3.5 Tuning In Sessions

3.5.1 Evaluating the use of infographic instruction in undergraduate science classes
Naomi Levy-Strumpf, Assistant Professor Teaching Stream, Department of Cell & Systems Biology, Human Biology Program, FAS

Filtering the Noise: Tools, Trends, and Tensions

University education is increasingly embracing multimodal pedagogy, integrating visual, written, and other communication strategies to meet the diverse needs of today's students. Research shows that student preferences for learning have shifted in recent decades, with a growing demand for concise, visually engaging resources, a trend driven by the volume of information students encounter and the deepening integration of technology in educational settings.

Visual information is often processed more quickly and efficiently than written or verbal content, and most learners use visual methods either exclusively or in combination with other modalities. Within science education, infographics — visual presentations that may incorporate figures, graphs, illustrations, and minimal text — offer a compelling tool for conveying complex information clearly and concisely.

Evidence supports the effectiveness of infographics beyond simple preference. In one study, participants exposed to infographic over a five-week period performed significantly better on comprehension and recall assessments than those receiving text-only materials, responding correctly 1.5 times more often. Infographics have also been shown to support skill acquisition, competency development, and student motivation, while their clarity and organization may foster greater confidence and self-efficacy.

Yet, student perceptions of infographics as instructional tools remain underexplored. This presentation shares findings from a study conducted in undergraduate biology classrooms, addressing two key questions:

• How effective and useful are infographics as instructional tools?
• What do students value in infographics compared to written instructions?

Instructors will be invited to reflect on how infographics might complement written instructions in their disciplines and share relevant experiences with the group.

Research Track

3.5.2 Tuning into Language Ideologies: A Case Study of Game-Based Collaborative Inquiry in Multilingual Education
Jade Kim, Instructor, New College, FAS
Kathy Zhou

Sustaining Resonance: Lessons, Insights, and Impact

Game-based learning (GBL) is an innovative pedagogical approach characterized by artificial conflict and rules-based structures (Plass et al., 2016). While previous research has examined GBL’s impact on self-reflection (Taub et al., 2020), collaboration and competition (Ke, 2020), and identity (Tam & Pawar, 2020), its application in language education, particularly for exploring social justice issues, remain in its infancy (Yilmaz & Sogut, 2022). Drawing on a design-based research (DBR) framework, this case study (Yin, 2018) was conducted in a first-year undergraduate course on multilingualism. The study integrates the Knowledge, Community and Inquiry (KCI) model (Slotta, 2013) and knowledge building framework (Scardamalia & Bereiter, 2006) to investigate 1) the redesign and implementation of a hybrid dystopian game, The Fall of Artica: A way Back Home (FoA); and 2) how this game-based context supports students’ collaborative inquiry into language ideologies and systemic hierarchies.

Data were collected through audio-recordings of classroom interactions, end-of-course surveys, and semi-structured interviews, and were analyzed using thematic analysis (Braun & Clarke, 2006). Findings indicate that the social conflicts in the game, such as systemic power hierarchies and language dominance, functioned as a safe space for students to critically examine real-world inequities. Rather than positioning game-based learning simply as a tool for mere entertainment, the hybrid game context was intentionally embedded in the curriculum to facilitate collaborative knowledge building. Moving beyond passive learning processes that may introduce ‘noise’, this study demonstrates how GBL can transform learning into a meaningful ‘signal’, promoting collaborative meaning making around social justice issues in language education.

Research Track