Journal Screenshot

International Journal of Academic Research in Progressive Education and Development

Open Access Journal

ISSN: 2226-6348

Applying Comics as Learning Tools: A Thematic Review

Yihan Huang, Ahmad Rizal Abdul Rahman, Mohd Faiz bin Yahaya

http://dx.doi.org/10.6007/IJARPED/v13-i3/22072

Open access

Comics can improve the experience of educating by making learning more attractive and accessibility. It is important to understand the relationship between comics and education, advancing theoretical knowledge and practical applications of educational research. The objective of this study was to conduct a thematic review on the utilization of comics in education from 2019 to 2023. By using ATLAS.ti 23, a thematic review was composed to examine 33 pertinent articles. Quantitative analysis revealed a growing academic interest in the field, while qualitative analysis identified five main themes: (1) the educational potential of comics, (2) multidisciplinary approaches, (3) science communication and public engagement, (4) promoting equity and inclusion, and (5) technology integration and comics creation. These themes highlight the effectiveness of comics in increasing student engagement, simplifying complex scientific concepts, and promoting educational equity. Although there are these encouraging findings, the study also points to the gaps in actual implementation and evaluation, emphasizing the need for further research. The conceptual framework provides guidance for future research and new direction for researchers and policymakers to utilize comics to promote more inclusive and innovative educational practices. This paper contributes to a deeper understanding of the dynamic interaction between comics and education and provides a framework to guide the future research and practice.

Abrori, F. M., Prodromou, T., Alagic, M., Livits, R., Kasti, H., Lavicza, Z., & Andic, B. (2023). Integrating mathematics and science to explain socioscientific issues in educational comics for elementary school students. Journal of Graphic Novels and Comics, 00(00), 1–17. https://doi.org/10.1080/21504857.2023.2292734
Abrori, F. M., Saimon, M., Lavicza, Z., & Andic, B. (2023). Challenges and opportunities of training teachers to develop comics for teaching socio-scientific issues. Media Practice and Education, 25(1), 56–76. https://doi.org/10.1080/25741136.2023.2245303
Abrori, F. M., Lavicza, Z., & Andic, B. (2023). Socioscientific comics: introducing students to societal issues using stories. Science Activities, 61(1), 25–43. https://doi.org/10.1080/00368121.2023.2297676
Adnan, M., Abdullah, J. M., Ibharim, L. F. M., Hoe, T. W., Janan, D., Abdullah, N., Idris, N., Wahab, A. S. A., Othman, A. N., Hashim, M. E. A., Said, N. M., Adnan, R., Yahaya, S., Amin, N., Noh, M. A. M., Sufa’at, N. I., Abdullah, R., Yusof, Y., Reduaan, Z. A. M., … Baharudin, N. F. A. (2019). Expanding opportunities for science, technology, engineering and mathematics subjects teaching and learning: Connecting through comics. Malaysian Journal of Medical Sciences, 26(4), 127–133. https://doi.org/10.21315/mjms2019.26.4.15
Alp, G., & Onan, B. C. (2023). Using Comics for Climate Change in Science Education: Students’ Solutions and Aesthetic Subtleties. Journal of Baltic Science Education, 22(2), 215–231. https://doi.org/10.33225/jbse/23.22.215
Archer, L., DeWitt, J., Osborne, J., Dillon, J., Willis, B., & Wong, B. (2012). Science Aspirations, Capital, and Family Habitus: How Families Shape Children’s Engagement and Identification With Science. American Educational Research Journal, 49(5), 881–908. https://doi.org/10.3102/0002831211433290
Aydinoglu, A. U., & Allard, S. (2010). Bridging the digital divide?: libraries providing access for all?? Connecting the public with science?:
Bourdieu, P. (1984). Distinction: A social critique of the judgement of taste. Inequality: Classic Readings in Race, Class, and Gender, 287–318. https://doi.org/10.4324/9781315680347-10
Bramlett, F., Cook, R., & Meskin, A. (2016). The Routledge companion to comics. Routledge.
Braun, V., & Clarke, V. (2006). Using thematic analysis in psychology. Qualitative Research in Psychology, 3(2), 77–101. https://doi.org/10.1191/1478088706qp063oa
C. Diaz Eaton H. C. Highlander, K. D. D. G. L. M. D. L., & Schugart, R. C. (2019). A “Rule-of-Five” Framework for Models and Modeling to Unify Mathematicians and Biologists and Improve Student Learning. PRIMUS, 29(8), 799–829. https://doi.org/10.1080/10511970.2018.1489318
Cheesman, K. (2006). Using comics in the science classroom. Journal of College Science Teaching, 35(4), 48.
Chute, H., & DeKoven, M. (2006). Introduction: Graphic narrative. MFS - Modern Fiction Studies, 52(4), 767–782. https://doi.org/10.1353/mfs.2007.0002
Cicek Senturk, O., & Selvi, M. (2023). Argumentation-supported educational comics as a teaching tool for environmental education. Environmental Education Research, 30(2), 170–189. https://doi.org/10.1080/13504622.2023.2227357
Cilein Kearns Allie Eathorne, N. K. A. A. L. H. A. S., & Beasley, R. (2022). How best to share research with study participants? A randomised crossover trial comparing a comic, lay summary, and scientific abstract. Journal of Visual Communication in Medicine, 45(3), 172–181. https://doi.org/10.1080/17453054.2022.2056321
Craciun, D., & Bunoiu, M. (2019). Digital Comics, a Visual Method for Reinvigorating Romanian Science Education. Revista Romaneasca Pentru Educatie Multidimensionala, 11, 321–341. https://doi.org/10.18662/rrem/172
Czerwiec, M., Williams, I., Squier, S. M., Green, M. J., Myers, K. R., & Smith, S. T. (2020). Graphic medicine manifesto. Penn State Press.
Da Silva, V. R., & Vieira, M. L. (2022). Evaluation of student engagement through knowledge elaboration and the use of comics in Microbiology education. FEMS Microbiology Letters, 369(1), fnac097.
Dorrell, L. D., Curtis, D. B., & Rampal, K. R. (1995). Book-worms without books? Students reading comic books in the school house. Journal of Popular Culture, 29(2), 223.
Eisner, W. (2008). Comics and Sequential Art.pdf.
Farinella, M. (2018). The potential of comics in science communication. Journal of Science Communication, 17(1), 1–17. https://doi.org/10.22323/2.17010401
Fitria, Y., Malik, A., Mutiaramses, Halili, S. H., & Amelia, R. (2023). Digital comic teaching materials: It’s role to enhance student’s literacy on organism characteristic topic. Eurasia Journal of Mathematics, Science and Technology Education, 19(10). https://doi.org/10.29333/ejmste/13573
Gonzalez, N., Moll, L. C., & Amanti, C. (Eds. . (2005). Funds of knowledge: Theorizing practices in households, communities, and classrooms.
Graham, C. R. (2011). Theoretical considerations for understanding technological pedagogical content knowledge (TPACK). Computers & Education, 57(3), 1953–1960. https://doi.org/https://doi.org/10.1016/j.compedu.2011.04.010
Graue, M. E., Whyte, K. L., & Karabon, A. E. (2015). The power of improvisational teaching. Teaching and Teacher Education, 48, 13–21. https://doi.org/10.1016/j.tate.2015.01.014
Green, M., & Myers, K. (2010). Graphic medicine: Use of comics in medical education and patient care. BMJ (Clinical Research Ed.), 340, c863. https://doi.org/10.1136/bmj.c863
Hill, P. W., Diamond, J., Spiegel, A. N., VanWormer, E., Leadabrand, M., & McQuillan, J. (2022). Accuracy of COVID-19 relevant knowledge among youth: Number of information sources matters. PLoS ONE, 17(12 December), 1–24. https://doi.org/10.1371/journal.pone.0267871
Hou, H., Li, X., Song, Y., Ji, Y., Sun, M., Wang, D., Jiao, J., Qu, J., & Gu, H. (2023). Effect of interactive, multimedia-based home-initiated education on preoperative anxiety inchildren and their parents: a single-center randomized controlled trial. BMC Anesthesiology, 23(1), 95. https://doi.org/10.1186/s12871-023-02055-7
Hudoshnyk, O., & Krupskyi, O. P. (2022). Science and comics: from popularization to the discipline of Comics Studies. History of Science and Technology, 12(2), 210–230. https://doi.org/10.32703/2415-7422-2022-12-2-210-230
Humm, C., & Schrogel, P. (2020). Science for All? Practical Recommendations on Reaching Underserved Audiences. Frontiers in Communication, 5(July). https://doi.org/10.3389/fcomm.2020.00042
Jian, Y. C. (2023). Reading behavior in science comics and its relations with comprehension performance and reading attitudes: An eye-tracker study. Research in Science Education, 53(4), 689-706.
Jirasek, I. (2021). Holistic leisure education through the Czech Rapid Arrows comics. Journal of Graphic Novels and Comics, 12(5), 750–764. https://doi.org/10.1080/21504857.2020.1773884
Jonsson, A., & Grafstrom, M. (2021). Rethinking science communication: reflections on what happens when science meets comic art. Journal of Science Communication, 20(2), 1–16. https://doi.org/10.22323/2.20020401
Kearns, C., Eathorne, A., Kearns, N., Anderson, A., Hatter, L., Semprini, A., & Beasley, R. (2022). How best to share research with study participants? A randomised crossover trial comparing a comic, lay summary, and scientific abstract. Journal of visual communication in medicine, 45(3), 172-181.
Kearns, C., Eathorne, A., Semprini, A., Braithwaite, I., & Beasley, R. (2021). Public engagement with clinical research on social media; which visual medium works best? A 5-year retrospective analysis. Journal of Visual Communication in Medicine, 44(4), 157-165.
Kearns, C., & Kearns, N. (2020). The role of comics in public health communication during the COVID-19 pandemic. Journal of Visual Communication in Medicine, 0(0), 139–149. https://doi.org/10.1080/17453054.2020.1761248
Lamminpaa, J., Vesterinen, V. M., & Puutio, K. (2023). Draw-A-Science-Comic: exploring children’s conceptions by drawing a comic about science. Research in Science & Technological Education, 41(1), 39-60.
Li, N., Brossard, D., Yang, S., & Barolo Gargiulo, L. (2023). Exploring the Potential of Comics for Science Communication: A Study on Conveying COVID-19 Vaccine Safety Information to Black Americans. Science Communication, 45(4), 512–538. https://doi.org/10.1177/10755470231195643
Linardatos, D. A. and G. (2023). Cognitive Load Approach to Digital Comics Creation: A Student-Centered Learning Case.
Lo, P., Lyu, Y. P., Chen, J. C. C., Lu, J. L., & Stark, A. J. (2022). Measuring the educational value of comic books from the school librarians’ perspective: A region-wide quantitative study in Taiwan. Journal of Librarianship and Information Science, 54(1), 16-33.
Logie, C. H., Okumu, M., Loutet, M. G., Coelho, M., Berry, I., Gittings, L., Odong Lukone, S., Kisubi, N., Atama, M., & Kyambadde, P. (2022). Todurujo na Kadurok (empowering youth): study protocol of an HIV self-testing and edutainment comic cluster randomised trial among refugee youth in a humanitarian setting in Uganda. BMJ Open, 12(11), 1–10. https://doi.org/10.1136/bmjopen-2022-065452
Matuk, C., Hurwich, T., Spiegel, A., & Diamond, J. (2021). How Do Teachers Use Comics to Promote Engagement, Equity, and Diversity in Science Classrooms? In Research in Science Education (Vol. 51, Issue 3, pp. 685–732). https://doi.org/10.1007/s11165-018-9814-8
Moreno-Vera, J. R., Ponsoda-Lopez de Atalaya, S., & Blanes-Mora, R. (2021). By Toutatis! Trainee Teachers’ Motivation When Using Comics to Learn History. Frontiers in Psychology, 12(October). https://doi.org/10.3389/fpsyg.2021.778792
Porcu, F., Cantacessi, C., Dessì, G., Sini, M. F., Ahmed, F., Cavallo, L., ... & Varcasia, A. (2022). 'Fight the parasite': raising awareness of cystic echinococcosis in primary school children in endemic countries. Parasites & Vectors, 15(1), 449.
Qiu, L., Rizal, A., Rahman, A., & Shahrizal, M. (2024). The Role of Souvenirs in Enhancing Local Cultural Sustainability?: A Systematic Literature Review. 1–27.
Rainford, J. (2021). Stripping back the novelty: A critical reflection on the dual use of a comic-based approach to engage participants and publics. Methodological Innovations, 14(3). https://doi.org/10.1177/20597991211060681
Scott McCloud. (1993). Understanding Comics: The Invisible Art.
Shin, D. S., Kim, D. H., Park, J. S., Jang, H. G., & Chung, M. S. (2013). Evaluation of anatomy comic strips for further production and applications. Anatomy & Cell Biology, 46(3), 210. https://doi.org/10.5115/acb.2013.46.3.210
Sones, W. W. D. (1944). The Comics and Instructional Method. The Journal of Educational Sociology, 18(4), 232–240. https://doi.org/10.2307/2262696
Spalvieri, D., Mauviel, A., Lambert, M., Férey, N., Sacquin-mora, S., Chavent, M., Baaden, M., Spalvieri, D., Mauviel, A., Lambert, M., Férey, N., Sacquin-mora, S., Spalvieri, D., Mauviel, A., Lambert, M., & Férey, N. (2022). Design – a new way to look at old molecules To cite this version?: HAL Id?: hal-03793308.
Syarah, E. S., Yetti, E., Fridani, L., Yufiarti, Hapidin, & Pupala, B. (2019). Electronic comics in elementary school science learning for marine conservation. Jurnal Pendidikan IPA Indonesia, 8(4), 500–511. https://doi.org/10.15294/jpii.v8i4.19377
Tatalovic, M. (2009). Science comics as tools for science education and communication: A brief, exploratory study. Journal of Science Communication, 8(4). https://doi.org/10.22323/2.08040202
Tavares, R., Alemany-Pagès, M., Araújo, S., Cohn, N., Ramalho-Santos, J., & Azul, A. M. (2023). Comics in Science and Health Communication: Insights From Mutual Collaboration and Framing a Research Practice. International Journal of Qualitative Methods, 22, 1–21. https://doi.org/10.1177/16094069231183118
Tsene, L. (2022). Using Comics as a Media Literacy Tool for Marginalised Groups: The Case of Athens Comics Library. Media and Communication, 10(4), 289–293. https://doi.org/10.17645/mac.v10i4.5716
Unterhalter, E. (2009). What is Equity in Education? Reflections from the Capability Approach. Studies in Philosophy and Education, 28, 415–424. https://doi.org/10.1007/s11217-009-9125-7
Vasileva, P., & Golubev, V. (2019). Eco-Comics As an Educational Tool for Teaching Environmental Journalism and Esp. Journal of Teaching English for Specific and Academic Purposes, 7(4), 431–442. https://doi.org/10.22190/JTESAP1904431V
von Reumont, F., & Budke, A. (2023). Learning about climate change with comics and text: a comparative study. Sustainability Science, 18(6), 2661-2676.
Walsh, E. I., Grant, W. J., & Sargent, G. M. (2024). Prose, panels and people: the impact of comic presentation style on procedural information learning. International Journal of Science Education, Part B, 1-16.
Williams, I. C. M. (2013). Graphic medicine: The portrayal of illness in underground and autobiographical comics Case study. In Medicine, health and the arts (pp. 64–84). Routledge. https://www.taylorfrancis.com/chapters/edit/10.4324/9780203079614-8/graphic-medicine-ian-williams
Wiseman, R., Collver, J., Worth, R., & Watt, C. (2021). Hocus Pocus: using comics to promote skepticism about the paranormal. Journal of Science Communication, 20(2), 1–16. https://doi.org/10.22323/2.20020204
Yu, C. J. G., & Sumayao, E. D. (2022). Development and Implementation of a Contextualized Comic Book to Improve Students’ Conceptions of Cell Division. Asia Pacific Journal of Educators and Education, 37(2), 301–323. https://doi.org/10.21315/apjee2022.37.2.15
Zairul, M. (2020). A thematic review on student-centred learning in the studio education. Journal of Critical Reviews, 7(2), 504–511. https://doi.org/10.31838/jcr.07.02.95




(Huang et al., 2024)
Huang, Y., Rahman, A. R. A., & Yahaya, M. F. bin. (2024). Applying Comics as Learning Tools: A Thematic Review. International Journal of Academic Research in Progressive Education and Development, 13(3), 22530–2276.