  Infographic is a type of information visualization that uses graphic design
to enhance human ability to identify patterns and trends. It is popularly used
to support spread of information. Yet, there are few studies that investigate
how infographics affect learning and how individual factors, such as learning
styles and enjoyment of the information affect infographics perception. In this
sense, this paper describes a case study performed in an online platform where
27 undergraduate students were randomly assigned to view infographics (n=14)
and graphics+text (n=13) as learning materials about the same content. They
also responded to questionnaires of enjoyment and learning styles. Our findings
indicate that there is no correlation between learning styles and post-test
scores. Furthermore, we did not find any difference regarding learning between
students using graphics or infographics. Nevertheless, for learners using
infographics, we found a significant and positive correlation between correct
answers and the positive self-assessment of enjoyment/ pleasure. We also
identified that students who used infographics keep their acquired information
longer than students who only used graphics+text, indicating that infographics
can better support robust learning.
