الفهرس 
الإطار العام للبحثيوجد فقط 14 صفحة متاحة للعرض العام
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المستخلص
There are many technological applications related to infographics in education that help both the teacher and the learner on equal terms in completing the interaction cycle in the educational situation. Since the concept of infographics is quite recent, its definitions come different. Harris ( 2013) defines infographics as “ what is applied to data, information and knowledge presented in a visual form and presenting the message more quickly and clearly (1)”. While Rossow (2013) and Simiciklas (2012) define infographics as visualizing data or ideas that try to transmit complex data to the public in a way that is easily used and understood. They focused the centeredness of the visual learning on infographics in-between data and graphic design. Thus, infographics may be defined as a process, as a product, as a teaching tool, as a learning tool or as an assessment tool.
Infographics are known to have two dimensions: the cognitive one that consists of ideas, data, information and knowledge needed to be transferred from one person to another, and the technical one that is a container or a tool through which the cognitive dimension is transferred. But the researcher sees that there are more two dimensions: the pragmatic dimension that is concerned with the importance of infographics to its users, and the affective one that is concerned with developing the attitudes and tendencies towards the cognitive material in infographics, in addition to strengthening and enhancing motivation towards visual learning.
Having reviewed the related literature and previous studies on infographics, the researcher found that they have many objectives. Among them are …
a.They are easily understood and save the ability to be shared with others( Smiciklas, 2012).
b.Critical vision of data , reaching sound conclusions, recognising the associations between the different parts, minimizing big glosses of data in a small space, and summarizing big quantities of figures in a meaningful way (Moll, 2011).
c.Enhancing creativity, collaboration, communication and critical thinking ( Wooten and Jernigan, 2015).
d.Improving knowledge by using graphics to enhance the ability of the human visual system to view models and attitudes ( Sodokov et l., 2011).
e.A good tool for use to change the teaching style in class, and a tool for activating students to participate and interact in the classroom ( Thompson, 2013).
f.Giving students a creative cycle revealing a new method for teaching them visually (Bloemarts,2015).
Infographics have different types: as for presentation, as for layout and planning, and as for their objectives> Besides, they have four components defined by Rossow (2015): the text features, organising ideas and graphs, research and sources of quotations.
Based on what has been aforementioned and the literature and previous studies reviewed, the effectiveness of using infographics can be clearly seen in teaching and learning processes.
Research Problem:
Primary stage pupils suffer from difficulties in achievement in the Computer course, and consequently they show low achievement in this course and quickly forget what they have learned. This might result in negative attitude towards it. Therefore, this current research tried to use infographics to remedy those pupils’ deficiencies.
The main question was: What is the effect of infographics on developing primary stage pupils’ immediate and delayed achievement in Computer course?
Sub-divided questions were:
1.What are the concepts that should be developed by the primary stage pupils in the computer course through infographic?
2.What are the criteria for designing infographics for primary school pupils in the computer course?
3. What is the educational design based on infographics for developing immediate and delayed achievement in Computer course ( Designing electronic sites) among primary stage pupils?
4. What is the effect of infographics on developing immediate achievement in Computer course (Designing electronic sites) among primary stage pupils?
5. What is the effect of infographics on developing delayed achievement in Computer course (Designing electronic sites) among primary stage pupils?
Research Objectives
•Designing infographics for developing immediate and delayed achievement in Computer course (Designing electronic sites) among primary stage pupils.
•Measuring the effect of infographics on developing immediate and delayed achievement in Computer course ( Designing electronic sites) among primary stage pupils.
Research Hypotheses:
The current research tried to test the following hypotheses:
1.There are statistically significant differences at .05 level between the mean scores of the experimental group on the achievement pre and posttest in Computer for the post test.
2.There are no statistically significant differences between the mean scores of the experimental group on the achievement post and delayed test in Computer course.
3.There are statistically significant differences at .05 level between the mean scores of the experimental group and those of the control group on the achievement immediate posttest in Computer course in favor of the experimental group.
4.There are statistically significant differences at .05 level between the mean scores of the control group and those of the experimental group on the achievement delayed test in Computer course for the experiment group.
5.There are no statistically significant differences between the mean scores of the experimental group on the achievement posttest and those of the delayed test in Computer course.
Delimitations of the research:
The research was delimited to :
•A sample of 41 fifth primary graders in Al-Ramla Primary School 1 affiliated to Benha Educational Directorate, Qalubia Governorate.
•Designing electronic sites course using Expression Web set for the fifth primary pupils during the second term of scholastic year 2018/2019.
Research Instrument:
•Achievement test ( developed by the researcher).
•Computer material for the fifth grade primary (Expression Web).
Research Procedures:
1.Reviewing the previous literature and studies related to the variables of the study and the research problem
2.Preparing a list of the objectives of the course and the content that reflects it , and having it validated.
3.Constructing a list of infographics design standards, and having it validated.
4. Producing the program based on infographics.
5.Constructing the achievement test, and having it judged valid and reliable.
6. Random selection of the search sample.
7. Applying the achievement test to both the control group and the experimental group.
8.Teaching the infographics-based program to the experimental group.
9.Administering immediate application of the achievement test on the experimental group.
10.Administering delayed application of the achievement test on the experimental group – after two weeks, in order to test learning retention.
11.Analyzing the data gathered using the SPSS and getting the research results.
Research Results :
-The ability of educational design based on infographic to attract the attention of fifth grade primary pupils because of the use of drawings, shapes and colors, which adds a kind of attraction and suspense to the educational material.
-The attractive visual design of the educational material in the form of infographic increased the effectiveness of students and their attraction to the teaching material, which helped them to form a positive direction towards the material.
-The use of harmonious colors and attractive and diverse, as well as fonts in different sizes and shapes may have positively influenced the quarterly constructive interaction and interest of pupils in the provision of educational content in a form more comfortable to the eye and attractive to the same.