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How Comics Impact the Process of Ins...

White, Aaron,

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How Comics Impact the Process of Instructional Design /

Record Type:	Electronic resources : Monograph/item
Title/Author:	How Comics Impact the Process of Instructional Design // Aaron White.
Author:	White, Aaron,
Description:	1 electronic resource (296 pages)
Notes:	Source: Dissertations Abstracts International, Volume: 86-02, Section: A.
Contained By:	Dissertations Abstracts International86-02A.
Subject:	Instructional design. -
Online resource:	https://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=31487157
ISBN:	9798383582190

How Comics Impact the Process of Instructional Design /
White, Aaron,

How Comics Impact the Process of Instructional Design /Aaron White. - 1 electronic resource (296 pages)

Source: Dissertations Abstracts International, Volume: 86-02, Section: A.

Despite growing evidence and professional consensus of the educational benefits of comics, the medium has not received much explicit attention within instructional design literature. This very lack of attention leaves instructional designers (IDs) and subject matter experts (SMEs) without the necessary means to integrate comics into higher education curriculum. Drawn from theoretical and empirical evidence found in Mayer's Multimedia Learning (2021) and Cohn's The Visual Language of Comics (2014), this dissertation explored how incorporating comics as anchor text into three different courses (face-to-face, hybrid, and online) at three different higher education institutions in the Midwest impacted the dynamics of the instructional design process. A qualitative case study methodology that utilized data analysis approaches common in autoethnography and narrative inquiry was used to describe instructional design processes that emphasized multimodal learning. The goals of this dissertation were to identify any potential barriers to utilizing instructional comics, to explore how learners perceive meaningful learning from instructional comics, and to gauge how incorporating instructional comics as anchor text impacts learner satisfaction. Results underscored both the challenges and advantages of using instructional comics in higher education. They revealed how comics utilized as anchor text in lessons influence learner satisfaction, especially in terms of engagement and understanding of curricular concepts. The data identified how instructional design processes are affected by comics as well as how designing with comics impacted the participant SMEs' pedagogical practices. The results of this study contribute to a better understanding of best practices for IDs and SMEs who wish to adopt instructional comics in higher education classrooms.Keywords: comics, instructional design, multimedia learning, anchor text, case study.

English

ISBN: 9798383582190Subjects--Topical Terms:

3172279
Instructional design.
Subjects--Index Terms:

Anchor text

How Comics Impact the Process of Instructional Design /
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500 $a Source: Dissertations Abstracts International, Volume: 86-02, Section: A.
500 $a Advisors: Nail, Melissa Committee members: Wurtz, James F.; Stewart, Csilla; Moulton, Matthew.
502 $b Ph.D. $c Indiana State University $d 2024.
520 $a Despite growing evidence and professional consensus of the educational benefits of comics, the medium has not received much explicit attention within instructional design literature. This very lack of attention leaves instructional designers (IDs) and subject matter experts (SMEs) without the necessary means to integrate comics into higher education curriculum. Drawn from theoretical and empirical evidence found in Mayer's Multimedia Learning (2021) and Cohn's The Visual Language of Comics (2014), this dissertation explored how incorporating comics as anchor text into three different courses (face-to-face, hybrid, and online) at three different higher education institutions in the Midwest impacted the dynamics of the instructional design process. A qualitative case study methodology that utilized data analysis approaches common in autoethnography and narrative inquiry was used to describe instructional design processes that emphasized multimodal learning. The goals of this dissertation were to identify any potential barriers to utilizing instructional comics, to explore how learners perceive meaningful learning from instructional comics, and to gauge how incorporating instructional comics as anchor text impacts learner satisfaction. Results underscored both the challenges and advantages of using instructional comics in higher education. They revealed how comics utilized as anchor text in lessons influence learner satisfaction, especially in terms of engagement and understanding of curricular concepts. The data identified how instructional design processes are affected by comics as well as how designing with comics impacted the participant SMEs' pedagogical practices. The results of this study contribute to a better understanding of best practices for IDs and SMEs who wish to adopt instructional comics in higher education classrooms.Keywords: comics, instructional design, multimedia learning, anchor text, case study.
546 $a English
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650 4 $a Multimedia communications. $3 590562
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650 4 $a Film studies. $3 2122736
650 4 $a Communication. $3 524709
653 $a Anchor text
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653 $a Comics
653 $a Multimedia learning
653 $a Pedagogy
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773 0 $t Dissertations Abstracts International $g 86-02A.
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791 $a Ph.D.
792 $a 2024
856 4 0 $u https://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=31487157