関東地区

教育システム情報学会 2020年度学生研究発表会

Pedagogical Analysis of Comics Textbooks for Data Science Education— Based on the Views of Students —Miao LIN*1, Satoshi TAKAHASHI*2, Atsushi YOSHIKAWA*1
Department of Computer Science, Tokyo Institute of Technology*2
College of Science and Engineering, Kanto Gakuin University
Email: lin.m.ad@m.titech.ac.jp*1

Abstract: This research analyzes the impact of different types of comics on learning effects from the perspectivesof students. We investigated students' views and experimented to examine the difficulty of learning different comicsby asking them to read dialog comics, image-content combined comics and image-content separated comics.
According to the result, we found that comic comprehension is related to the learning effects of using comics.
Students who had high comic comprehension performed better in tests and comics attitude evaluation. On thecontrary, those who had low comic comprehension show low interest in comic reading and prefer to use the normal
textbook.
Keywords: comics, data science education

1.

Introduction

Evaluation
The comics evaluation: Ask the students about whichcomics they want to use and which comics are easy tounderstand in class and after class. The comics attitudeevaluation: Ask the students how they like comics in 5
levels.(5: very like; 4: like; 3: whatever; 2: dislike; 1:very hate) The GPA evaluation: Ask the students about
their academic performance.

Although many studies have proven that comics havepositive effects on students’ learning effects, there will beuncertainty when using comics as textbooks in class. By
considering the views of the students, this research
conducted experiments on the learning effects ofdifferent types of comics. Through the the resultexperiments, the views of students would be analyzed
and the result would help to improve the current situationof using comics as formal textbooks.

2.

CCCT(Comic Comprehension Test)
CCCT is proposed by Nakazawa （ 4 ） which is used totest the abilities of reading and understanding comics.
Students are asked to answer all the questions in CCCT.

Experiment

In the experiment, we involved 9 university students
as participants and in the experiment, we used 3 Japanesecomics which are about correlation coefficient. Thestudents were asked to do the test and answer
evaluation forms and questionnaire about the learning
effects of different comics.

Questionnaire (Likert Type Scale)Students are asked to judge the 12 statements on a
5-point scale from “strongly agree” to “stronglydisagree”. The statements are all about the learning
effects of different comics. And the learning effects aremeasured in pre-experiment and post-experiment(5).

2.1 Subjects
Students are divided into 3 groups: Group K, Group L,Group G. So, there are 3 students in 1 group. All thestudents are adults and major in different fields and havenot mastered correlation coefficient yet. According to t
test, there is no significant difference in the preliminary
test between groups.

2.3 Steps
Ask the students to take a pre-test on Correlation
coefficient; Ask students to read the comics separately;
Ask the students to take the same test (post-test) again;
Ask students to answer evaluation forms andquestionnaire; Finally ask them to take CCCT.

2.2 Materials
Comics
According to the layout of the comics, the types of thecomics are divided into dialog comic, image-content
combined comic and image-content separated comic.
Group K uses dialog comic “Know the Statistics(1)”,Group L uses image-content comic “LearnStatistics-throughComics(2)”,GroupGuses
image-content separated comic “Gentle Statistics(3)”.

2.4 Result
The results of all groups are shown in tables as Table
1&2&3 shows. According to t-test, there is no significant
difference in the results between groups except the resultof post-test between L and G in 5% Significance level.
The effect scores of each group are gained as thedifference from pre-test and post-test. According to t-test,there is significant difference in the result between
groups except the result of post-test between K and G in
5% Significance level. (note “Know the statistics” as K;“Learn Statistics-through Comics” as L; “GentleStatistics” as G)

Test
The test questions are about the "correlation
coefficient" and remain the same in all groups.

77

関東地区

教育システム情報学会 2020年度学生研究発表会

Table 1
test:

Kn3

test results
L33

prepostprepostprepost

M

9.33

12.67

6.33

11.67

612SD

1.24

0.47

2.49

0.94

0.816

1.63

CCCT:

Table 2KCCCT results
LGn3

33

M

173.33150.33

146

SD

10.34

5.44

8.60

Table 3

GPA results

Grade:

KLG

n333

M

3.33

3

3.67

SD

0.47

0.82

0.47

Table 4

Although the learning effects of using “GentleStatistics” are the best, most of the students would like to
use image-content combined comics and considered they
are easy to understand after class, which is possible
because the knowledge is explained by images andcharacters(6). However, students would like to use dialog
comics in class because they thought the teacher would
explain the contents in these comics. And most of thestudents considered the dialogues help them to dorole-playing and follow the progress in class.

G

3.3 The effects of comics reading comprehension
Although there is no obvious relation between thelearning effects and comics reading comprehension ineach group. The result shows comics reading
comprehension has positive effects on learning bycomics. Besides, students who had high comics reading
comics comprehension would like to use comics
textbooks and they performed better in the test(7).

4.

effect scores

Dif:KLGn3

3

3

M

3.33

5.336SD

0.94

1.89

0.82

The correlation between the effect scores and otherfactors are shown in Table 5.

Reference(1) Chiharu Kogo:“Impact of context and manga expression
on reading strategies ” , Technical Review Company,
pp.26-40(2007) (in Japanese)(2) Yoshio Takigawa: “Learn Statistics-through Comics”,
Shinsei Publishing, pp.52-81(2014) (in Japanese)(3) Side lunch: “Gentle Statistics”, Ikeda Bookstore,
pp.98-115(2017) (in Japanese)(4) Jun Nakazawa: “Effects of Manga reading comprehension
ability on children's learning by Manga materials”,
CHIBA University Education Application Research, No.9,
pp.13-23(2002). (in Japanese)(5) Keiji Tamada: “Impact of context and manga expression
on reading strategies”, Bulletin of Graduate School ofSociology, No.73, pp.15-28(2012) (in Japanese)(6) Mitsuru Sugaya: “Effect of differences in expression
format in learning manga on content comprehension andreading speed”, Poster presentation at the 10th Japan
Society for Studies in Comics, Vol.44, pp.356(2010) (inJapanese)(7) Mieko Kumasaki: “Study on the effect of cartoons onunderstanding the learning content in chemical process
safety education.” Safety Engineering, No. 53, Vol.5,
pp.303-309(2014) (in Japanese)

Table 5 correlation between effect scores and others
CCCT
comics attitude
GPA
K(n=3)

-0.93

-1

0.5

L(n=3)

-0.43

-0.5

-0.5

G(n=3)

0.57

-0.87

0.87

Total(n=9)

-0.66

-0.67

0.19

3.

Conclusion and Future work

As for the result, comics reading comprehension isrelated to the learning effects of using different comics
textbooks. And in this research, the ratio of images andwords in the comics had obvious influence on students’learning effects. So, it needs to consider the influence ofthe words in the comics dialogues on learning effects
which can also be considered from 2 views. As forteachers, dialogues play an important role for explaining
knowledge. As for students, the dialogue part provides
the basic knowledge of the comics textbook. In words,
dialogue information directly affects the learning effectof students. Therefore, in the next experiment, theinfluence of the ratio of images and words and different
expressions of the dialog will be studied.

Discussion

3.1 The learning effects of different comics
The effects of using “Gentle Statistics” are better thanother comics. It may because that the comics divide thelayout into 2 separated parts: comics part and knowledgepart(6). Students considered this kind of layout can help
them to focus on different parts. And especially in theknowledge part, it is similar to the formal textbooks
which students could accept the material in a short time.
3.2 The evaluation of comics textbooks

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