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![]() Educators, Clinicians, and Public Health ProfessionalsĪdhering to research-based principles for multimedia learning when developing slideshow presentations has been shown to result in superior knowledge retention. Researchers, in contrast, may benefit more from creating visual abstracts to share and disseminate new research findings. Educators, clinicians, and public health professionals frequently use them to communicate established knowledge to learners, patients, and the general public. Infographics can be used for a variety of purposes. Abbreviations: HIV, human immunodeficiency virus INSTIs, integrase strand transfer inhibitors NNRTIs, nonnucleoside reverse-transcriptase inhibitors NRTIs, nucleoside reverse-transcriptase inhibitors. Įxplanation and illustration of multimedia design principles that can decrease cognitive load. Figure 1 demonstrates multimedia principles relevant to infographics. For example, consider John Snow’s famous epidemiological map of the London cholera outbreak ( ) or Florence Nightingale’s polar area diagram of causes of death ( JSESSIONID=1d4a4d62-1b43-4dd3-8cb6-d77e1ee66910) among the British Army. Carefully organizing materials within visual materials facilitates comprehension, thus optimizing germane load. Therefore, including images is more effective than just using text, as highlighted by data visualization experts, such as Edward Tufte, Stephanie Evergreen, and David McCandless however, it is important for visuals to include only relevant information to avoid adding extraneous load. When we see a picture of something, our brain stores that information as a visual image but also as a word in our language center, thus making it easier to remember and retrieve information in the future. ![]() Dual coding theory describes how our brain processes information using 2 channels-a verbal channel for processing language and a nonverbal channel for processing other stimuli, such as images or sounds. Intrinsic load is reduced when using visuals because images allow our brains to store information differently, as explained by dual coding theory. Well-crafted visuals reduce intrinsic load, optimize germane load, and eliminate extraneous load. The cognitive theory of multimedia learning explains why adhering to certain multimedia principles reduces cognitive load and enhances learning. Cognitive load theory describes 3 components that contribute to this mental energy: (1) intrinsic load, which refers to the inherent complexity of a topic (2) extraneous load, which refers to external factors that affect learning (eg, distracting images not relevant to the topic) and (3) germane load, which refers to the mental energy expended to organize and understand content. Presenting information in a visual manner decreases the cognitive load, or “mental energy,” required to interpret information. Simple slides with relevant graphics and limited text make it easier to digest complex information. Intuitively, most of us understand this based on our experiences watching slideshow presentations. Visuals help us interpret complex information more quickly than text alone. In this review, we will discuss the utility of infographics, outline principles for creating them, and provide resources for those interested in developing this skill. We will use the term “visual abstracts” only when discussing content specific to visual abstracts. In this article, we will use the term “infographic” as an all-encompassing term referring to any visual used to represent information, including visual abstracts. Visual abstracts are frequently posted on social media to highlight an article’s main findings. Although some journals have staff who create visual abstracts, most require authors to submit their own. They were first popularized by Andrew Ibrahim and have now been adopted by many journals. Visual abstracts, also known as graphical abstracts, are similar to infographics, but this term specifically refers to concise visual summaries of the main findings of an article. ![]() Infographics are visual representations of information using a combination of charts, icons, or illustrations with minimal text. Learning how to develop these visual tools will enhance their ability to share their scientific work and educate other health professionals and the general public. Many scientists and health professionals feel comfortable preparing figures, tables, and slideshow presentations but may be less familiar with creating newer visual media, such as infographics and visual abstracts. With the advent of social media, using visual methods of communication has become increasingly important. Graphical abstract, visual abstract, infographic, visual design, social media
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