KAČMÁR Pavol
- Department of Psychology, Faculty of Arts, Pavol Jozef Šafárik University in Košice, Košice, Slovakia
- Social sciences
Recommendations: 0
Review: 1
Areas of expertise
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Review: 1
27 Jun 2024
STAGE 1
Learning from comics versus non-comics material in education: Systematic review and meta-analysis
Comics in Education
Recommended by Veli-Matti Karhulahti based on reviews by Adrien Fillon, Benjamin Brummernhenrich, Solip Park and Pavol KačmárEspecially after the impactful experiments in modern comics (e.g. McCloud 1993), research interest in the medium increased with new practical developments (Kukkonen 2013). Some of these developments now manifest in educational settings where comics are used for various pedagogical purposes in diverse cultural contexts. To what degree comics are able to reach educational outcomes in comparison to other pedagogical tools remains largely unknown, however.
In the present registered report, Pagkratidou and colleagues (2024) respond to the research gap by investigating the effectiveness of educational comics materials. By means of systematic review and meta-analysis, the authors assess all empirical studies on educational comics to map out what their claimed benefits are, how the reported effectiveness differs between STEM and non-STEM groups, and what moderating effects complicate the phenomenon. With the help of large language models, all publication languages are included in analysis.
The research plan was reviewed over three rounds by four reviewers with diverse sets of expertise ranging from education and meta-analytic methodology to comics culture and design. After comprehensive revisions by the authors, the recommender considered the plan to meet high Stage 1 criteria and provided in-principle acceptance.
URL to the preregistered Stage 1 protocol: https://osf.io/vdr8c
In the present registered report, Pagkratidou and colleagues (2024) respond to the research gap by investigating the effectiveness of educational comics materials. By means of systematic review and meta-analysis, the authors assess all empirical studies on educational comics to map out what their claimed benefits are, how the reported effectiveness differs between STEM and non-STEM groups, and what moderating effects complicate the phenomenon. With the help of large language models, all publication languages are included in analysis.
The research plan was reviewed over three rounds by four reviewers with diverse sets of expertise ranging from education and meta-analytic methodology to comics culture and design. After comprehensive revisions by the authors, the recommender considered the plan to meet high Stage 1 criteria and provided in-principle acceptance.
URL to the preregistered Stage 1 protocol: https://osf.io/vdr8c
Level of bias control achieved: Level 3. At least some data/evidence that will be used to the answer the research question has been previously accessed by the authors (e.g. downloaded or otherwise received), but the authors certify that they have not yet observed ANY part of the data/evidence.
List of eligible PCI RR-friendly journals:
List of eligible PCI RR-friendly journals:
References
1. Kukkonen, K. (2013). Studying comics and graphic novels. John Wiley & Sons.
2. McCloud, S. (1993). Understanding comics: The invisible art. Tundra.
3. Pagkratidou, M., Cohn, N., Phylactou, P., Papadatou-Pastou, M., & Duffy, G. (2024). Learning from comics versus non-comics material in education: Systematic review and meta-analysis. In principle acceptance of Version 4 by Peer Community in Registered Reports. https://osf.io/vdr8c