Informational Videos and Infographics: Internet User Reactions

## Introduction

The page Informational Videos and Infographics: Definitions, Costs, and Benefits provides definitions for informational videos and info graphics, as well as a strong understanding of the positives and negatives associated with this area of participatory media. It is important to discuss the reactions this type of visual media elicits from a broad, Internet-using audience.

## Reactions

Because the content being presented in informational videos and infographics is visual, it is immediately eye-catching to viewers. Rather than scrolling past the information, viewers will be drawn to the image and may react for three common reasons:

1. Visual representations of data can "enhance the quality of the [sense-making] experience" .
2. The information is understandable.
3. The information being presented can be applicable to viewers and the interaction has become "central in shaping our everyday lives and in ordering our routine experiences"

However, the reactions to digital representations of data vary from viewer to viewer and usually "yields mixed results" . While not every type of reaction by the viewers can be seen, since many take place outside of online platforms, there are two types that are visible on the Internet: commenting on and sharing the content.

## Comments

### Positive

Positive comments on informational videos and infographics are found all across the Internet, but are commonly seen on social media networks due to easy to use platforms and a wide accessibility of commenting functions. These types of comments usually center around encouragement, support, words of thanks, and what aspects of the information the viewer related to or enjoyed. In the image below , the three top comments are all positive. Each person begins their comment by praising National Geographic and several move on to express their love for the publication's Facebook page.

### Negative

The negative comments on informational videos and infographics range from mockery, calling out problems with the information, to posting explicit and angry messages about the creator and/or the content. On the image presented below , the negative comments discuss problems with a video on youtube.com. Even though the film being referenced is not academic in nature, the comments do offer a key example of negative reactions. The comments discuss a copyright issue with the content in the video, and rather than posting a constructive comment or letting the website deal with copyright infringement, several viewers take matters into their own hands.

## Shares

### Positive

Sharing informational videos and infographics is usually a sign of having a positive reaction to the content. In "If It Doesn't Spread, It's Dead (Part Six)" Henry Jenkins outlines some of the reasons people share content. "

1. To bolster camaraderie and articulate the (presumably shared) experiences and values that identify oneself as belong to a particular community ('bolstering their identity')
2. To gather information and explain difficult to understand events or circumstances.
3. To establish the boundaries of an 'in-group'."[6]

Sharing these forms of data representation allows the content to be spread to wider audiences, and is one of the main ways that Internet users can partake in participatory media culture surrounding academic information. When referencing the image from National Geographic in the Comments section above [7], the number of shares is staggering. The video that National Geographic posted was shared over 10,000 times within 24 hours. The number of people who were able to view this content surpasses the number of shares, making the content accessible to countless viewers.

### Negative

It would be a rare occurrence if someone shared content found on infographics or informational videos that they found to be in disagreement with their personal views. The only instance that seems plausible would be if sharing the content was an act of irony or mockery of the data being presented.

## References

1. ↑ Baker, Jeff, Jim Burkman,and Donald R. Jones. “Using Visual Representations of Data to Enhance Sensemaking in Data Exploration Tasks.” *Journal of the Association for Information Systems* 10.7 (2009): 533-59. *Google Scholar*. Web. 23 June 2015. <http://aisel.aisnet.org/cgi/viewcontent.cgi?article=1512&context=jais>. Page 539.
2. ↑ Beer, David. “Introduction: The Intersections of Popular Culture and New Media.” *Popular Culture and New Media: The Politics of Circulation.* N.p: n.p., n.d. 1-12. Print. Page 1.
3. ↑ Baker, Jeff, Jim Burkman,and Donald R. Jones. “Using Visual Representations of Data to Enhance Sensemaking in Data Exploration Tasks.” *Journal of the Association for Information Systems* 10.7 (2009): 533-59. *Google Scholar*. Web. 23 June 2015. <http://aisel.aisnet.org/cgi/viewcontent.cgi?article=1512&context=jais>. Page 535.
4. ↑ Comments on National Geographic Video. Digital image.*Www.facebook.com*. N.p., 5 July 2015. Web. 6 July 2015. <https://www.facebook.com/natgeo/videos/vb.23497828950/10152988632018951/?type=2&theater>. Image taken by Snagit software.
5. ↑ *Pulsa Facebook Complaints*. Digital image.*Http://cdn2.business2community.com/*. N.p., n.d. Web. 6 July 2015. <http://cdn2.business2community.com/wp-content/uploads/2013/12/pulsa-facebook-complaints.jpg>. Found through Google Images.
6. ↑ http://henryjenkins.org/2009/02/if\_it\_doesnt\_spread\_its\_dead\_p\_5.html