Zirui Shan, Vanessa Echeverria, Yuheng Li, Yi-Shan Tsai, Roberto Martinez-Maldonado (2026) 📄 Full text (arXiv)
Data comics combine sequential visual narratives with data visualization to improve student engagement with ai-generated-content in educational settings. This paper evaluates the effectiveness of AI-assisted creation of data comics, finding that they significantly enhance student engagement and comprehension compared to traditional visualization formats. The study also examines ethical dimensions including authorship attribution of AI-produced content, accuracy of generated visuals, and the risk of misleading representations. These findings have direct implications for k-12 education, where active-learning approaches benefit from engaging visual materials.
Related Pages
- automated-grading — Automated assessment approaches in computing education
- llm — Large language models and their applications
- k-12 — K-12 education context
- ai-literacy — AI literacy frameworks and assessment
- student-ai-interaction — How students interact with AI systems
- scaffolding — Instructional scaffolding techniques
- ai-generated-content — AI-produced educational materials
- learning-analytics — Data-driven analysis of learning behaviors
- formative-assessment — Formative assessment in AI-enhanced education
- active-learning — Active learning approaches
Citation
APA: Zirui Shan, Vanessa Echeverria, Yuheng Li, Yi-Shan Tsai, Roberto Martinez-Maldonado (2026). Data Comics for Education: Evaluating Effectiveness, Benefits, and the Ethics of AI-Assisted Creation. arXiv:2607.02361.