A4 Article in conference proceedings
Infographics as a Reflective Assignment Method in Requirements Engineering e-Course? (2019)

Heimbürger, A., & Isomöttönen, V. (2019). Infographics as a Reflective Assignment Method in Requirements Engineering e-Course?. In FIE 2019 : Proceedings of the 49th IEEE Frontiers in Education Conference. IEEE. Conference proceedings : Frontiers in Education Conference. https://doi.org/10.1109/fie43999.2019.9028528

JYU authors or editors

Publication details

All authors or editors: Heimbürger, Anneli; Isomöttönen, Ville

Parent publication: FIE 2019 : Proceedings of the 49th IEEE Frontiers in Education Conference

Conference:

Place and date of conference: Cincinnati, Ohio, USA, 16.-19.10.2019

ISBN: 978-1-7281-1747-8

eISBN: 978-1-7281-1746-1

Journal or series: Conference proceedings : Frontiers in Education Conference

ISSN: 1539-4565

eISSN: 2377-634X

Publication year: 2019

Publisher: IEEE

Publication country: United States

Publication language: English

DOI: https://doi.org/10.1109/fie43999.2019.9028528

Publication open access: Not open

Publication channel open access:

Publication is parallel published (JYX): https://jyx.jyu.fi/handle/123456789/68272

Abstract

Our Work in Progress Paper in Innovative Practice Category focuses on how learners’ experience use of infographics in advanced level e-course on requirements engineering (RE). Infographics are visual representations of information in such a way that information can be easily understood at a glance. Most of the previous infographics studies have been conducted in the context of inquiry learning. To complement this research, we studied how learners experience use of infographics as a method for reflective assignment and hence if the usage of infographics supported conceptualization about RE. We adopted a qualitative content analysis approach, applying thematic network analysis to the data received from five case learners. This approach proposes graphical networks as an aid for analyzing and synthesizing qualitative data into basic, organizing, and global themes. The thematic network analysis produced two global, seven organizational, and 53 basic themes. The global themes were named “Visual literacy” and “Conceptualization”. In addition, the e-course supervisor evaluated learners’ infographics according to assessment criteria. Based on these analyses, learners can, using infographics, concentrate on essential topics, distill information, and develop their skills for visual literacy and conceptualization. The results suggest that infographics can be successfully utilized in reflective courses assignments that are typically produced as linear texts.

Keywords: infographics; requirements engineering; visual literacy; higher education (teaching); online courses; learning experiences

Free keywords: Infographics; e-course; visual literacy; conceptualization; requirements engineering; RE; thematic network analysis; learner’s experiences

Contributing organizations

Ministry reporting: Yes

Reporting Year: 2020

JUFO rating: 1