Character Design in Medical Learning Infographics: A Conceptual Framework
DOI:
https://doi.org/10.37134/kupasseni.vol14.sp.10.2026Keywords:
Infographic, character design, emotions in learning, Uncanny Valley, Control-Value TheoryAbstract
Artificial Intelligence (AI) has revolutionized the development of visual learning materials by enabling the creation of medical infographics at various levels of realism, ranging from cartoon-like to hyper-realistic, within the context of secondary education. This advancement also allows educators without a design background to produce visual learning materials. However, differences in levels of realism are said to potentially influence viewer comfort, a phenomenon referred to as the Uncanny Valley. Students’ comfort levels, in turn, may affect their emotions, motivation, and learning achievement.
Using a quasi-experimental design, this study will compare the effectiveness of AI-generated infographics with traditionally designed infographics. It will evaluate the effects of three levels of character realism used in medical infographic design on students’ emotions, motivation, and learning achievement. Furthermore, it will examine the role of students’ emotions as a mediating variable between character realism and learning motivation.
Grounded in the theoretical frameworks of the Uncanny Valley and the Control-Value Theory of Achievement Emotions, the conceptual framework of this study is developed to address the research questions. The findings of this research are expected to contribute to the development of evidence-based guidelines for the effective use of AI-generated infographic visuals in secondary school science education.
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