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- The current state of graphical abstracts and how to create good graphical abstracts
- Jieun Lee, Jeong-Ju Yoo
- Sci Ed. 2023;10(1):19-26. Published online February 16, 2023
- DOI: https://doi.org/10.6087/kcse.293
- 6,071 View
- 464 Download
- 4 Web of Science
- 3 Crossref
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Abstract
PDF - Graphical abstracts (GAs), also known as visual abstracts, are powerful tools for communicating complex information and ideas clearly and concisely. These visual representations aim to capture the essential findings and central message of a research study, allowing the audience to understand and remember its content quickly. This review article describes the current state of GAs, including their benefits, limitations, and future directions in the development of GAs. It also presents methods and tips for producing a GA. In Korea, more than 10 medical journals have introduced GAs from 2021 to 2022. The number of citations was higher in articles with GAs than in those without GAs in the top 10 gastroenterology journals. There are five types of GAs: conceptual diagrams, flowcharts, infographics, iconographic abstracts, and photograph-like illustrations. A limitation of the GA system is the absence of a universal standard for GAs. The key steps for creating a GA are as follows: (1) start by identifying the main message; (2) choose an appropriate visual style; (3) draw an easy-to-understand graphic; (4) use colors and other design elements; and (5) request feedback. Available tools that are useful for creating GAs include Microsoft PowerPoint, Mind the Graph, Biorender, and Canva. Another effective method is collaborating with experts. Artificial intelligence will soon be able to produce GAs more efficiently from raw data or manuscripts, which will help researchers draw GAs more easily. GAs have become a crucial art for researchers to master, and their use is expected to expand in the future.
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Citations
Citations to this article as recorded by
- Decoding Research with a Glance: The Power of Graphical Abstracts and Infographics
Madhan Jeyaraman, Naveen Jeyaraman, Swaminathan Ramasubramanian, Abhishek Vaish, Raju Vaishya
Apollo Medicine.2024;[Epub] CrossRef - Your message in pictures – Adding a graphical abstract to your paper
Péter Pongrácz, Irene Camerlink
Applied Animal Behaviour Science.2023; 263: 105946. CrossRef - Current status and demand for the advancement of Clinical Endoscopy: a survey-based descriptive study
Tae Hoon Lee, Jimin Han, Gwang Ha Kim, Hyejin Han
Science Editing.2023; 10(2): 135. CrossRef
- Decoding Research with a Glance: The Power of Graphical Abstracts and Infographics
Original Article
- Bibliometric analysis of flipped classroom publications from the Web of Science Core Collection published from 2000 to 2019
- Hsin-Luen Tsai, Jia-Fen Wu
- Sci Ed. 2020;7(2):163-168. Published online August 20, 2020
- DOI: https://doi.org/10.6087/kcse.212
- Correction in: Sci Ed 2021;8(1):129
- 7,057 View
- 217 Download
- 6 Web of Science
- 5 Crossref
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Abstract
PDF
- Purpose
This study analyzed the bibliometric characteristics of flipped classroom publications in the Social Science Citation Index and Science Citation Index Expanded from 2000 to 2019. Methods: The terms related to “flipped classroom” and “inverted learning” were the keywords for searching journal articles on January 3, 2020. Results: There are 645 articles (including 33 early-access articles), representing 1,938 authors in the 210 journals scanned. The United States, China, and Taiwan were three leading countries/regions in this field. In the top 10 countries, to 10 institutions, the top eight most-cited journals were identified by either the number of publications or the number of citations. Hot-spot themes from the 24 highly-cited articles and author keyword co-occurrence analysis focus on empirical research in the flipped classroom, the overall feasibility of the flipped classroom course design and practical model, and students’ performances, and student-regulated learning (active learning and readiness) outcomes. Conclusion: TThe results indicate that the United States dominated flipped classroom research, originating most of the highly-cited articles, having more prolific authors, and presenting the most-cited institutions. Furthermore, little research has been undertaken into arriving at an understanding of evidentiary effectiveness or consistency in a flipped classroom. Based on the trends identified, we need a call for more specific types of research into the effectiveness of flipped classroom studies and systematic reviews. -
Citations
Citations to this article as recorded by- Teaching English as a Foreign Language in Higher Education using flipped learning/flipped classrooms: a literature review
Rosemary Fisher, Quyen Tran, Elena Verezub
Innovation in Language Learning and Teaching.2024; 18(4): 332. CrossRef - RETHİNKİNG CLASSROOMS: A COMPREHENSİVE ANALYSİS OF POSTGRADUATE THESES ON THE FLİPPED CLASSROOM MODEL İN TURKEY
Beytullah Karagöz, Hakan Karatop, Ali Erdönmez
Journal of Advanced Education Studies.2024; 6(1): 134. CrossRef - Ters Yüz Öğrenme Konusunda Yapılan Araştırmaların Bibliyometrik Analizi
Ali Ateş, Halük Ünsal
Türk Eğitim Bilimleri Dergisi.2024; 22(2): 1084. CrossRef - A conceptual review of the effectiveness of flipped learning in vocational learners’ cognitive skills and emotional states
Xiuqin Zhou
Frontiers in Psychology.2023;[Epub] CrossRef - Review of flipped learning in engineering education: Scientific mapping and research horizon
Md Abdullah Al Mamun, Md Abul Kalam Azad, Md Abdullah Al Mamun, Michael Boyle
Education and Information Technologies.2022; 27(1): 1261. CrossRef
- Teaching English as a Foreign Language in Higher Education using flipped learning/flipped classrooms: a literature review
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