Abstract
Visual or pictorial research papers have emerged in recent years in academic conferences as a non-written archival contribution. Dual Coding Theory teaches us that visual knowledge is distinct from written knowledge and is arguably a universal language (Dreyfuss, 1984), with the ability to communicate complex ideas with clarity, precision, and efficiency (Tufte, 2001). This study explores the reading experience differences between a visual and written research paper containing identical content from design, engineering, and business disciplines. Reading experiences were assessed using a ‘think, feel, and do’ survey, and comprehension was assessed with a quiz. Participants tracked time spent reading and how many times they revisited information. Visual papers provide an improved overall reading experience. Quiz comprehension results were mixed, showing no advantage of one modality over the other. Participants reading visual papers revisited information twice as much as those reading written papers. Designers, engineers, and businesspeople were favourably united in their visual paper reading experience ratings but were not on their written paper ratings. Keywords: Visual Papers; Pictorial Papers; Non-Written Academic Output; Design Learning; Assessing Reading Experiences
Keywords
visual papers, academic design papers, design experience, design learning, assessing reading experiences
DOI
https://doi.org/10.21606/drs_lxd2021.03.247
Citation
Howell, B., Jackson, A., Lee, H., DeVita, J.,and Rawlings, R.(2021) Exploring the experiential reading differences between visual and written research papers, in Bohemia, E., Nielsen, L.M., Pan, L., Börekçi, N.A.G.Z., Zhang, Y. (eds.), Learn X Design 2021: Engaging with challenges in design education, 24-26 September, Shandong University of Art & Design, Jinan, China. https://doi.org/10.21606/drs_lxd2021.03.247
Creative Commons License
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Conference Track
Research Paper
Included in
Exploring the experiential reading differences between visual and written research papers
Visual or pictorial research papers have emerged in recent years in academic conferences as a non-written archival contribution. Dual Coding Theory teaches us that visual knowledge is distinct from written knowledge and is arguably a universal language (Dreyfuss, 1984), with the ability to communicate complex ideas with clarity, precision, and efficiency (Tufte, 2001). This study explores the reading experience differences between a visual and written research paper containing identical content from design, engineering, and business disciplines. Reading experiences were assessed using a ‘think, feel, and do’ survey, and comprehension was assessed with a quiz. Participants tracked time spent reading and how many times they revisited information. Visual papers provide an improved overall reading experience. Quiz comprehension results were mixed, showing no advantage of one modality over the other. Participants reading visual papers revisited information twice as much as those reading written papers. Designers, engineers, and businesspeople were favourably united in their visual paper reading experience ratings but were not on their written paper ratings. Keywords: Visual Papers; Pictorial Papers; Non-Written Academic Output; Design Learning; Assessing Reading Experiences