TY - THES
T1 - How Comics Impact the Process of Instructional Design
AU - White, Aaron
N1 - Copyright - Database copyright ProQuest LLC; ProQuest does not claim copyright in the individual underlying works.
Last updated - 2024-08-06
M1 - 31487157
PY - 2024
Y1 - 2024
N2 - 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
AB - 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
KW - Anchor text
KW - Case study
KW - Comics
KW - Multimedia learning
KW - Pedagogy
KW - Instructional design
KW - Multimedia communications
KW - Curriculum development
KW - Film studies
KW - Communication
KW - 0727:Curriculum development
KW - 0447:Instructional Design
KW - 0900:Film, television, and media studies
KW - 0459:Communication
M3 - Master's Thesis
SN - 9798383582190
PB - Indiana State University
CY - United States -- Indiana
ER -