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A Cost-Effective Approach to Producing Animated Infographics for Immunology Teaching

    Authors: Maria Bellei1,*, Paul Welch1, Sally Pryor1, Natkunam Ketheesan1
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    Affiliations: 1: James Cook University, Townsville, QLD 4811, Australia
    AUTHOR AND ARTICLE INFORMATION AUTHOR AND ARTICLE INFORMATION
    Source: J. Microbiol. Biol. Educ. December 2016 vol. 17 no. 3 477-479. doi:10.1128/jmbe.v17i3.1146
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    Abstract:

    Multimedia resources such as video and animations are increasingly used to enhance student engagement and understanding, particularly when teaching cognitively complex concepts. However, the creation of animation is time-consuming and hence, expensive compared to the creation of graphics. Recognizing this and the challenges students face in learning immunology, we describe here a process of a multi-disciplinary collaboration that produced a series of 3-minute animated infographics videos for tertiary-level immunology teaching within an Australian university. We evaluate the benefit of these and their merit as supplemental curriculum resources to enhance learning.

Key Concept Ranking

Immune Response
1.0308256
Immune Systems
1.0252976
Cellular Processes
0.79510343
Infection
0.5
Antigens
0.477031
1.0308256

References & Citations

1. Brisbourne MA, Chin SS, Melnyk E, Begg DA 2002 Using web-based animations to teach histology Anat Rec 269 11 19 10.1002/ar.10054 11891621 http://dx.doi.org/10.1002/ar.10054
2. Lowe RK 2004 Animation and learning: value for money? 558 561 Atkinson R, McBeath C, Jonas-Dwyer D, Phillips R Beyond the comfort zone Proceedings of the 21st ASCILITE Conference Perth 5–8 December
3. McClean P, et al 2005 Molecular and cellular biology animations: development and impact on student learning Cell Biol Educ 4 169 179 10.1187/cbe.04-07-0047 15917875 1103718 http://dx.doi.org/10.1187/cbe.04-07-0047
4. Murphy K 2011 Janeway’s immunobiology 8th ed Garland Science New York, NY
5. O’Day DH 2007 The value of animations in biology teaching: a study of long-term memory retention CBE Life Sci Educ 6 217 223 10.1187/cbe.07-01-0002 http://dx.doi.org/10.1187/cbe.07-01-0002
6. Pathare NA 2014 Interactive animations to enhance learning of concepts in immunology Med Educ 48 5 522 10.1111/medu.12463 24712938 http://dx.doi.org/10.1111/medu.12463
7. Savery JR, Duffy TM 1995 Problem based learning: an instructional model and its constructivist framework Educ Technol 35 5 31 38
8. Sweller J 1994 Cognitive load theory, learning difficulty, and instructional design Learn Instruct 4 4 295 312 10.1016/0959-4752(94)90003-5 http://dx.doi.org/10.1016/0959-4752(94)90003-5
9. Thatcher JD 2006 Computer animation and improved student comprehension of basic science concepts J Am Osteopath Assoc 106 9 14 16428683

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2016-12-02
2019-06-26

Abstract:

Multimedia resources such as video and animations are increasingly used to enhance student engagement and understanding, particularly when teaching cognitively complex concepts. However, the creation of animation is time-consuming and hence, expensive compared to the creation of graphics. Recognizing this and the challenges students face in learning immunology, we describe here a process of a multi-disciplinary collaboration that produced a series of 3-minute animated infographics videos for tertiary-level immunology teaching within an Australian university. We evaluate the benefit of these and their merit as supplemental curriculum resources to enhance learning.

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Figures

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FIGURE 1

Student’s responses to survey questions after watching the animated infographics during the immunology lecture ( = 404).

Source: J. Microbiol. Biol. Educ. December 2016 vol. 17 no. 3 477-479. doi:10.1128/jmbe.v17i3.1146
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Image of FIGURE 2

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FIGURE 2

Producing multimedia resources for immunology teaching.

Source: J. Microbiol. Biol. Educ. December 2016 vol. 17 no. 3 477-479. doi:10.1128/jmbe.v17i3.1146
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