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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.

References & Citations

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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
2019-11-20

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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