Eureka! Institutional Repository

Numerous ways exist to transmit knowledge. There are even more methods to facilitate learning as well as difficult theories to support the educational process which will enrich one’s knowledge. If the reading of books was the basic traditional method to transmit information, new forms of technology have made it possible to make the content of these books more attractive and mainly easier to assimilate. Thus, knowledge becomes long lasting. Computer technology and that of the social media constitute a part of the daily life of students. This is why teachers have adapted to the new model of communication and learning with a view to attracting the interest and attention of students. Motives are created to bring about fundamental learning. Infographics is one of the most significant means available in mass media in order to transmit knowledge explicitly, comprehensively and with precision by using the text, image, maps and graphics. With the rise of alternative solutions os software, every user has the possibility to create Infographics in a fast, simple and professional way. The advantages of Infographics and its adaptation are evident within this educational context as well as in other fields. Infographics is a form which displays information through graphics to enrich knowledge and support its transmission. Nevertheless, there are few studies which examine the way above influence the process of learning; in other words, how they can create better lessons when used alone or in combination with school books. Taking into consideration the above viewpoint, the present study aims to describe how people have moved forward from traditional forms of learning to use of computer technology and Infographics in education. It provides answers to the following questions: What is its relationship with fundamental learning and visual thought? Does it create better lessons or not? How do students benefit from its use? Does it perhaps disorient them? Furthermore, the study focuses on the concept and adaptation of Infographics in education. It also determines to what degree it is put into effect in Primary, Secondary Education and sets the criteria for the creation of successful Infographics method without excluding the Funds needed for its creation. Finally, a sample catalogue of free software of Infographics is presented. The present study may be used as reference or source of information for the execution of further research on development of Infographics as an educational means. Key