The effect of Infographics on the cognitive skills development (Perception and Remembering information) of Library and Information science Students in New Valley University: An experimental study

Abstract

The purpose of this paper is to report the findings of a study of utilizing Infographics for learning purposes among a group of library and information science students at New Valley University. The paper also explores the effect of different types of Infographics on students' cognitive skills. To explore the effect of Infographics, the study employed an experimental approach and questionnaire as an assistant tool to collect data. A sample of (99) participants was selected to elucidate how Infographics affected their cognitive skills. The analysis of the data revealed that the participants had different levels of perception and remembering as a result of being exposed to different types of teaching materials. The data showed that motion Infographics had produced the best results in perception and remembering of information. The results also indicate that static Infographics have produced close results and ranked on the second level, while the text-only approach produced fewer levels of comprehension and recall of information. This study was conducted with library science students to find the suitability of Infographics in the teaching process. However, the adoption of such an approach in other disciplines may produce different results. This study contributes to the field by expanding our understanding of how the modern teaching approach could help in achieving better results in library science.