Abstract
Infographics, a combination of "information” and “graphics," are used in the current study as an assessment method in a Business and Management undergraduate course. This study aims to investigate whether the use of infographics as an assessment method results in significant differences in undergraduate university students' perceived achievement and motivation to learn and fosters inclusion for disadvantaged students i.e., neurodiverse and low-achieving students who complain about the monotonous (predominantly written) assessment methods used in their course. Using a quasi-experimental design, this study was conducted with 57 participants. Students were asked to create an infographic as a mid-term assessment complementary to the final written assessment to promote Social Justice for students who faced considerable challenges when asked to complete written assignments only. Data were collected using a questionnaire assessing students' perceptions of the use of infographics after the implementation. The results revealed that >76% of students perceived that their academic performance improved considerably as this type of assessment had a positive impact on their affective development and their intellectual, life, visual literacy, and information management skills. 92% reported that infographics improved their engagement and motivation to learn. Conclusions are drawn, and directions for future studies are discussed.