期刊名称：Australasian Journal of Educational Technology
印刷版ISSN：1449-3098
电子版ISSN：1449-5554
出版年度：2021
卷号：37
期号：1
页码：147-162
语种：English
出版社：Australasian Society for Computers in Learning in Tertiary Education
摘要：This article examines the influence of static/interactive infographics on reflective/impulsivestudents’ academic achievement. The study sample consisted of 80 undergraduate studentswho were divided into two groups according to their cognitive style (reflective/impulsive).Each group was further divided into two sub-groups based on the type of infographics(static/interactive) to be evaluated. The findings showed that interactive infographics aremore effective than static infographics in improving academic achievement. Reflectivestudents outperformed impulsive students in terms of academic achievement, and there wasa significant interaction between interactive infographics and reflective students. This studymay serve as a guide for educators and designers of learning resources in selecting the mostappropriate forms of technology conforming to students’ varying cognitive styles.Implications for practice or policy:• The designers of e-learning environments must focus on the cognitive style of eachlearner. The design of those environments must take into account the diversity ofinformation presentation methods to meet the various cognitive styles.• Students' academic achievement can be improved by the use of interactive infographicsdue to their richness in material, multimedia approach, and interactivity that stimulateand communicate with learners’ senses and positively affect their acquisition ofinformation.
