shows interesting and keeps like recognizing potential dangers, such as being aware of.

The Journal for Transdisciplinary Research

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Office of Teaching, Learning & Technology

RLT aims to raise the profile of research in learning technology, encouraging research that informs good practice and contributes to the development of policy. RLT publishes articles in the following broad areas: technology enhanced learning, online learning, distance learning, mobile learning, flexible learning, wearable technologies, simulation, learning environments, learning spaces, pedagogy, open educational practice and social media. In , we are especially interested in research on the themes of:. Research in Learning Technology continues to publish original, scholarly writing on learning technology across the full range of the practice and we will continue to welcome submissions on other topics, in addition to those falling into the broad areas above. Open Access — Research in Learning Technology is free from all access barriers, allowing for the widest possible dissemination of your work.

It influences students to learn new knowledge and gain a correct concept. The buffer solution is found as a difficult topic due to student's misconception.

Nobody knows funny like Bob Mankoff, cartoon editor of the New Yorker magazine. And, each week, Mankoff and his staff receive thousands of entries. Sorting through those entries — the good, the bad, and the horrible — is a monumental task. Deciding which are the funniest is more than a one-man job. Nowak is a core faculty member of a new graduate training program called LUCID at UW that aims to combine research in machine learning, cognition, and education, in ways that can help solve a wide range of problems in science and industry. Nowak was introduced to Mankoff through Paula Niedenthal , professor of psychology at UW-Madison, and herself an amatuer cartoonist interested in the psychology of humor.

Exploring the intersection between science and visual narratives. The potential for comics in education has been advocated since the early s but research studying the effects of visual narratives on knowledge acquisition, attitude and engagement with science remains scarce. This bibliography focuses on peer-reviewed studies which explore the cognitive mechanisms involved in learning from comics, rather than traditional comic scholarship. Please feel free to get in touch if you have any comments or recommendations.

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