Visual Design Thinking for Public Education: Improving knowledge development and exchange via transformative pictogram design
Nana Wang, Leah Burns · 2020 24th International Conference Information Visualisation (IV) · 2020
How might the exchange and development of knowledge improve through a critical examination of pictogram-based methods of information visualization? In this article, we investigate the International System of TYpographic Picture Education(ISOTYPE), an influential model of pictorial diagram design theory and practice. Given ISOTYPE's continuing impact on information design, we use it as a critical case study to assess the potential and limitations of pictorial diagrams(PD) for knowledge development and exchange. The goal of this study is not to evaluate artistic quality, style, or designer talent; rather, our focus is on analysis of the learning functions of pictograms and their potential for knowledge transmission and supporting reasoning behaviour among diverse audiences. We explore the different features of a pictogram, and how these features might support knowledge development through diagrammatic reasoning(DR). Three key questions are posed: 1. What are the advantages and disadvantages of pictograms for promoting learning and reasoning behaviour versus more abstract or representational visual information design? 2. What are the criteria for choosing the visual characteristics of pictograms? 3. How can the visual characteristics of pictograms be evaluated and revised base on the goal of supporting learning and reasoning behaviour?