The influence of interactive and static infographics on the academic achievement of reflective and impulsive students




Static infographic, interactive infographic, cognitive styles, reflective/impulsive, academic achievement, multimedia, Web 2.0, dual coding theory


This article examines the influence of static/interactive infographics on reflective/impulsive students’ academic achievement. The study sample consisted of 80 undergraduate students who were divided into two groups according to their cognitive style (reflective/impulsive). Each group was further divided into two sub-groups based on the type of infographics (static/interactive) to be evaluated. The findings showed that interactive infographics are more effective than static infographics in improving academic achievement. Reflective students outperformed impulsive students in terms of academic achievement, and there was a significant interaction between interactive infographics and reflective students. This study may serve as a guide for educators and designers of learning resources in selecting the most appropriate forms of technology conforming to students’ varying cognitive styles.

Implications for practice or policy:

  • The designers of e-learning environments must focus on the cognitive style of each learner. The design of those environments must take into account the diversity of information presentation methods to meet the various cognitive styles.
  • Students' academic achievement can be improved by the use of interactive infographics due to their richness in material, multimedia approach, and interactivity that stimulate and communicate with learners’ senses and positively affect their acquisition of information.


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Author Biographies

Dina Ismaeel, Professor of educational technology, College of Education, King Faisal University, P.O. Box 380, Al-Ahsa, 31982, Saudi Arabia.

Dina Ahmed Ismaeel is a Professor of Educational Technology, College of Education at King Faisal University (KFU) in Saudi Arabia and Hellwan University in Egypt. She was the Vice-Head of Educational Technology Department  in the College of Education at  KFU  and is a member of  Egyptian Association for Educational Technology (EAET) in Egypt. Her research areas of interest are e-learning, blended learning, multimedia, and virtuality.

Ensaf Al Mulhim, Assistant professor, King Faisal University, Saudi Arabia

Ensaf Nasser Al Mulhim had her PhD of e-learning and training from the University of Plymouth in the UK in 2014. She had her Master degree in ICT in Education and Training in 2008 from the University of Wollongong, Australia. She is now an Assistant Professor at the Educational Technology Department, Faculty of Education at King Faisal University in Saudi Arabia. She worked as Vice-Dean of the King Faisal University Center for Communications and Media in 2016/2017. She also was the head of the Alumni Committee at the Faculty of Education for two years 2015/2017. And the head of the Final Exams Control in 2018/2019 at the Faculty of Education. She is an active researcher in the field of e-learning and her areas of interest are e-learning and training, online learning, blended learning, Web 2.0 evaluation tools, learning styles, and professional development.




How to Cite

Ismaeel, D., & Al Mulhim, E. (2021). The influence of interactive and static infographics on the academic achievement of reflective and impulsive students. Australasian Journal of Educational Technology, 37(1), 147–162.