Animated infographics for health education: scoping review

Animated infographics for health education: scoping review | Research Square window.SnipcartSettings = { analytics: { enabled: false } }; (function() { var accessVector = localStorage.getItem('access_vector') || ''; window.dataLayer = window.dataLayer || []; if (accessVector) { window.dataLayer.push({ user: { profile: { profileInfo: { snid: accessVector } } } }); } })(); (function(w,d,s,l,i){w[l]=w[l]||[];w[l].push({'gtm.start':new Date().getTime(),event:'gtm.js'});var f=d.getElementsByTagName(s)[0],j=d.createElement(s),dl=l!='dataLayer'?'&l='+l:'';j.async=true;j.src='https://www.googletagmanager.com/gtm.js?id='+i+dl;f.parentNode.insertBefore(j,f);})(window,document,'script','dataLayer','GTM-K279D39R'); Browse Preprints In Review Journals COVID-19 Preprints AJE Video Bytes Research Tools Research Promotion AJE Professional Editing AJE Rubriq About Preprint Platform In Review Editorial Policies Our Team Advisory Board Help Center Sign In Submit a Preprint Cite Share Download PDF Systematic Review Animated infographics for health education: scoping review Francisco Marcelo Leandro Cavalcante, Neucilia Oliveira Silva, and 6 more This is a preprint; it has not been peer reviewed by a journal. https://doi.org/ 10.21203/rs.3.rs-8029050/v1 This work is licensed under a CC BY 4.0 License Status: Posted Version 1 posted You are reading this latest preprint version Abstract Animated infographics have been increasingly applied in health education, as they are effective educational resources for improving knowledge and health outcomes, with the potential to address diverse learning needs. This scoping review aimed to map the animated infographics available in scientific literature as tools for health education of patients, students, and/or health professionals. The review followed the Joanna Briggs Institute Methodology and the Preferred Reporting Items for Systematic Reviews and Meta-Analyses Extension for Scoping Reviews Checklist. Searches were conducted in Scopus, Web of Science, PubMed/MEDLINE, SciELO, LILACS, BDENF, the Cochrane Library, CINAHL, EMBASE, Google Scholar, the Brazilian Digital Library of Theses and Dissertations, CAPES Theses and Dissertations Catalog, EBSCO Open Dissertations, and the OATD and RCAAP databases between January and February 2025. Two independent researchers conducted the screening, selection and analysis of the included studies. The data were analyzed descriptively. A total of 740 studies were identified, 33 of which met the inclusion criteria and included 46 animated infographics. The duration of animated infographics ranged from 40 seconds to 16 minutes and 32 seconds. The reported audiovisual features included text, images, animations, audio, narration, captions, mascots, and characters. The evidence highlighted animated infographics as appropriate, valid, illustrative, and facilitative educational tools, reinforcing their potential as innovative resources for health education. Only two studies reported positive results of educational interventions mediated by animated infographics, such as improved knowledge and the intention to change behavior. These findings can support health professionals and educators in developing and implementing health education interventions using animated infographics. Animated infographics Infographics Educational technologies Health education Animation Digital technology Figures Figure 1 Figure 2 Introduction The infographic genre is widely used in both journalism and science to disseminate news as well as scientific and technological information. It is composed of diverse types of language, including text, charts, captions, maps, numbers, icons, illustrations and photographs. These resources support reading, reflection, meaning-making, and knowledge acquisition through transmitted information (Ferreira et al., 2022 ). This resource represents a complex digital communicational tool that integrates audiovisual and textual elements to provide concise and visually engaging summaries, enabling quick and direct access to information (Abbazio et al., 2022; Jeyaraman et al., 2024 ). Its unique multimodal composition not only allows for focused presentation of a specific topic but also conveys it in an objective, clear, dynamic, and attractive manner (Sousa et al., 2019). Infographics can be divided into two types: static and animated. The former is commonly found in printed materials such as newspapers, flyers, and advertisements. It is based on the intersection of images, texts, and graphs organized in a rational and logical way, and it can also take the form of maps, timelines, lists, and flowcharts, among others. The animated infographic, in turn, incorporates these same elements and presents them in animated form. Thus, it becomes more interactive by enhancing the reader’s ability to visualize and absorb the presented information (Ribeiro, 2008 ). Some authors further classify infographics as interactive, digital, or animated. These types share six features inherent to an informational product: multimodality, interactivity, hypertextuality, content customization, memory, and continuous access and updating whenever and wherever needed (Fernandes & Ziroldo, 2020 ). These elements highlight the potential of infographics as educational technologies that enhance memorization and comprehension of content, thereby offering learners meaningful, interactive, and lasting learning experiences that promote greater knowledge retention (Oliveira et al., 2023 ). Within this context, infographics have been increasingly applied in the health field as tools for patient education and health communication, demonstrating their effectiveness in improving knowledge and health outcomes (Spicer and Coleman, 2022 ). They also stand out as valuable resources for medical education (Ferreira et al., 2022 ; Miri et al., 2024 ; Oliveira et al., 2020 ) and nursing education (Chicca & Chunta, 2020 ; Manchester et al., 2024), with the potential to meet diverse learning needs. Accordingly, the format of digital animated infographics has gained prominence given their ability to present, within a short and appropriate timeframe, concepts and information relevant to professional practice and health promotion. They stand out for combining narratives with multimodal elements such as images, background audio, text, animated photographs, videos, and animations, thereby conveying ideas and information quickly, dynamically, engaging, and effectively (Dorneles et al., 2020 ; Doukianou; Daylamani-Zad & O’Loingsigh, 2021 ). As videos, they can be widely disseminated through platforms such as YouTube and social media (Doukianou; Daylamani-Zad & O’Loingsigh, 2021 ). Furthermore, they can be employed by health professionals across different care settings through information and communication technologies (ICTs), such as televisions and mobile devices, while also being accessible anytime and anywhere to patients, providing support for daily self-care activities (Costa, Domingues & Fonseca, 2022 ; Traboco et al., 2022 ). In this context, the use of animated infographics may strengthen the development of digital health interventions, offering innovative and meaningful learning experiences to diverse audiences. However, their potential has not yet been fully realized, and there is a lack of studies analyzing their effectiveness, optimal design, and content characteristics (Snapp et al., 2024). Given this scenario, studies aimed at mapping animated infographics available in the literature are pertinent. Scoping reviews for this purpose may inform the selection and use of such educational technologies by nurses and other health professionals in educational activities. Moreover, the findings may assist professionals and researchers in understanding the methodologies employed in developing these educational resources, thereby contributing to the advancement of new studies focused on their design and validation and fostering the growth of knowledge in this field. Notably, a search in the journals JBI Evidence Synthesis , the Open Science Framework (OSF), and databases such as Cochrane Library, Web of Science, and PubMed/MEDLINE did not identify any review studies or even review protocols addressing this topic. However, it is important to note that the terminology used to describe these resources varies internationally, often overlapping with terms such as “motion graphic”, “instructional animation” or “animated educational video”, which may affect indexing, retrieval, and consistency in the literature. Therefore, the objective of this study was to map, in scientific literature, the animated infographics available as tools for health education of patients, students, and/or health professionals. Methods Study design This scoping review was conducted in accordance with the recommendations of the Joanna Briggs Institute (JBI) (Peters et al., 2020 ) and the guidelines of the Preferred Reporting Items for Systematic Reviews and Meta-Analyses Extension for Scoping Reviews (PRISMA-ScR) (Tricco et al., 2018 ). The review protocol was registered on the OSF platform. The review was carried out through the following nine steps: (1) definition and alignment of the objective and research question; (2) establishment of eligibility criteria in line with the objective and research question; (3) construction of search strategies, description of selection, data extraction, and presentation; (4) identification of relevant studies through database searches; (5) selection and mapping of studies; (6) data extraction; (7) analysis of extracted data; (8) presentation of results; and (9) summary, synthesis, and interpretation of data (Peters et al., 2020 ). To formulate the research question, the population–concept–context (PCC) strategy (Peters et al., 2020 ) was adopted: P (population) – patients, health professionals, and health students; C (concept) – animated infographics as technologies for health education; and C (context) – health education. Accordingly, the review aimed to answer the following question: What animated infographics are available in scientific literature as resources for health education of patients, students, and/or health professionals? Eligibility criteria In line with the objective, guiding question, and PCC strategy, the inclusion criteria included original studies, experience reports, theses, dissertations, and undergraduate final papers addressing animated infographics as educational technologies for patients, students, and/or health professionals. Studies that were fully available in any language and without time restrictions were considered. The exclusion criteria included literature reviews, study protocols, conference abstracts/proceedings, editorials, unrelated studies, and duplicates. Databases and search strategies The search was conducted between January and February 2025 and was updated on July 11 of the same year. The following databases were consulted: Scopus, Web of Science (WOS), PubMed/MEDLINE, the Scientific Electronic Library Online (SciELO), Latin American and Caribbean Literature on Health Sciences (LILACS), the Nursing Database (BDENF), the Cochrane Library, the Cumulative Index to Nursing and Allied Health Literature (CINAHL), and the Excerpta Medica Database (EMBASE). The gray literature was searched in Google Scholar, the Brazilian Digital Library of Theses and Dissertations (BDTD), the CAPES Theses and Dissertations Catalog, EBSCO Open Dissertations, Open Access Theses and Dissertations (OATD), and the Scientific Open Access Repositories of Portugal (RCAAP). All sources were accessed through the Federated Academic Community (CAFe) login on the CAPES Periodicals platform, a Brazilian platform that allows access to a vast bibliographic collection. Search strategies were built using terms and keywords from Health Sciences Descriptors (Descritores em Ciências da Saúde - DeCS), Medical Subject Headings (MeSH), Embase Headings, and CINAHL Headings. Additional keywords identified in prior studies were also incorporated to ensure comprehensive and sensitive strategies (Costa, Mendes & Freitas, 2025 ; Peters et al., 2020 ). To further broaden the retrieval, searches were also conducted using the term “Animated Infographic” alone. The strategies employed are summarized in Table 1 . Table 1 Search strategies used in the review and respective databases Databases Search strategies Scopus #1 – (Patients OR Patient OR Clients OR Client OR "Health Personnel" OR "Healthcare Workers" OR "Healthcare Worker" OR "Health Care Providers" OR "Health Care Provider" OR "Healthcare Providers" OR "Healthcare Provider" OR "Health Care Professionals" OR "Health Care Professional" OR "Health Care Personnel" OR "Health Care Practitioner" OR "Health Practitioner" OR "Allied Health Personnel") AND ("Animated Infographic" OR "Animated Infographics" OR "Infographic") AND ("Health Education" OR "Patient Education" OR "Education of Patients" OR "Patient Education as Topic" OR "Education, Professional, Retraining" OR "Education, Professional" OR "Professional Education" OR "Continuing Education" OR "Permanent Health Education") #2 – Animated Infographic Embase #1 - ('patients'/exp OR patients OR 'patient'/exp OR patient OR 'clients'/exp OR clients OR client OR 'health personnel'/exp OR 'health personnel' OR 'healthcare workers' OR 'healthcare worker'/exp OR 'healthcare worker' OR 'health care providers' OR 'health care provider'/exp OR 'health care provider' OR 'healthcare providers' OR 'healthcare provider'/exp OR 'healthcare provider' OR 'health care professionals' OR 'health care professional'/exp OR 'health care professional' OR 'health care personnel'/exp OR 'health care personnel' OR 'health care practitioner'/exp OR 'health care practitioner' OR 'health practitioner'/exp OR 'health practitioner' OR 'allied health personnel'/exp OR 'allied health personnel') AND ('animated infographic' OR 'animated infographics' OR 'infographic') AND ('health education'/exp OR 'health education' OR 'patient education'/exp OR 'patient education' OR 'education of patients' OR 'patient education as topic'/exp OR 'patient education as topic' OR 'education, professional, retraining'/exp OR 'education, professional, retraining' OR 'education, professional'/exp OR 'education, professional' OR 'professional education'/exp OR 'professional education' OR 'continuing education'/exp OR 'continuing education' OR 'permanent health education') #2 – 'Animated Infographic' #3 - animated AND infographic Web of Science, PubMed/MEDLINE e Cochrane Library #1 - (Patients OR Patient OR Clients OR Client OR "Health Personnel" OR "Healthcare Workers" OR "Healthcare Worker" OR "Health Care Providers" OR "Health Care Provider" OR "Healthcare Providers" OR "Healthcare Provider" OR "Health Care Professionals" OR "Health Care Professional" OR "Health Care Personnel" OR "Health Care Practitioner" OR "Health Practitioner" OR "Allied Health Personnel") AND ("Animated Infographic" OR "Animated Infographics" OR "Infographic") AND ("Health Education" OR "Community Health Education" OR "Patient Education as Topic" OR "Education of Patients" OR "Patient Education" OR "Education, Professional" OR "Professional Education" OR "Continuing Education" OR "Permanent Health Education") #2 – Animated Infographic Cinahl and EBSCO Open Dissertations #1 - (Patients OR Patient OR Clients OR Client OR "Health Personnel" OR "Health Care Staff" OR "Health Care Workers" OR "Health Employee" OR "Health Employees" OR "Health Staff" OR "Healthcare Staff" OR "Healthcare Workers" OR "Healthcare Worker" OR "Health Care Providers" OR "Health Care Provider" OR "Healthcare Providers" OR "Healthcare Provider" OR "Health Care Professionals" OR "Health Care Professional" OR "Health Care Personnel" OR "Health Care Practitioner" OR "Health Practitioner" OR "Allied Health Personnel") AND ("Animated Infographic" OR "Animated Infographics" OR "Infographics") AND ("Health Education" OR "Community Health Education" OR "Patient Education" OR "Education of Patient" OR "Education of Patients" OR "Patient Teaching" OR "Education of Patients" OR "Professional Education" OR "Education, Continuing" OR "Continuing Education" OR "Permanent Health Education") #2 – Animated Infographic SciELO, LILACS and BDENF #1 - (Patients OR Patient OR Clients OR Client OR "Health Personnel" OR "Healthcare Workers" OR "Healthcare Worker" OR "Health Care Providers" OR "Health Care Provider" OR "Healthcare Providers" OR "Healthcare Provider" OR "Health Care Professionals" OR "Health Care Professional" OR "Health Care Personnel" OR "Health Care Practitioner" OR "Health Practitioner" OR "Allied Health Personnel") AND ("Animated Infographic" OR "Animated Infographics" OR "Infographics") AND ("Health Education" OR "Community Health Education" OR "Patient Education as Topic" OR "Education of Patients" OR "Patient Education" OR "Professional Training" OR "Continuing Education" OR "Permanent Health Education") #2 – Animated Infographic OADT (Patients OR Clients OR "Health Personnel" OR "Healthcare Workers" OR "Health Care Providers" OR "Health Care Professionals" OR "Health Care Personnel" OR "Health Care Practitioner") AND ("Animated Infographic" OR "Animated Infographics" OR "Infographic") AND ("Health Education" OR "Patient Education as Topic" OR "Education of Patients" OR "Patient Education" OR "Education, Professional" OR "Professional Education" OR "Continuing Education" OR "Permanent Health Education") BDTD and CAPES Catalog #1 – (Pacientes OR Paciente OR Cliente OR Clientes OR "Pessoal de Saúde" OR "Pessoal da Saúde" OR "Prestadores de Cuidados de Saúde" OR "Profissionais da Saúde" OR "Profissionais de Saúde" OR "Profissional da Saúde" OR "Profissional de Saúde" OR "Trabalhador da Saúde" OR "Trabalhador de Saúde" OR "Trabalhadores da Saúde" OR "Trabalhadores de Saúde") AND ("Infográfico animado" OR "Infográficos animados" OR Infográficos) AND ("Educação em Saúde" OR "Educar para a Saúde" OR "Educação para a Saúde" OR "Educação para a Saúde Comunitária" OR "Educação Sanitária" OR "Educação de Pacientes como Assunto" OR "Educação de Pacientes" OR "Educação do Paciente" OR "Educação Continuada" OR "Educação na Saúde" OR "Educação Permanente em Saúde" OR "Desenvolvimento Profissional" OR "Formação Profissional") #2 – Animated Infographic RCAAP #1 - "Animated Infographic" AND "Health Education" #2 – Animated Infographic Google Scholar (Pacientes OR "Profissionais de Saúde") AND ("Infográfico animado" OR "Infográficos animados") AND ("Educação em Saúde" OR "Educação do Paciente" OR "Educação Continuada" OR "Formação em Saúde" OR "Educação Permanente em Saúde") Study selection Two independent researchers conducted screening, selection, and analysis. A third reviewer resolved disagreements. Initially, records retrieved from databases were exported to Rayyan software, where duplicates were removed. Title and abstract screening was then performed according to the eligibility criteria and research question. Studies selected at this stage were read in full to confirm eligibility, and those meeting the criteria were included in the final review sample. Data extraction The full texts of the included studies were analyzed by two independent reviewers. Using a semistructured instrument, they extracted descriptive data, including author(s), year, title, country of origin, objective, study type, target audience, theoretical‒methodological framework, duration of the animated infographic, audiovisual resources employed, and main results. The data were organized in tables created with Microsoft Word 2019 and subsequently compared. Discrepancies were resolved by consensus or, when necessary, by a third reviewer. Data analysis The extracted information was analyzed descriptively and organized into figures and summary tables with narrative synthesis, addressing the research question. Findings were then discussed in light of the relevant scientific literature, with inferences, conclusions, and implications for practice drawn, as recommended by the JBI (Peters et al., 2020 ). Consistent with the JBI methodology for scoping reviews, this study did not include a critical appraisal of the methodological quality of the included evidence, as the purpose was to map the extent, range, and nature of available research rather than determine its quality. Results Literature search The search identified a total of 740 studies, 49 of which were eligible for full-text reading. Among these, 33 studies were included in the final review sample, as shown in the PRISMA-ScR flowchart (Fig. 1 ). Characteristics of the included studies Table 2 presents the description of the studies included in the final review sample. The number of publications ranged from 2017–2025, with 2024 being predominant (n = 8; 24.24%), followed by 2021 (n = 7; 21.21%). The studies originated from three countries (Brazil, the United States, and Serbia). Brazil stood out with 29 studies (87.80%). Most of the studies were published in Portuguese (n = 29; 87.80). With respect to the type of evidence, 16 (48.50%) were dissertations, 11 (33.33%) were original research, three (9.09%) were undergraduate final papers, and two (6.06%) were theses. Most studies adopted a methodological design (n = 25; 75.75%). In addition, two studies (6.06%) were descriptive-exploratory, two (6.06%) were multimethod, two (6.06%) adopted an experimental design, one (3.03%) was a retrospective cohort, and one (3.03%) was an experience report. Most studies (n = 21; 63.64%) focused solely on constructing this type of educational material. Nine studies (27.30%) aimed to both construct and validate animated infographics. Of these, five (15.15%) involved validation with the target audience. Only two experimental studies (6.06%) evaluated the effectiveness of interventions mediated by animated infographics, and one (3.03%) retrospective cohort evaluated the impact and benefits of the outcomes of educational modules composed of animated infographics related to education, awareness, understanding, and health outcomes. Summary of results In total, the 33 studies addressed 46 animated infographics (Table 2 ). A wide range of health topics have been addressed for various audiences, including schoolchildren, adolescents, older adults, women, people with disabilities, caregivers, undergraduate students, teachers, health professionals and others. These educational resources have also proven applicable in multiple healthcare settings, such as primary health care, hospitals, and home care. The duration of animated infographics ranged from 40 seconds to 16 minutes and 32 seconds. The reported audiovisual features included text, images, animations, background audio, narration, screen transitions, captions, mascots, and characters. No study has reported the use of sign language translation or interpretation to ensure accessibility for individuals with hearing disabilities. Overall, the evidence highlighted animated infographics as appropriate, valid (content validation index averaging from 0.85 to 1.0), illustrative, and facilitative educational tools, reinforcing their potential as innovative resources for health education. Two studies (6.06%) evaluated the impacts of interventions mediated by animated infographics and reported positive results, such as improved knowledge and the intention to change behavior. Another experimental study compared the effectiveness of animated versus static infographics disseminated on Facebook to reduce exposure to tobacco smoke during pregnancy and reported that users were more responsive to the static infographic (Table 2 ). Table 2 – Description of the main results of the studies included in the review Autor/ Year Country/Language Main objective Study design Target audience Theme addressed Theoretical-methodological framework adopted Animated Infographic Duration Audiovisual resources used Main results Mascarenha, 2017 Brazil/Portuguese To develop an animated infographic on the process of reporting adverse health events and technical complaints for health professionals in the hospital context. Methodological Healthcare professionals Adverse events Winder & Dowlatabadi ( 2011 ) 4:15 Text, narration, background audio, animations, and images The animated infographic explains concepts, examples and conducts related to adverse events Guerin et al., 2018 Brazil/Portuguese To develop an animated infographic on child sexual abuse to be used at school. Descriptive-exploratory Teachers and parents Child sexual abuse Filatro ( 2008 ) 2:52 Images, text, animations, background audio, character The educational material adapted for schools addressing statistical data, how to identify and how to act in cases of child sexual abuse Xavier Júnior, 2019 Brazil/Portuguese To propose an animated infographic for older people with chronic diseases and the impact on oral health. Methodological Elderly Chronic diseases and oral health Garcial et al., (2017) 4:02 Text, animations, images, and background audio The animated infographic addresses the correlation between chronic diseases and their impact on oral health Maia et al., 2019 Brazil/Portuguese To develop an animated infographic on oral health and healthy eating to train teachers in schools that have joined the health at school program Methodological Teachers Oral health and nutrition Carvalho & Aragão (2012) Not informed Text, animations, audio, characters Technological resource that facilitates understanding and reflection on oral health and healthy eating Gelsleuchter, 2020 Brazil/Portuguese To develop an animated infographic on the home care of postsurgical elderly using an indwelling urinary catheter. Metodológico Elderly Indwelling urinary catheter for home use Winder & Dowlatabadi ( 2011 ) 7:35 Text, narration, images, animations, characters It addresses catheter care and hygiene, sleep, rest and disposal. The content was considered relevant, clear and elucidative. Dorneles et al., 2020 Brazil/Portuguese, English and Spanish To develop an animated infographic on the concept of Permanent Health Education according to the national policy and its main differences in relation to continuing education and health education. Methodological Healthcare professionals Permanent Health Education CTL and Krum ( 2013 ) 5:58 Text, images, animations, background audio, transitions, characters The animated infographic was considered a facilitator of learning because it has clear information that meets the needs of the viewing public Silva, 2021 Brazil/Portuguese To develop an animated infographic on the care of carriers of multidrug-resistant bacteria and their contacts in the hospital and home environment. Methodological Healthcare professionals Multidrug-resistant bacteria Winder & Dowlatabadi ( 2011 ) 4:55 Narration, images, text, narration, animation and characters Clear and applicable content. It addresses concepts related to the care of patients with multidrug-resistant bacteria in the hospital environment and at home Mundim, 2021 Brazil/Portuguese To develop an animated infographic on oral health for schoolchildren from the first to the fifth year of elementary school. Methodological Children Oral health Winder & Dowlatabadi ( 2011 ) 4:44 Text, narration, background audio, animations, images, and characters Material considered didactic and educational Barbosa et al., 2021 Brazil/Portuguese To describe the methodological path used in the construction of an animated infographic on neglected parasitic diseases for the early school grades. Methodological Children (6 to 11 years old) Parasitic diseases Filatro ( 2008 ) 2:27 Text, illustrations, characters and background audio The animated infographic addresses the contents of the disease, the right to access disease prevention and treatment. Lazić et al., 2021 Serbia/English To conceptually replicate the finding that communicating the concept of herd immunity increases willingness to get vaccinated. Experimental General population Herd immunity Not informed 0:40 Text, animation, and images Increase in vaccination intention. Morais, 2021 Brazil/Portuguese To develop animated infographic for seniors as an educational tool for friction injury prevention. Methodological Elderly Friction injuries Winder & Dowlatabadi ( 2011 ) 7:32 Text, images, narration, characters, dialog, and background audio The animated infographic addresses a dialog between two elderly women, highlighting the main preventive care for friction injuries. The content and visual aspects were evaluated as relevant. Schopf, 2021 Brazil/Portuguese To develop infographics to qualify the care of professionals who work in quaternary prevention. Multimethod Professionals and population Quaternary Prevention Arnemann et al., ( 2018 ) Infographic 1–4:39 Infographic 2–3:37 Text, image, animation, narration and background audio Two animated infographics were developed, one for the general population and the other for health professionals. They obtained CVI between 0.85–0.90 and a Semantic Agreement Index of 100% by the target audience. Lima, 2021 Brazil/Portuguese To develop educational technology with information about oral cancer for elderly individuals. Methodological Elderly Oral cancer Winder & Dowlatabadi ( 2011 ) 4:20 Narration, text, images, animations It addresses content such as concepts, statistical data, risk factors, symptoms, diagnosis, treatment and prevention of oral cancer. Obtained a CVI of 0.916 by the experts Costa, Domingues & Fonseca, 2022 Brazil/Portuguese and English To develop and evaluate animated infographic as a didactic resource for teaching safe medication in children's health. Methodological Nursing students Safe administration of safe medication in pediatrics Filatro ( 2008 ) and Maciel, Rodrigues & Filho, 6:26 Text, images, animations, background audio and narration The animated infographic presents the goals and recommendations on good practices in the safe administration of medicines in children's health. Obtained 90% agreement among the experts Gazos, 2022 Brazil/Portuguese To develop and validate educational infographic for lay orientation on acute myocardial infarction pain. Methodological General population Acute Myocardial Infarction CTML and Maciel, Rodrigues & Filho, 2015 6:38 Text, animations, images, narration, background audio, characters, and mascot The animated infographic addresses concepts related to the definition of AMI, signs and symptoms, risk factors and necessary care. CVI = 0.98 was obtained by both the experts and the target audience Miller et al., 2022 United States/English To assess the effectiveness of health messages disseminated through Facebook ads focusing on reducing tobacco smoke exposure during pregnancy. Pilot Experimental Pregnant women and the general population Maternal smoking and ADHD Not informed 1:17 Narration, animations, background audio, and images Higher engagement was identified with static version of the infographic Sallman et al., 2022 United States/English To assess the impact and benefits of the outcomes of the myelodysplastic syndrome educational modules related to education, awareness, understanding and health outcomes. Retrospective cohort People with myelodysplastic syndromes Myelodysplastic syndromes Not informed 4:07 a 7:09 Ilustrações, animações, áudio de fundo The educational modules on myelodysplastic syndromes included the "You and MDS" website and 12 animations available on YouTube. The public reported gains in knowledge and commitment to changing behaviors with the use of educational material. Inácio, 2022 Brazil/Portuguese To develop educational technology for nurses focused on the care of elderly women with urinary incontinence in primary health care. Methodological Nurses Urinary incontinence Winder & Dowlatabadi ( 2011 ) 9:15 Images, narration, background audio, text, animations, narration and subtitles The animated infographic addresses the identification and categorization of urinary incontinence and nursing care. This technology was considered potentially viable and a tool to support nurses. Ferreira et al., 2023 Brazil/Portuguese and English To develop and validate an animated infographic on the nursing process in childhood vaccination. Methodological Students and health professionals Childhood vaccination Maciel, Rodrigues & Filho, 2015 5:52 Images, animations, text, background audio The stages of the nursing process in childhood vaccination were addressed. In the validation with experts, the infographic obtained an overall CVI of 97%. Siqueira, 2023 Brazil/Portuguese To develop animated infographics that present women's feelings about the birth of their children and the interference of society and/or people in their life in the ability to express these feelings. Multimethod Women/pregnant women Sentimentos sobre o parto e assistência obstétrica Carvalho & Aragão, 2012 Infographic 1–8:74 Infographic 2–6:42 Text, images, animations, narration and background audio The first infographic addresses the feelings experienced by women and the second addresses obstetric care based on evidence-based best practices. Both were considered potential tools for guidance on the empowerment of pregnant women. Santos, 2023 Brazil/Portuguese To develop a technological proposition of an animated infographic on the Plan of Party as Advance Directive of Will for use by pregnant women. Methodological Pregnant Birth plan Winder & Dowlatabadi ( 2011 ) 13:26 Text, images, voiceover, background audio, mascot Potential technology to help women get to know the birth plan concept, as well as best practices and no recommended for a prenatal, intrapartum and positive delivery experience. Gomes, 2023 Brazil/Portuguese To develop an animated infographic on nursing care in the management of signs and symptoms of sepsis in children attending an emergency care unit. Methodological Nurses Children's Sepse Winder & Dowlatabadi ( 2011 ) 5:04 Avatar narrator, images, text, animations The technology presented clarity and relevance. It addresses concepts about sepsis in children, signs and symptoms, and nursing care. Silva, 2023 Brazil/Portuguese To equip nurses for continuing education actions about the correct management of solid waste hospitals. Descriptive-exploratory Nurses Hospital solid waste David Ausubel's Theory of Learning and Maciel, Rodrigues & Filho, 2015 8:00 Illustrations, background audio, animations, character Educational technology that is easy to understand and facilitates learning Dorneles, 2024 Brazil/Portuguese To develop an animated infographic about obstetric interventions performed during labor and delivery. Methodological Healthcare professionals Obstetric interventions and good practices in labor and delivery Carvalho & Aragão (2012) 6:08 Text (marquee, captions), illustrations, animations, transitions, characters, narration, and background audio The infographic is available in Portuguese and Spanish and is considered valid and appropriate for the target audience. In the validation with experts, the Portuguese version obtained CVI = 0.995, while the Spanish version had CVI = 1.0. Coelho et al., 2024 Brazil/Portuguese To develop an animated infographic to guide women about the cytopathology of the cervix. Experience report Women Pap smear Winder & Dowlatabadi ( 2011 ) 3:52 Text, captions, images, animations, voiceover, character It was observed increase in adherence to the Pap smear test after the infographic was made available in the waiting room of the health unit and on the WhatsApp application. Silva, 2024 Brazil/Portuguese To develop an animated infographic for health promotion and disease prevention for the adolescent population. Methodological Adolescents Health promotion and disease prevention in adolescentes Winder & Dowlatabadi ( 2011 ) 6:04 Text, images, narration, background audio, animations, characters Clear and relevant content. It includes the presentation of the health unit and teams, the services/services available, links and contacts, and specific laws on the rights of adolescents. Silva, 2024 Brazil/Portuguese To develop and validate an educational animated infographic for the home care of seniors with Alzheimer's Disease. Methodological Carers Care for people with Alzheimer's Winder & Dowlatabadi ( 2011 ) 8:32 Text, narration, images, character The animated infographic includes content such as care with bathing and oral hygiene, feeding, medication administration, preparation for leaving home and caregiver self-care. Obtained CVI = 0.92 in validation with the target audience Silva, 2024 Brazil/Portuguese To develop and validate educational infographic for nursing education on care for people with disabilities. Methodological Nursing students and health professionals People with disabilities CTML and Maciel, Rodrigues & Filho, 2015 16:32 Text, animation, images, narration and background audio In the validation with the experts, the infographic obtained an average CVC = 0.91), being considered adequate. Oliveira, 2024 Brazil/Portuguese To develop and validate animated infographics to assist people with bowel elimination ostomies in their self-care. Methodological People with an ostomy Care for intestinal elimination ostomies Winder & Dowlatabadi ( 2011 ) 15:16 Images, background audio, narration, textual elements In the validation with specialist and target audience, the animated infographic CVI of 0.99 and 0.92, respectively, being considered a relevant technology to stimulate self-care. Carvalho e Sousa, 2024 Brazil/Portuguese To develop an animated infographic on care and prevention of diabetes-related foot disease. Methodological Patients with diabetes and their family member/caregiver Care and prevention of foot disease diabetes-related Maciel, Rodrigues and Filho, 2015 4:37 Texts, images, background audio, characters, animations, and captions The infographic covers guidelines for foot self-care, including definitions and information about severity. Santos, 2024 Brazil/Portuguese To develop an instrument for the qualification of health promotion agents to act as health sentinels in the prison system against tuberculosis. Methodological Health promoting agents in the prison system Tuberculosis Filatro, 2008 3:47 Texts, images, characters, background audio, narration, subtitles, animations The animated infographic was considered innovative, accessible, illustrative and easy to understand. Cavalcante et al., 2025 Brazil/English and Spanish To develop and validate an animated infographic for health education for people with cardiometabolic diseases. Methodological People with cardiometabolic diseases Cardiovascular risk factors and health care Kindem & Musburger, 2005 8:57 Texts, images, characters, background audio, narration, animations The infographic was found to be valid, understandable, and engaging. It obtained an overall CVI of 0.97 with experts and 1.0 with the target audience. Vicente et al., 2025 Brazil/Portuguese To develop an animated infographic to guide the hospital's rules and routines for companions in a surgical unit. Methodological Companions of surgical patients Hospital surgical unit standards and routines Winder & Dowlatabadi ( 2011 ) 5:20 Images, narration, texts The infographic was considered playful and didactic material for the guidance of companions and was considered adequate by most professionals and the target audience who evaluated it. CTML - Cognitive theory of multimedia learning; CTL - Cognitive load theory. Theoretical and methodological frameworks applied in the development of the identified animated infographics Several theoretical‒methodological frameworks guided the development of these technologies, with the most frequently cited being Winder and Dowlatabadi ( 2011 ), followed by Maciel, Rodrigues, and Filho (2015) and Filatro ( 2008 ) (Table 2 ). Authors such as Garcial et al. (2017), Carvalho and Aragão (2012), Arnemann, Gastaldo, and Kruse ( 2018 ), and Krum ( 2013 ) were mentioned less frequently. Only four studies (15,15%) explicitly reported the use of learning theories, namely, the cognitive theory of multimedia learning (CTML) (Mayer, 2009 ), the cognitive load theory (CLT), and Ausubel’s meaningful learning theory (Ausubel, 1982 ). Figure 2 presents a descriptive synthesis of the theoretical‒methodological frameworks used for the development of animated infographics, along with the number of studies adopting each framework. Among the methodological steps, the preproduction, production, and postproduction phases were the most frequently described. Discussion This study mapped animated infographics available in scientific literature for patient education and the training of students and health professionals. The findings highlighted the relevance and potential of this educational resource in disseminating health information by bringing learners closer to everyday situations through a playful, dynamic, engaging, and accessible approach. Considering the multimodality of animated infographics, it can be inferred that this educational resource may stand out over other educational technologies in the transmission of health guidance. In addition, the versatility of animated infographics may facilitate their integration into digital learning environments, curricular components, and clinical education scenarios, enhancing alignment between theoretical content and real-world practice. In this review, methodological studies predominated, primarily originating from Brazilian nursing graduate programs, with an increase in publications over the years. This finding demonstrates that academia, particularly nursing graduate programs, has been a driving force in the development of educational technologies such as animated infographics. It also highlights the efforts of researchers to enhance and equip health education with innovative and effective digital pedagogical resources. However, the predominance of studies conducted in a single country may reflect unequal access to technological development, which can hamper the global adoption, adaptation, and scalability of animated infographics across diverse health systems. However, this scenario indicates that although the identified studies demonstrate methodological rigor and social relevance, there is still limited conversion of theses and dissertations into scientific articles. This may hinder the dissemination, social impact, and integration of animated infographics into everyday educational practice. Furthermore, the low publication rate in indexed journals may compromise the visibility of these technologies, particularly at the international level, and hinder their inclusion in systematic reviews that inform decision-making and their incorporation into educational policies, strategies, and programs. This underscores the need to expand the scientific dissemination of such technological products in high-impact journals. With respect to the technological development of infographics, most publications reported reliance on specific theoretical‒methodological frameworks. The model proposed by Winder and Dowlatabadi ( 2011 ) was the most frequently adopted, structuring infographic development into three phases: preproduction, production, and postproduction. This methodological pathway provides a systematic view of audiovisual material design, ensuring the quality of the educational content and culminating in the production of valid and reliable technological tools (Barbosa et al., 2023 ). However, few studies have reported on the use of learning theories in the process of developing animated infographics. This finding corroborates the findings of Yue et al. ( 2013 ), who showed that many animations do not follow the recommended multimedia learning principles of CTML, indicating a gap between the theoretical frameworks of learning and the practical design of educational animations. This can generate cognitive overload and compromise the effectiveness and applicability of these educational technologies. This gap underscores the importance of interdisciplinary collaboration involving educators, designers, health professionals, and specialists in cognitive psychology to ensure that design decisions are pedagogically sound. Therefore, educators must be careful when planning and developing animated infographics. It is important to align the stages of the theoretical-methodological frameworks with the principles of learning to optimize the cognitive process, promote meaningful learning, and ensure that the educational content supports the learners' understanding and retention of knowledge. Applying multimedia learning principles to the development of instructional animations can enhance learners’ construction of mental models and improve their overall comprehension of educational materials (Yue et al., 2013 ). Thus, it is important to highlight that the use of theoretical‒methodological frameworks, particularly learning theories, is essential to ensure rigorous and careful planning of educational technologies and to achieve accuracy in their validation. They allow researchers to define the quantity and quality of educational information as well as the cognitive load to be applied, avoiding overload for patients and optimizing the design of educational technology to facilitate learning and adherence to health behaviors (Baxter et al., 2025 ). Although these frameworks establish specific steps that must be followed, they also provide flexibility and space for creativity, encouraging researchers to employ diverse resources and interdisciplinary approaches to meet the varying educational needs of populations. This alignment enhances the design and functionality of educational tools with learners’ knowledge needs and with solid teaching–learning principles, enabling meaningful, long-lasting, empowering, and transformative learning. Health educational technologies grounded in structured knowledge and in the socioeconomic and cultural context of target populations can reduce health inequities by effectively fostering individuals’ protagonism in self-care and disease prevention (Alves et al., 2024). From this perspective, the studies included in this review demonstrated the validity, quality, and potential of infographics as educational technologies for health education initiatives. It is relevant to contextualize that, in methodological studies incorporating content and appearance validation, the content validity index (CVI) is frequently used. The CVI is widely applied in validation studies because it measures the proportion of agreement among experts and target audiences regarding criteria such as objectives, structure, relevance, clarity, language, and adequacy of a construct (Loch et al., 2021 ; Ferreira et al., 2023 ; Luz et al., 2023 ). In this review, CVI values in expert content validation ranged from 0.85-1.0, whereas appearance validation by the target audience ranged from 0.92-1.0. These findings indicate high agreement among participants and corroborate recommendations in the literature regarding validity measures in validation studies (Alexandre & Coluci, 2011 ; Souza, Moreira & Borges, 2020 ; Polit, Beck & Owen, 2007 ). These findings suggest that a minimum CVI of 0.85 be adopted in the validation of animated infographics for both content and appearance. Items with CVI ≤ 0.85 should be reassessed, and the educational material should be restructured to better suit the target audience and achieve educational goals, followed by a new round of evaluation with experts and/or end users. With respect to their characteristics’, animated infographics were presented in video format, using animation to provide an attractive and easily understandable visual experience. They incorporated both verbal and nonverbal language, predominantly textual elements, animations, images, background audio, and narration. These aspects align with CTML principles, which suggest that learning is more effective when educational information is delivered through multiple channels without overloading cognitive processing. The use of animations and illustrations complements text and narration, reinforcing information and enhancing learning (Feeley et al., 2023 ). Studies also emphasize that animated educational materials with narration, compared with written materials, are more effective for communicating complex health information to individuals with low health literacy (Meppelink et al., 2015 ). The combination of multiple resources enables effective learning, particularly among individuals with fewer than six years of education. These features reinforce the potential of animated infographics to address a variety of topics in simplified yet diverse ways, reaching broad audiences, especially those with low health literacy. They also illustrate the versatility of this educational tool and its applicability across diverse and complex educational contexts and demands, given its ability to stimulate motivation, associate theoretical content with daily practice, and encourage reflection, knowledge construction, and behavior change (Dorneles et al., 2020 ; Luz et al., 2023 ). Moreover, the reviewed studies did not report the use of accessibility resources, such as sign language interpretation, subtitles, or audio description, which are essential for inclusive digital health education. Future developments should incorporate universal design principles to ensure equitable access for users with disabilities. Researchers have proposed the following GRAPHIC guidelines for designing health-related infographics: G – know the audience; R – restrict colors; A – align elements; P – prioritize parts; H – highlight the title; I – invest in images; and C – choose charts carefully (Scott et al., 2017 ). These guidelines highlight the importance of visual design that appeals to cognitive processes and effectively captures audience attention. Developers should understand the target population’s characteristics, knowledge needs, opinions, and interests regarding visual data, involving them actively throughout development and validation. They should also balance visualizations, images, and text, ensuring that essential information is presented adequately (Scott et al., 2017 ). Textual elements should be used moderately and clearly, in formats such as brief notes, checklists, summaries, and concise, objective titles. Infographics should remain understandable even without text, whereas visual elements should capture attention and drive the narrative. With respect to fonts and colors, no more than three different fonts and three to five complementary colors are recommended to avoid confusion (Scott et al., 2017 ). Using too many colors can create cognitive overload and negatively affect learning (She et al., 2024 ). Color choice is therefore critical, as colors attract and sustain attention, aid mental organization, and enhance retention. Warm colors (e.g., red, orange) are stimulating and may highlight key information, whereas cool colors (e.g., blue, green) convey calmness and may be better suited for details or reflection (She et al., 2024 ; Xu et al., 2025 ). These criteria further reinforce the importance of infographic design, particularly when addressing complex health information for low-literacy populations. For effectiveness, infographics must be carefully planned regarding content, design, and presentation, as well as audience preferences (Chicca & Chunta, 2020 ). When animations do not align with the audience’s learning style, context, or cognitive capacity, information processing may be less effective than traditional methods, compromising knowledge construction (Feeley et al., 2023 ). Conversely, animated infographics may be more effective when visual elements are organized and presented sequentially, directing attention to each highlighted topic and conveying health information clearly and logically. This approach facilitates information assimilation, key concept formulation, and knowledge retention in the short, medium, and long terms (Wang et al., 2021 ). Another relevant finding concerns the duration of animated infographics, which ranged from 40 seconds to 16 minutes and 32 seconds. Similarly, a meta-analysis identified variation in animated video duration for patient education, from short videos (1–5 minutes) to longer videos (up to 15 minutes) (Hansen et al., 2024 ). Another systematic review reported durations ranging from 1.25-31 minutes (Moe-Byrne et al., 2022 ). The literature indicates that longer animated videos may produce less effective learning outcomes (Feeley et al., 2023 ), whereas shorter videos tend to yield better effects (Hansen et al., 2024 ). Fleming, Reynolds, and Wallace ( 2009 ) suggested that videos under 10 minutes are generally well received by audiences, and Feeley et al. ( 2023 ) recommended durations not exceeding 5–6 minutes to prevent cognitive overload. These findings emphasize that shorter, more concise animated infographics may be more effective for health education, as they sustain audience attention and reduce cognitive overload (Hansen et al., 2024 ). Infographics should last long enough to allow content assimilation while preventing audience fatigue without compromising their purpose (Guimarães et al., 2022 ; Costa, Domingues & Fonseca, 2022 ). Another effective strategy is to use multiple short, topic-specific videos rather than a single long video (Feeley et al., 2023 ). It is also important to highlight that, despite advances in producing and disseminating animated health infographics, only two studies have assessed the effects of educational interventions mediated by this technology. These studies reported positive outcomes such as improved knowledge and behavioral intentions (Morais, 2021 ; Salman et al., 2022). These findings are consistent with a systematic review and meta-analysis showing that interventions using visual resources such as animated videos effectively improved health literacy (Galmarini et al., 2024 ), knowledge (Feeley et al., 2023 ), and health information recall (Hansen et al., 2024 ). Researchers emphasize that infographics are advantageous because they accommodate different learning styles by presenting content through multiple channels. They may be used alone or combined with other methodologies to aid in understanding new information and expanding the knowledge of important everyday health issues (Chicca & Chunta, 2020 ). Despite these advantages, challenges include the time and significant financial resources required to develop animated infographics (Chicca & Chunta, 2020 ; Dorneles et al., 2020 ; Ferreira et al., 2023 ; Cavalcante et al., 2025 ). However, once developed, infographics can be easily shared, reused, and updated as needed, allowing for broad use in healthcare and educational institutions (Chicca & Chunta, 2020 ). Additionally, future research should analyze the cost-effectiveness and scalability of animated infographic production, as these factors are crucial for their incorporation into institutional educational strategies and public health communication policies. Strengths, limitations and future directions The contributions of this review include mapping publications in scientific literature concerning animated infographics available for health education for patients, students and health professionals. These findings may guide educators, health professionals, and researchers in selecting innovative tools to implement across various educational contexts. This study also identified theoretical‒methodological frameworks that can support professionals, educators, and researchers in selecting the most appropriate methodologies for infographic development. Thus, it is expected to contribute to the dissemination and broader use of these technological tools in patient education and professional training. A key strength of this review lies in its comprehensive search strategy, including grey literature, which enabled the inclusion of technological products often absent from indexed databases. The use of JBI methodological guidance and adherence to PRISMA-ScR recommendations further support the transparency and reproducibility of the review. However, the predominance of Brazilian studies may limit generalizability, and the absence of full text for some records may have prevented the inclusion of additional relevant evidence. Furthermore, the unavailability of the final online versions of some infographics, as well as the lack of descriptive information in some included studies regarding the infographics developed, limited the detailed characterization of this educational resource. It should also be noted that most of the included studies were conducted in Brazil, which may limit the generalizability of the findings to other educational and healthcare systems with different digital infrastructures and sociocultural contexts. This limitation reinforces the need for international collaborative research to explore how animated infographics perform across diverse sociocultural settings, literacy profiles, and digital maturities. Moreover, future experimental and evaluative studies should investigate the acceptability and feasibility of interventions mediated by animated infographics and assess their effects on behavior, attitudes, skills, and knowledge among patients, students, and health professionals. Studies analyzing the various design elements of these educational technologies are also needed to identify the most effective audiovisual strategies for developing animated infographics. Furthermore, new evidence regarding their long-term educational impact and their use combined with other educational methodologies is needed. Longitudinal studies are also required to assess the retention of health information, adherence to recommended behaviors, and knowledge transfer to clinical or community contexts. Conclusion This scoping review mapped the studies that addressed animated infographics for health education for patients, students and health professionals. The results provide potential implications for health education in different scenarios, fostering the incorporation of animated infographics into digital health education interventions. Furthermore, the findings highlight the growing relevance of this resource in contemporary educational practices, particularly in contexts that demand dynamic, engaging, and visually oriented strategies for communicating health information. The identified animated infographics were demonstrated to be valid, applicable and accessible, with the potential to promote positive outcomes in the knowledge and behavioral intentions of the target audience. Although the findings are promising, limited evidence on the effectiveness and long-term impact of these interventions indicates the need for more rigorous experimental, quasi-experimental, and longitudinal studies. Future research should also explore accessibility, usability, and cost-effectiveness aspects, as well as their integration with other pedagogical methodologies and digital learning environments. By informing best practices for design, validation, and implementation, new evidence can support the broader adoption of animated infographics in health education, ultimately contributing to improvements in health literacy, self-care, and patient empowerment. Declarations Competing Interests There are no competing interests. 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2","display":"","copyAsset":false,"role":"figure","size":977273,"visible":true,"origin":"","legend":"\u003cp\u003eTheoretical-methodological frameworks identified in this review and their respective descriptions\u003c/p\u003e","description":"","filename":"2.png","url":"https://assets-eu.researchsquare.com/files/rs-8029050/v1/fae69512d009f3e62e4b0998.png"},{"id":95230574,"identity":"39284e85-9eb6-45a8-9c1d-6d5602cebe5a","added_by":"auto","created_at":"2025-11-05 16:38:01","extension":"pdf","order_by":0,"title":"","display":"","copyAsset":false,"role":"manuscript-pdf","size":2487263,"visible":true,"origin":"","legend":"","description":"","filename":"manuscript.pdf","url":"https://assets-eu.researchsquare.com/files/rs-8029050/v1/f5dc31a4-91a0-472c-a57d-21a2556fd5ad.pdf"}],"financialInterests":"The authors declare no competing interests.","formattedTitle":"\u003cp\u003e\u003cstrong\u003eAnimated infographics for health education: \u003c/strong\u003e\u003cem\u003e\u003cstrong\u003escoping review\u003c/strong\u003e\u003c/em\u003e\u003c/p\u003e","fulltext":[{"header":"Introduction","content":"\u003cp\u003eThe infographic genre is widely used in both journalism and science to disseminate news as well as scientific and technological information. It is composed of diverse types of language, including text, charts, captions, maps, numbers, icons, illustrations and photographs. These resources support reading, reflection, meaning-making, and knowledge acquisition through transmitted information (Ferreira et al., \u003cspan citationid=\"CR22\" class=\"CitationRef\"\u003e2022\u003c/span\u003e).\u003c/p\u003e\u003cp\u003eThis resource represents a complex digital communicational tool that integrates audiovisual and textual elements to provide concise and visually engaging summaries, enabling quick and direct access to information (Abbazio et al., 2022; Jeyaraman et al., \u003cspan citationid=\"CR34\" class=\"CitationRef\"\u003e2024\u003c/span\u003e). Its unique multimodal composition not only allows for focused presentation of a specific topic but also conveys it in an objective, clear, dynamic, and attractive manner (Sousa et al., 2019).\u003c/p\u003e\u003cp\u003eInfographics can be divided into two types: static and animated. The former is commonly found in printed materials such as newspapers, flyers, and advertisements. It is based on the intersection of images, texts, and graphs organized in a rational and logical way, and it can also take the form of maps, timelines, lists, and flowcharts, among others. The animated infographic, in turn, incorporates these same elements and presents them in animated form. Thus, it becomes more interactive by enhancing the reader\u0026rsquo;s ability to visualize and absorb the presented information (Ribeiro, \u003cspan citationid=\"CR56\" class=\"CitationRef\"\u003e2008\u003c/span\u003e).\u003c/p\u003e\u003cp\u003eSome authors further classify infographics as interactive, digital, or animated. These types share six features inherent to an informational product: multimodality, interactivity, hypertextuality, content customization, memory, and continuous access and updating whenever and wherever needed (Fernandes \u0026amp; Ziroldo, \u003cspan citationid=\"CR19\" class=\"CitationRef\"\u003e2020\u003c/span\u003e). These elements highlight the potential of infographics as educational technologies that enhance memorization and comprehension of content, thereby offering learners meaningful, interactive, and lasting learning experiences that promote greater knowledge retention (Oliveira et al., \u003cspan citationid=\"CR53\" class=\"CitationRef\"\u003e2023\u003c/span\u003e).\u003c/p\u003e\u003cp\u003eWithin this context, infographics have been increasingly applied in the health field as tools for patient education and health communication, demonstrating their effectiveness in improving knowledge and health outcomes (Spicer and Coleman, \u003cspan citationid=\"CR72\" class=\"CitationRef\"\u003e2022\u003c/span\u003e). They also stand out as valuable resources for medical education (Ferreira et al., \u003cspan citationid=\"CR22\" class=\"CitationRef\"\u003e2022\u003c/span\u003e; Miri et al., \u003cspan citationid=\"CR47\" class=\"CitationRef\"\u003e2024\u003c/span\u003e; Oliveira et al., \u003cspan citationid=\"CR51\" class=\"CitationRef\"\u003e2020\u003c/span\u003e) and nursing education (Chicca \u0026amp; Chunta, \u003cspan citationid=\"CR12\" class=\"CitationRef\"\u003e2020\u003c/span\u003e; Manchester et al., 2024), with the potential to meet diverse learning needs.\u003c/p\u003e\u003cp\u003eAccordingly, the format of digital animated infographics has gained prominence given their ability to present, within a short and appropriate timeframe, concepts and information relevant to professional practice and health promotion. They stand out for combining narratives with multimodal elements such as images, background audio, text, animated photographs, videos, and animations, thereby conveying ideas and information quickly, dynamically, engaging, and effectively (Dorneles et al., \u003cspan citationid=\"CR17\" class=\"CitationRef\"\u003e2020\u003c/span\u003e; Doukianou; Daylamani-Zad \u0026amp; O\u0026rsquo;Loingsigh, \u003cspan citationid=\"CR18\" class=\"CitationRef\"\u003e2021\u003c/span\u003e). As videos, they can be widely disseminated through platforms such as YouTube and social media (Doukianou; Daylamani-Zad \u0026amp; O\u0026rsquo;Loingsigh, \u003cspan citationid=\"CR18\" class=\"CitationRef\"\u003e2021\u003c/span\u003e).\u003c/p\u003e\u003cp\u003eFurthermore, they can be employed by health professionals across different care settings through information and communication technologies (ICTs), such as televisions and mobile devices, while also being accessible anytime and anywhere to patients, providing support for daily self-care activities (Costa, Domingues \u0026amp; Fonseca, \u003cspan citationid=\"CR14\" class=\"CitationRef\"\u003e2022\u003c/span\u003e; Traboco et al., \u003cspan citationid=\"CR74\" class=\"CitationRef\"\u003e2022\u003c/span\u003e). In this context, the use of animated infographics may strengthen the development of digital health interventions, offering innovative and meaningful learning experiences to diverse audiences. However, their potential has not yet been fully realized, and there is a lack of studies analyzing their effectiveness, optimal design, and content characteristics (Snapp et al., 2024).\u003c/p\u003e\u003cp\u003eGiven this scenario, studies aimed at mapping animated infographics available in the literature are pertinent. Scoping reviews for this purpose may inform the selection and use of such educational technologies by nurses and other health professionals in educational activities. Moreover, the findings may assist professionals and researchers in understanding the methodologies employed in developing these educational resources, thereby contributing to the advancement of new studies focused on their design and validation and fostering the growth of knowledge in this field.\u003c/p\u003e\u003cp\u003eNotably, a search in the journals \u003cem\u003eJBI Evidence Synthesis\u003c/em\u003e, the Open Science Framework (OSF), and databases such as Cochrane Library, Web of Science, and PubMed/MEDLINE did not identify any review studies or even review protocols addressing this topic. However, it is important to note that the terminology used to describe these resources varies internationally, often overlapping with terms such as \u0026ldquo;motion graphic\u0026rdquo;, \u0026ldquo;instructional animation\u0026rdquo; or \u0026ldquo;animated educational video\u0026rdquo;, which may affect indexing, retrieval, and consistency in the literature. Therefore, the objective of this study was to map, in scientific literature, the animated infographics available as tools for health education of patients, students, and/or health professionals.\u003c/p\u003e"},{"header":"Methods","content":"\u003cdiv id=\"Sec3\" class=\"Section2\"\u003e\u003ch2\u003eStudy design\u003c/h2\u003e\u003cp\u003eThis scoping review was conducted in accordance with the recommendations of the Joanna Briggs Institute (JBI) (Peters et al., \u003cspan citationid=\"CR54\" class=\"CitationRef\"\u003e2020\u003c/span\u003e) and the guidelines of the Preferred Reporting Items for Systematic Reviews and Meta-Analyses Extension for Scoping Reviews (PRISMA-ScR) (Tricco et al., \u003cspan citationid=\"CR75\" class=\"CitationRef\"\u003e2018\u003c/span\u003e). The review protocol was registered on the OSF platform.\u003c/p\u003e\u003cp\u003eThe review was carried out through the following nine steps: (1) definition and alignment of the objective and research question; (2) establishment of eligibility criteria in line with the objective and research question; (3) construction of search strategies, description of selection, data extraction, and presentation; (4) identification of relevant studies through database searches; (5) selection and mapping of studies; (6) data extraction; (7) analysis of extracted data; (8) presentation of results; and (9) summary, synthesis, and interpretation of data (Peters et al., \u003cspan citationid=\"CR54\" class=\"CitationRef\"\u003e2020\u003c/span\u003e).\u003c/p\u003e\u003cp\u003eTo formulate the research question, the population\u0026ndash;concept\u0026ndash;context (PCC) strategy (Peters et al., \u003cspan citationid=\"CR54\" class=\"CitationRef\"\u003e2020\u003c/span\u003e) was adopted: P (population) \u0026ndash; patients, health professionals, and health students; C (concept) \u0026ndash; animated infographics as technologies for health education; and C (context) \u0026ndash; health education. Accordingly, the review aimed to answer the following question: What animated infographics are available in scientific literature as resources for health education of patients, students, and/or health professionals?\u003c/p\u003e\u003c/div\u003e\n\u003ch3\u003eEligibility criteria\u003c/h3\u003e\n\u003cp\u003eIn line with the objective, guiding question, and PCC strategy, the inclusion criteria included original studies, experience reports, theses, dissertations, and undergraduate final papers addressing animated infographics as educational technologies for patients, students, and/or health professionals. Studies that were fully available in any language and without time restrictions were considered. The exclusion criteria included literature reviews, study protocols, conference abstracts/proceedings, editorials, unrelated studies, and duplicates.\u003c/p\u003e\n\u003ch3\u003eDatabases and search strategies\u003c/h3\u003e\n\u003cp\u003eThe search was conducted between January and February 2025 and was updated on July 11 of the same year. The following databases were consulted: Scopus, Web of Science (WOS), PubMed/MEDLINE, the Scientific Electronic Library Online (SciELO), Latin American and Caribbean Literature on Health Sciences (LILACS), the Nursing Database (BDENF), the Cochrane Library, the Cumulative Index to Nursing and Allied Health Literature (CINAHL), and the Excerpta Medica Database (EMBASE).\u003c/p\u003e\u003cp\u003eThe gray literature was searched in Google Scholar, the Brazilian Digital Library of Theses and Dissertations (BDTD), the CAPES Theses and Dissertations Catalog, EBSCO Open Dissertations, Open Access Theses and Dissertations (OATD), and the Scientific Open Access Repositories of Portugal (RCAAP). All sources were accessed through the Federated Academic Community (CAFe) login on the CAPES Periodicals platform, a Brazilian platform that allows access to a vast bibliographic collection.\u003c/p\u003e\u003cp\u003eSearch strategies were built using terms and keywords from Health Sciences Descriptors (Descritores em Ci\u0026ecirc;ncias da Sa\u0026uacute;de - DeCS), Medical Subject Headings (MeSH), Embase Headings, and CINAHL Headings. Additional keywords identified in prior studies were also incorporated to ensure comprehensive and sensitive strategies (Costa, Mendes \u0026amp; Freitas, \u003cspan citationid=\"CR15\" class=\"CitationRef\"\u003e2025\u003c/span\u003e; Peters et al., \u003cspan citationid=\"CR54\" class=\"CitationRef\"\u003e2020\u003c/span\u003e). To further broaden the retrieval, searches were also conducted using the term \u0026ldquo;Animated Infographic\u0026rdquo; alone. The strategies employed are summarized in Table\u0026nbsp;\u003cspan refid=\"Tab1\" class=\"InternalRef\"\u003e1\u003c/span\u003e.\u003c/p\u003e\u003cp\u003e\u003cdiv class=\"gridtable\"\u003e\u003ctable float=\"Yes\" id=\"Tab1\" border=\"1\"\u003e\u003ccaption language=\"En\"\u003e\u003cdiv class=\"CaptionNumber\"\u003eTable 1\u003c/div\u003e\u003cdiv class=\"CaptionContent\"\u003e\u003cp\u003eSearch strategies used in the review and respective databases\u003c/p\u003e\u003c/div\u003e\u003c/caption\u003e\u003ccolgroup cols=\"2\"\u003e\u003cdiv align=\"left\" class=\"colspec\" colname=\"c1\" colnum=\"1\"\u003e\u003c/div\u003e\u003cdiv align=\"left\" class=\"colspec\" colname=\"c2\" colnum=\"2\"\u003e\u003c/div\u003e\u003cthead\u003e\u003ctr\u003e\u003cth align=\"left\" colname=\"c1\"\u003e\u003cp\u003eDatabases\u003c/p\u003e\u003c/th\u003e\u003cth align=\"left\" colname=\"c2\"\u003e\u003cp\u003eSearch strategies\u003c/p\u003e\u003c/th\u003e\u003c/tr\u003e\u003c/thead\u003e\u003ctbody\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003eScopus\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003e#1 \u0026ndash; (Patients OR Patient OR Clients OR Client OR \"Health Personnel\" OR \"Healthcare Workers\" OR \"Healthcare Worker\" OR \"Health Care Providers\" OR \"Health Care Provider\" OR \"Healthcare Providers\" OR \"Healthcare Provider\" OR \"Health Care Professionals\" OR \"Health Care Professional\" OR \"Health Care Personnel\" OR \"Health Care Practitioner\" OR \"Health Practitioner\" OR \"Allied Health Personnel\") AND (\"Animated Infographic\" OR \"Animated Infographics\" OR \"Infographic\") AND (\"Health Education\" OR \"Patient Education\" OR \"Education of Patients\" OR \"Patient Education as Topic\" OR \"Education, Professional, Retraining\" OR \"Education, Professional\" OR \"Professional Education\" OR \"Continuing Education\" OR \"Permanent Health Education\")\u003c/p\u003e\u003cp\u003e#2 \u0026ndash; Animated Infographic\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003eEmbase\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003e#1 - ('patients'/exp OR patients OR 'patient'/exp OR patient OR 'clients'/exp OR clients OR client OR 'health personnel'/exp OR 'health personnel' OR 'healthcare workers' OR 'healthcare worker'/exp OR 'healthcare worker' OR 'health care providers' OR 'health care provider'/exp OR 'health care provider' OR 'healthcare providers' OR 'healthcare provider'/exp OR 'healthcare provider' OR 'health care professionals' OR 'health care professional'/exp OR 'health care professional' OR 'health care personnel'/exp OR 'health care personnel' OR 'health care practitioner'/exp OR 'health care practitioner' OR 'health practitioner'/exp OR 'health practitioner' OR 'allied health personnel'/exp OR 'allied health personnel') AND ('animated infographic' OR 'animated infographics' OR 'infographic') AND ('health education'/exp OR 'health education' OR 'patient education'/exp OR 'patient education' OR 'education of patients' OR 'patient education as topic'/exp OR 'patient education as topic' OR 'education, professional, retraining'/exp OR 'education, professional, retraining' OR 'education, professional'/exp OR 'education, professional' OR 'professional education'/exp OR 'professional education' OR 'continuing education'/exp OR 'continuing education' OR 'permanent health education')\u003c/p\u003e\u003cp\u003e#2 \u0026ndash; 'Animated Infographic'\u003c/p\u003e\u003cp\u003e#3 - animated AND infographic\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003eWeb of Science, PubMed/MEDLINE e Cochrane Library\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003e#1 - (Patients OR Patient OR Clients OR Client OR \"Health Personnel\" OR \"Healthcare Workers\" OR \"Healthcare Worker\" OR \"Health Care Providers\" OR \"Health Care Provider\" OR \"Healthcare Providers\" OR \"Healthcare Provider\" OR \"Health Care Professionals\" OR \"Health Care Professional\" OR \"Health Care Personnel\" OR \"Health Care Practitioner\" OR \"Health Practitioner\" OR \"Allied Health Personnel\") AND (\"Animated Infographic\" OR \"Animated Infographics\" OR \"Infographic\") AND (\"Health Education\" OR \"Community Health Education\" OR \"Patient Education as Topic\" OR \"Education of Patients\" OR \"Patient Education\" OR \"Education, Professional\" OR \"Professional Education\" OR \"Continuing Education\" OR \"Permanent Health Education\")\u003c/p\u003e\u003cp\u003e#2 \u0026ndash; Animated Infographic\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003eCinahl and EBSCO Open Dissertations\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003e#1 - (Patients OR Patient OR Clients OR Client OR \"Health Personnel\" OR \"Health Care Staff\" OR \"Health Care Workers\" OR \"Health Employee\" OR \"Health Employees\" OR \"Health Staff\" OR \"Healthcare Staff\" OR \"Healthcare Workers\" OR \"Healthcare Worker\" OR \"Health Care Providers\" OR \"Health Care Provider\" OR \"Healthcare Providers\" OR \"Healthcare Provider\" OR \"Health Care Professionals\" OR \"Health Care Professional\" OR \"Health Care Personnel\" OR \"Health Care Practitioner\" OR \"Health Practitioner\" OR \"Allied Health Personnel\") AND (\"Animated Infographic\" OR \"Animated Infographics\" OR \"Infographics\") AND (\"Health Education\" OR \"Community Health Education\" OR \"Patient Education\" OR \"Education of Patient\" OR \"Education of Patients\" OR \"Patient Teaching\" OR \"Education of Patients\" OR \"Professional Education\" OR \"Education, Continuing\" OR \"Continuing Education\" OR \"Permanent Health Education\")\u003c/p\u003e\u003cp\u003e#2 \u0026ndash; Animated Infographic\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003eSciELO, LILACS and BDENF\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003e#1 - (Patients OR Patient OR Clients OR Client OR \"Health Personnel\" OR \"Healthcare Workers\" OR \"Healthcare Worker\" OR \"Health Care Providers\" OR \"Health Care Provider\" OR \"Healthcare Providers\" OR \"Healthcare Provider\" OR \"Health Care Professionals\" OR \"Health Care Professional\" OR \"Health Care Personnel\" OR \"Health Care Practitioner\" OR \"Health Practitioner\" OR \"Allied Health Personnel\") AND (\"Animated Infographic\" OR \"Animated Infographics\" OR \"Infographics\") AND (\"Health Education\" OR \"Community Health Education\" OR \"Patient Education as Topic\" OR \"Education of Patients\" OR \"Patient Education\" OR \"Professional Training\" OR \"Continuing Education\" OR \"Permanent Health Education\")\u003c/p\u003e\u003cp\u003e#2 \u0026ndash; Animated Infographic\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003eOADT\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003e(Patients OR Clients OR \"Health Personnel\" OR \"Healthcare Workers\" OR \"Health Care Providers\" OR \"Health Care Professionals\" OR \"Health Care Personnel\" OR \"Health Care Practitioner\") AND (\"Animated Infographic\" OR \"Animated Infographics\" OR \"Infographic\") AND (\"Health Education\" OR \"Patient Education as Topic\" OR \"Education of Patients\" OR \"Patient Education\" OR \"Education, Professional\" OR \"Professional Education\" OR \"Continuing Education\" OR \"Permanent Health Education\")\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003eBDTD and CAPES Catalog\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003e#1 \u0026ndash; (Pacientes OR Paciente OR Cliente OR Clientes OR \"Pessoal de Sa\u0026uacute;de\" OR \"Pessoal da Sa\u0026uacute;de\" OR \"Prestadores de Cuidados de Sa\u0026uacute;de\" OR \"Profissionais da Sa\u0026uacute;de\" OR \"Profissionais de Sa\u0026uacute;de\" OR \"Profissional da Sa\u0026uacute;de\" OR \"Profissional de Sa\u0026uacute;de\" OR \"Trabalhador da Sa\u0026uacute;de\" OR \"Trabalhador de Sa\u0026uacute;de\" OR \"Trabalhadores da Sa\u0026uacute;de\" OR \"Trabalhadores de Sa\u0026uacute;de\") AND (\"Infogr\u0026aacute;fico animado\" OR \"Infogr\u0026aacute;ficos animados\" OR Infogr\u0026aacute;ficos) AND (\"Educa\u0026ccedil;\u0026atilde;o em Sa\u0026uacute;de\" OR \"Educar para a Sa\u0026uacute;de\" OR \"Educa\u0026ccedil;\u0026atilde;o para a Sa\u0026uacute;de\" OR \"Educa\u0026ccedil;\u0026atilde;o para a Sa\u0026uacute;de Comunit\u0026aacute;ria\" OR \"Educa\u0026ccedil;\u0026atilde;o Sanit\u0026aacute;ria\" OR \"Educa\u0026ccedil;\u0026atilde;o de Pacientes como Assunto\" OR \"Educa\u0026ccedil;\u0026atilde;o de Pacientes\" OR \"Educa\u0026ccedil;\u0026atilde;o do Paciente\" OR \"Educa\u0026ccedil;\u0026atilde;o Continuada\" OR \"Educa\u0026ccedil;\u0026atilde;o na Sa\u0026uacute;de\" OR \"Educa\u0026ccedil;\u0026atilde;o Permanente em Sa\u0026uacute;de\" OR \"Desenvolvimento Profissional\" OR \"Forma\u0026ccedil;\u0026atilde;o Profissional\")\u003c/p\u003e\u003cp\u003e#2 \u0026ndash; Animated Infographic\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003eRCAAP\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003e#1 - \"Animated Infographic\" AND \"Health Education\"\u003c/p\u003e\u003cp\u003e#2 \u0026ndash; Animated Infographic\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003eGoogle Scholar\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003e(Pacientes OR \"Profissionais de Sa\u0026uacute;de\") AND (\"Infogr\u0026aacute;fico animado\" OR \"Infogr\u0026aacute;ficos animados\") AND (\"Educa\u0026ccedil;\u0026atilde;o em Sa\u0026uacute;de\" OR \"Educa\u0026ccedil;\u0026atilde;o do Paciente\" OR \"Educa\u0026ccedil;\u0026atilde;o Continuada\" OR \"Forma\u0026ccedil;\u0026atilde;o em Sa\u0026uacute;de\" OR \"Educa\u0026ccedil;\u0026atilde;o Permanente em Sa\u0026uacute;de\")\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003c/tbody\u003e\u003c/colgroup\u003e\u003c/table\u003e\u003c/div\u003e\u003c/p\u003e\n\u003ch3\u003eStudy selection\u003c/h3\u003e\n\u003cp\u003eTwo independent researchers conducted screening, selection, and analysis. A third reviewer resolved disagreements. Initially, records retrieved from databases were exported to Rayyan software, where duplicates were removed. Title and abstract screening was then performed according to the eligibility criteria and research question. Studies selected at this stage were read in full to confirm eligibility, and those meeting the criteria were included in the final review sample.\u003c/p\u003e\n\u003ch3\u003eData extraction\u003c/h3\u003e\n\u003cp\u003eThe full texts of the included studies were analyzed by two independent reviewers. Using a semistructured instrument, they extracted descriptive data, including author(s), year, title, country of origin, objective, study type, target audience, theoretical‒methodological framework, duration of the animated infographic, audiovisual resources employed, and main results. The data were organized in tables created with Microsoft Word 2019 and subsequently compared. Discrepancies were resolved by consensus or, when necessary, by a third reviewer.\u003c/p\u003e\u003cdiv id=\"Sec8\" class=\"Section2\"\u003e\u003ch2\u003eData analysis\u003c/h2\u003e\u003cp\u003eThe extracted information was analyzed descriptively and organized into figures and summary tables with narrative synthesis, addressing the research question. Findings were then discussed in light of the relevant scientific literature, with inferences, conclusions, and implications for practice drawn, as recommended by the JBI (Peters et al., \u003cspan citationid=\"CR54\" class=\"CitationRef\"\u003e2020\u003c/span\u003e). Consistent with the JBI methodology for scoping reviews, this study did not include a critical appraisal of the methodological quality of the included evidence, as the purpose was to map the extent, range, and nature of available research rather than determine its quality.\u003c/p\u003e\u003c/div\u003e"},{"header":"Results","content":"\u003cdiv id=\"Sec10\" class=\"Section2\"\u003e\u003ch2\u003eLiterature search\u003c/h2\u003e\u003cp\u003eThe search identified a total of 740 studies, 49 of which were eligible for full-text reading. Among these, 33 studies were included in the final review sample, as shown in the PRISMA-ScR flowchart (Fig.\u0026nbsp;\u003cspan refid=\"Fig1\" class=\"InternalRef\"\u003e1\u003c/span\u003e).\u003c/p\u003e\u003cp\u003e\u003c/p\u003e\u003c/div\u003e\u003cdiv id=\"Sec11\" class=\"Section2\"\u003e\u003ch2\u003eCharacteristics of the included studies\u003c/h2\u003e\u003cp\u003eTable\u0026nbsp;\u003cspan refid=\"Tab2\" class=\"InternalRef\"\u003e2\u003c/span\u003e presents the description of the studies included in the final review sample. The number of publications ranged from 2017\u0026ndash;2025, with 2024 being predominant (n\u0026thinsp;=\u0026thinsp;8; 24.24%), followed by 2021 (n\u0026thinsp;=\u0026thinsp;7; 21.21%). The studies originated from three countries (Brazil, the United States, and Serbia). Brazil stood out with 29 studies (87.80%). Most of the studies were published in Portuguese (n\u0026thinsp;=\u0026thinsp;29; 87.80).\u003c/p\u003e\u003cp\u003eWith respect to the type of evidence, 16 (48.50%) were dissertations, 11 (33.33%) were original research, three (9.09%) were undergraduate final papers, and two (6.06%) were theses. Most studies adopted a methodological design (n\u0026thinsp;=\u0026thinsp;25; 75.75%). In addition, two studies (6.06%) were descriptive-exploratory, two (6.06%) were multimethod, two (6.06%) adopted an experimental design, one (3.03%) was a retrospective cohort, and one (3.03%) was an experience report.\u003c/p\u003e\u003cp\u003eMost studies (n\u0026thinsp;=\u0026thinsp;21; 63.64%) focused solely on constructing this type of educational material. Nine studies (27.30%) aimed to both construct and validate animated infographics. Of these, five (15.15%) involved validation with the target audience. Only two experimental studies (6.06%) evaluated the effectiveness of interventions mediated by animated infographics, and one (3.03%) retrospective cohort evaluated the impact and benefits of the outcomes of educational modules composed of animated infographics related to education, awareness, understanding, and health outcomes.\u003c/p\u003e\u003c/div\u003e\u003cdiv id=\"Sec12\" class=\"Section2\"\u003e\u003ch2\u003eSummary of results\u003c/h2\u003e\u003cp\u003eIn total, the 33 studies addressed 46 animated infographics (Table\u0026nbsp;\u003cspan refid=\"Tab2\" class=\"InternalRef\"\u003e2\u003c/span\u003e). A wide range of health topics have been addressed for various audiences, including schoolchildren, adolescents, older adults, women, people with disabilities, caregivers, undergraduate students, teachers, health professionals and others. These educational resources have also proven applicable in multiple healthcare settings, such as primary health care, hospitals, and home care.\u003c/p\u003e\u003cp\u003eThe duration of animated infographics ranged from 40 seconds to 16 minutes and 32 seconds. The reported audiovisual features included text, images, animations, background audio, narration, screen transitions, captions, mascots, and characters. No study has reported the use of sign language translation or interpretation to ensure accessibility for individuals with hearing disabilities.\u003c/p\u003e\u003cp\u003eOverall, the evidence highlighted animated infographics as appropriate, valid (content validation index averaging from 0.85 to 1.0), illustrative, and facilitative educational tools, reinforcing their potential as innovative resources for health education. Two studies (6.06%) evaluated the impacts of interventions mediated by animated infographics and reported positive results, such as improved knowledge and the intention to change behavior. Another experimental study compared the effectiveness of animated versus static infographics disseminated on Facebook to reduce exposure to tobacco smoke during pregnancy and reported that users were more responsive to the static infographic (Table\u0026nbsp;\u003cspan refid=\"Tab2\" class=\"InternalRef\"\u003e2\u003c/span\u003e).\u003c/p\u003e\u003cp\u003e\u003cdiv class=\"gridtable\"\u003e\u003ctable float=\"Yes\" id=\"Tab2\" border=\"1\"\u003e\u003ccaption language=\"En\"\u003e\u003cdiv class=\"CaptionNumber\"\u003eTable 2\u003c/div\u003e\u003cdiv class=\"CaptionContent\"\u003e\u003cp\u003e\u003cb\u003e\u0026ndash;\u003c/b\u003e Description of the main results of the studies included in the review\u003c/p\u003e\u003c/div\u003e\u003c/caption\u003e\u003ccolgroup cols=\"10\"\u003e\u003cdiv align=\"left\" class=\"colspec\" colname=\"c1\" colnum=\"1\"\u003e\u003c/div\u003e\u003cdiv align=\"left\" class=\"colspec\" colname=\"c2\" colnum=\"2\"\u003e\u003c/div\u003e\u003cdiv align=\"left\" class=\"colspec\" colname=\"c3\" colnum=\"3\"\u003e\u003c/div\u003e\u003cdiv align=\"left\" class=\"colspec\" colname=\"c4\" colnum=\"4\"\u003e\u003c/div\u003e\u003cdiv align=\"left\" class=\"colspec\" colname=\"c5\" colnum=\"5\"\u003e\u003c/div\u003e\u003cdiv align=\"left\" class=\"colspec\" colname=\"c6\" colnum=\"6\"\u003e\u003c/div\u003e\u003cdiv align=\"left\" class=\"colspec\" colname=\"c7\" colnum=\"7\"\u003e\u003c/div\u003e\u003cdiv align=\"left\" class=\"colspec\" colname=\"c8\" colnum=\"8\"\u003e\u003c/div\u003e\u003cdiv align=\"left\" class=\"colspec\" colname=\"c9\" colnum=\"9\"\u003e\u003c/div\u003e\u003cdiv align=\"left\" class=\"colspec\" colname=\"c10\" colnum=\"10\"\u003e\u003c/div\u003e\u003cthead\u003e\u003ctr\u003e\u003cth align=\"left\" colname=\"c1\"\u003e\u003cp\u003eAutor/\u003c/p\u003e\u003cp\u003eYear\u003c/p\u003e\u003c/th\u003e\u003cth align=\"left\" colname=\"c2\"\u003e\u003cp\u003eCountry/Language\u003c/p\u003e\u003c/th\u003e\u003cth align=\"left\" colname=\"c3\"\u003e\u003cp\u003eMain objective\u003c/p\u003e\u003c/th\u003e\u003cth align=\"left\" colname=\"c4\"\u003e\u003cp\u003eStudy design\u003c/p\u003e\u003c/th\u003e\u003cth align=\"left\" colname=\"c5\"\u003e\u003cp\u003eTarget audience\u003c/p\u003e\u003c/th\u003e\u003cth align=\"left\" colname=\"c6\"\u003e\u003cp\u003eTheme addressed\u003c/p\u003e\u003c/th\u003e\u003cth align=\"left\" colname=\"c7\"\u003e\u003cp\u003eTheoretical-methodological framework adopted\u003c/p\u003e\u003c/th\u003e\u003cth align=\"left\" colname=\"c8\"\u003e\u003cp\u003eAnimated Infographic Duration\u003c/p\u003e\u003c/th\u003e\u003cth align=\"left\" colname=\"c9\"\u003e\u003cp\u003eAudiovisual resources used\u003c/p\u003e\u003c/th\u003e\u003cth align=\"left\" colname=\"c10\"\u003e\u003cp\u003eMain results\u003c/p\u003e\u003c/th\u003e\u003c/tr\u003e\u003c/thead\u003e\u003ctbody\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003eMascarenha, 2017\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003eBrazil/Portuguese\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c3\"\u003e\u003cp\u003eTo develop an animated infographic on the process of reporting adverse health events and technical complaints for health professionals in the hospital context.\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c4\"\u003e\u003cp\u003eMethodological\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c5\"\u003e\u003cp\u003eHealthcare professionals\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c6\"\u003e\u003cp\u003eAdverse events\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c7\"\u003e\u003cp\u003eWinder \u0026amp; Dowlatabadi (\u003cspan citationid=\"CR78\" class=\"CitationRef\"\u003e2011\u003c/span\u003e)\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c8\"\u003e\u003cp\u003e4:15\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c9\"\u003e\u003cp\u003eText, narration, background audio, animations, and images\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c10\"\u003e\u003cp\u003eThe animated infographic explains concepts, examples and conducts related to adverse events\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003eGuerin et al., 2018\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003eBrazil/Portuguese\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c3\"\u003e\u003cp\u003eTo develop an animated infographic on child sexual abuse to be used at school.\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c4\"\u003e\u003cp\u003eDescriptive-exploratory\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c5\"\u003e\u003cp\u003eTeachers and parents\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c6\"\u003e\u003cp\u003eChild sexual abuse\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c7\"\u003e\u003cp\u003eFilatro (\u003cspan citationid=\"CR23\" class=\"CitationRef\"\u003e2008\u003c/span\u003e)\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c8\"\u003e\u003cp\u003e2:52\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c9\"\u003e\u003cp\u003eImages, text, animations, background audio, character\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c10\"\u003e\u003cp\u003eThe educational material adapted for schools addressing statistical data, how to identify and how to act in cases of child sexual abuse\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003eXavier J\u0026uacute;nior, \u003cspan citationid=\"CR79\" class=\"CitationRef\"\u003e2019\u003c/span\u003e\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003eBrazil/Portuguese\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c3\"\u003e\u003cp\u003eTo propose an animated infographic for older people with chronic diseases and the impact on oral health.\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c4\"\u003e\u003cp\u003eMethodological\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c5\"\u003e\u003cp\u003eElderly\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c6\"\u003e\u003cp\u003eChronic diseases and oral health\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c7\"\u003e\u003cp\u003eGarcial et al., (2017)\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c8\"\u003e\u003cp\u003e4:02\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c9\"\u003e\u003cp\u003eText, animations, images, and background audio\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c10\"\u003e\u003cp\u003eThe animated infographic addresses the correlation between chronic diseases and their impact on oral health\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003eMaia et al., \u003cspan citationid=\"CR41\" class=\"CitationRef\"\u003e2019\u003c/span\u003e\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003eBrazil/Portuguese\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c3\"\u003e\u003cp\u003eTo develop an animated infographic on oral health and healthy eating to train teachers in schools that have joined the health at school program\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c4\"\u003e\u003cp\u003eMethodological\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c5\"\u003e\u003cp\u003eTeachers\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c6\"\u003e\u003cp\u003eOral health and nutrition\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c7\"\u003e\u003cp\u003eCarvalho \u0026amp; Arag\u0026atilde;o (2012)\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c8\"\u003e\u003cp\u003eNot informed\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c9\"\u003e\u003cp\u003eText, animations, audio, characters\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c10\"\u003e\u003cp\u003eTechnological resource that facilitates understanding and reflection on oral health and healthy eating\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003eGelsleuchter, \u003cspan citationid=\"CR28\" class=\"CitationRef\"\u003e2020\u003c/span\u003e\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003eBrazil/Portuguese\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c3\"\u003e\u003cp\u003eTo develop an animated infographic on the home care of postsurgical elderly using an indwelling urinary catheter.\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c4\"\u003e\u003cp\u003eMetodol\u0026oacute;gico\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c5\"\u003e\u003cp\u003eElderly\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c6\"\u003e\u003cp\u003eIndwelling urinary catheter for home use\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c7\"\u003e\u003cp\u003eWinder \u0026amp; Dowlatabadi (\u003cspan citationid=\"CR78\" class=\"CitationRef\"\u003e2011\u003c/span\u003e)\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c8\"\u003e\u003cp\u003e7:35\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c9\"\u003e\u003cp\u003eText, narration, images, animations, characters\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c10\"\u003e\u003cp\u003eIt addresses catheter care and hygiene, sleep, rest and disposal. The content was considered relevant, clear and elucidative.\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003eDorneles et al., \u003cspan citationid=\"CR17\" class=\"CitationRef\"\u003e2020\u003c/span\u003e\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003eBrazil/Portuguese, English and Spanish\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c3\"\u003e\u003cp\u003eTo develop an animated infographic on the concept of Permanent Health Education according to the national policy and its main differences in relation to continuing education and health education.\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c4\"\u003e\u003cp\u003eMethodological\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c5\"\u003e\u003cp\u003eHealthcare professionals\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c6\"\u003e\u003cp\u003ePermanent Health Education\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c7\"\u003e\u003cp\u003eCTL and Krum (\u003cspan citationid=\"CR35\" class=\"CitationRef\"\u003e2013\u003c/span\u003e)\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c8\"\u003e\u003cp\u003e5:58\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c9\"\u003e\u003cp\u003eText, images, animations, background audio, transitions, characters\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c10\"\u003e\u003cp\u003eThe animated infographic was considered a facilitator of learning because it has clear information that meets the needs of the viewing public\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003eSilva, \u003cspan citationid=\"CR67\" class=\"CitationRef\"\u003e2021\u003c/span\u003e\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003eBrazil/Portuguese\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c3\"\u003e\u003cp\u003eTo develop an animated infographic on the care of carriers of multidrug-resistant bacteria and their contacts in the hospital and home environment.\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c4\"\u003e\u003cp\u003eMethodological\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c5\"\u003e\u003cp\u003eHealthcare professionals\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c6\"\u003e\u003cp\u003eMultidrug-resistant bacteria\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c7\"\u003e\u003cp\u003eWinder \u0026amp; Dowlatabadi (\u003cspan citationid=\"CR78\" class=\"CitationRef\"\u003e2011\u003c/span\u003e)\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c8\"\u003e\u003cp\u003e4:55\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c9\"\u003e\u003cp\u003eNarration, images, text, narration, animation and characters\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c10\"\u003e\u003cp\u003eClear and applicable content. It addresses concepts related to the care of patients with multidrug-resistant bacteria in the hospital environment and at home\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003eMundim, \u003cspan citationid=\"CR50\" class=\"CitationRef\"\u003e2021\u003c/span\u003e\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003eBrazil/Portuguese\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c3\"\u003e\u003cp\u003eTo develop an animated infographic on oral health for schoolchildren from the first to the fifth year of elementary school.\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c4\"\u003e\u003cp\u003eMethodological\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c5\"\u003e\u003cp\u003eChildren\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c6\"\u003e\u003cp\u003eOral health\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c7\"\u003e\u003cp\u003eWinder \u0026amp; Dowlatabadi (\u003cspan citationid=\"CR78\" class=\"CitationRef\"\u003e2011\u003c/span\u003e)\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c8\"\u003e\u003cp\u003e4:44\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c9\"\u003e\u003cp\u003eText, narration, background audio, animations, images, and characters\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c10\"\u003e\u003cp\u003eMaterial considered didactic and educational\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003eBarbosa et al., 2021\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003eBrazil/Portuguese\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c3\"\u003e\u003cp\u003eTo describe the methodological path used in the construction of an animated infographic on neglected parasitic diseases for the early school grades.\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c4\"\u003e\u003cp\u003eMethodological\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c5\"\u003e\u003cp\u003eChildren (6 to 11 years old)\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c6\"\u003e\u003cp\u003eParasitic diseases\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c7\"\u003e\u003cp\u003eFilatro (\u003cspan citationid=\"CR23\" class=\"CitationRef\"\u003e2008\u003c/span\u003e)\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c8\"\u003e\u003cp\u003e2:27\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c9\"\u003e\u003cp\u003eText, illustrations, characters and background audio\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c10\"\u003e\u003cp\u003eThe animated infographic addresses the contents of the disease, the right to access disease prevention and treatment.\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003eLazić et al., \u003cspan citationid=\"CR36\" class=\"CitationRef\"\u003e2021\u003c/span\u003e\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003eSerbia/English\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c3\"\u003e\u003cp\u003eTo conceptually replicate the finding that communicating the concept of herd immunity increases willingness to get vaccinated.\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c4\"\u003e\u003cp\u003eExperimental\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c5\"\u003e\u003cp\u003eGeneral population\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c6\"\u003e\u003cp\u003eHerd immunity\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c7\"\u003e\u003cp\u003eNot informed\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c8\"\u003e\u003cp\u003e0:40\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c9\"\u003e\u003cp\u003eText, animation, and images\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c10\"\u003e\u003cp\u003eIncrease in vaccination intention.\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003eMorais, \u003cspan citationid=\"CR49\" class=\"CitationRef\"\u003e2021\u003c/span\u003e\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003eBrazil/Portuguese\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c3\"\u003e\u003cp\u003eTo develop animated infographic for seniors as an educational tool for friction injury prevention.\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c4\"\u003e\u003cp\u003eMethodological\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c5\"\u003e\u003cp\u003eElderly\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c6\"\u003e\u003cp\u003eFriction injuries\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c7\"\u003e\u003cp\u003eWinder \u0026amp; Dowlatabadi (\u003cspan citationid=\"CR78\" class=\"CitationRef\"\u003e2011\u003c/span\u003e)\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c8\"\u003e\u003cp\u003e7:32\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c9\"\u003e\u003cp\u003eText, images, narration, characters, dialog, and background audio\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c10\"\u003e\u003cp\u003eThe animated infographic addresses a dialog between two elderly women, highlighting the main preventive care for friction injuries. The content and visual aspects were evaluated as relevant.\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003eSchopf, \u003cspan citationid=\"CR60\" class=\"CitationRef\"\u003e2021\u003c/span\u003e\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003eBrazil/Portuguese\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c3\"\u003e\u003cp\u003eTo develop infographics to qualify the care of professionals who work in quaternary prevention.\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c4\"\u003e\u003cp\u003eMultimethod\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c5\"\u003e\u003cp\u003eProfessionals and population\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c6\"\u003e\u003cp\u003eQuaternary Prevention\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c7\"\u003e\u003cp\u003eArnemann et al., (\u003cspan citationid=\"CR4\" class=\"CitationRef\"\u003e2018\u003c/span\u003e)\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c8\"\u003e\u003cp\u003eInfographic 1\u0026ndash;4:39\u003c/p\u003e\u003cp\u003eInfographic 2\u0026ndash;3:37\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c9\"\u003e\u003cp\u003eText, image, animation, narration and background audio\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c10\"\u003e\u003cp\u003eTwo animated infographics were developed, one for the general population and the other for health professionals. They obtained CVI between 0.85\u0026ndash;0.90 and a Semantic Agreement Index of 100% by the target audience.\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003eLima, \u003cspan citationid=\"CR37\" class=\"CitationRef\"\u003e2021\u003c/span\u003e\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003eBrazil/Portuguese\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c3\"\u003e\u003cp\u003eTo develop educational technology with information about oral cancer for elderly individuals.\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c4\"\u003e\u003cp\u003eMethodological\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c5\"\u003e\u003cp\u003eElderly\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c6\"\u003e\u003cp\u003eOral cancer\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c7\"\u003e\u003cp\u003eWinder \u0026amp; Dowlatabadi (\u003cspan citationid=\"CR78\" class=\"CitationRef\"\u003e2011\u003c/span\u003e)\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c8\"\u003e\u003cp\u003e4:20\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c9\"\u003e\u003cp\u003eNarration, text, images, animations\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c10\"\u003e\u003cp\u003eIt addresses content such as concepts, statistical data, risk factors, symptoms, diagnosis, treatment and prevention of oral cancer. Obtained a CVI of 0.916 by the \u003cem\u003eexperts\u003c/em\u003e\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003eCosta, Domingues \u0026amp; Fonseca, \u003cspan citationid=\"CR14\" class=\"CitationRef\"\u003e2022\u003c/span\u003e\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003eBrazil/Portuguese and English\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c3\"\u003e\u003cp\u003eTo develop and evaluate animated infographic as a didactic resource for teaching safe medication in children's health.\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c4\"\u003e\u003cp\u003eMethodological\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c5\"\u003e\u003cp\u003eNursing students\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c6\"\u003e\u003cp\u003eSafe administration of safe medication in pediatrics\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c7\"\u003e\u003cp\u003eFilatro (\u003cspan citationid=\"CR23\" class=\"CitationRef\"\u003e2008\u003c/span\u003e) and Maciel, Rodrigues \u0026amp; Filho,\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c8\"\u003e\u003cp\u003e6:26\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c9\"\u003e\u003cp\u003eText, images, animations, background audio and narration\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c10\"\u003e\u003cp\u003eThe animated infographic presents the goals and recommendations on good practices in the safe administration of medicines in children's health. Obtained 90% agreement among the \u003cem\u003eexperts\u003c/em\u003e\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003eGazos, \u003cspan citationid=\"CR27\" class=\"CitationRef\"\u003e2022\u003c/span\u003e\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003eBrazil/Portuguese\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c3\"\u003e\u003cp\u003eTo develop and validate educational infographic for lay orientation on acute myocardial infarction pain.\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c4\"\u003e\u003cp\u003eMethodological\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c5\"\u003e\u003cp\u003eGeneral population\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c6\"\u003e\u003cp\u003eAcute Myocardial Infarction\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c7\"\u003e\u003cp\u003eCTML and Maciel, Rodrigues \u0026amp; Filho, 2015\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c8\"\u003e\u003cp\u003e6:38\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c9\"\u003e\u003cp\u003eText, animations, images, narration, background audio, characters, and mascot\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c10\"\u003e\u003cp\u003eThe animated infographic addresses concepts related to the definition of AMI, signs and symptoms, risk factors and necessary care. CVI\u0026thinsp;=\u0026thinsp;0.98 was obtained by both the \u003cem\u003eexperts\u003c/em\u003e and the target audience\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003eMiller et al., \u003cspan citationid=\"CR46\" class=\"CitationRef\"\u003e2022\u003c/span\u003e\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003eUnited States/English\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c3\"\u003e\u003cp\u003eTo assess the effectiveness of health messages disseminated through Facebook ads focusing on reducing tobacco smoke exposure during pregnancy.\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c4\"\u003e\u003cp\u003ePilot Experimental\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c5\"\u003e\u003cp\u003ePregnant women and the general population\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c6\"\u003e\u003cp\u003eMaternal smoking and ADHD\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c7\"\u003e\u003cp\u003eNot informed\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c8\"\u003e\u003cp\u003e1:17\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c9\"\u003e\u003cp\u003eNarration, animations, background audio, and images\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c10\"\u003e\u003cp\u003eHigher engagement was identified with static version of the infographic\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003eSallman et al., \u003cspan citationid=\"CR57\" class=\"CitationRef\"\u003e2022\u003c/span\u003e\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003eUnited States/English\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c3\"\u003e\u003cp\u003eTo assess the impact and benefits of the outcomes of the myelodysplastic syndrome educational modules related to education, awareness, understanding and health outcomes.\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c4\"\u003e\u003cp\u003eRetrospective cohort\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c5\"\u003e\u003cp\u003ePeople with myelodysplastic syndromes\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c6\"\u003e\u003cp\u003eMyelodysplastic syndromes\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c7\"\u003e\u003cp\u003eNot informed\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c8\"\u003e\u003cp\u003e4:07 a 7:09\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c9\"\u003e\u003cp\u003eIlustra\u0026ccedil;\u0026otilde;es, anima\u0026ccedil;\u0026otilde;es, \u0026aacute;udio de fundo\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c10\"\u003e\u003cp\u003eThe educational modules on myelodysplastic syndromes included the \"You and MDS\" website and 12 animations available on YouTube. The public reported gains in knowledge and commitment to changing behaviors with the use of educational material.\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003eIn\u0026aacute;cio, \u003cspan citationid=\"CR33\" class=\"CitationRef\"\u003e2022\u003c/span\u003e\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003eBrazil/Portuguese\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c3\"\u003e\u003cp\u003eTo develop educational technology for nurses focused on the care of elderly women with urinary incontinence in primary health care.\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c4\"\u003e\u003cp\u003eMethodological\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c5\"\u003e\u003cp\u003eNurses\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c6\"\u003e\u003cp\u003eUrinary incontinence\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c7\"\u003e\u003cp\u003eWinder \u0026amp; Dowlatabadi (\u003cspan citationid=\"CR78\" class=\"CitationRef\"\u003e2011\u003c/span\u003e)\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c8\"\u003e\u003cp\u003e9:15\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c9\"\u003e\u003cp\u003eImages, narration, background audio, text, animations, narration and subtitles\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c10\"\u003e\u003cp\u003eThe animated infographic addresses the identification and categorization of urinary incontinence and nursing care. This technology was considered potentially viable and a tool to support nurses.\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003eFerreira et al., \u003cspan citationid=\"CR21\" class=\"CitationRef\"\u003e2023\u003c/span\u003e\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003eBrazil/Portuguese and English\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c3\"\u003e\u003cp\u003eTo develop and validate an animated infographic on the nursing process in childhood vaccination.\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c4\"\u003e\u003cp\u003eMethodological\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c5\"\u003e\u003cp\u003eStudents and health professionals\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c6\"\u003e\u003cp\u003eChildhood vaccination\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c7\"\u003e\u003cp\u003eMaciel, Rodrigues \u0026amp; Filho, 2015\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c8\"\u003e\u003cp\u003e5:52\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c9\"\u003e\u003cp\u003eImages, animations, text, background audio\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c10\"\u003e\u003cp\u003eThe stages of the nursing process in childhood vaccination were addressed. In the validation with experts, the infographic obtained an overall CVI of 97%.\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003eSiqueira, \u003cspan citationid=\"CR69\" class=\"CitationRef\"\u003e2023\u003c/span\u003e\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003eBrazil/Portuguese\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c3\"\u003e\u003cp\u003eTo develop animated infographics that present women's feelings about the birth of their children and the interference of society and/or people in their life in the ability to express these feelings.\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c4\"\u003e\u003cp\u003eMultimethod\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c5\"\u003e\u003cp\u003eWomen/pregnant women\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c6\"\u003e\u003cp\u003eSentimentos sobre o parto e assist\u0026ecirc;ncia obst\u0026eacute;trica\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c7\"\u003e\u003cp\u003eCarvalho \u0026amp; Arag\u0026atilde;o, 2012\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c8\"\u003e\u003cp\u003eInfographic 1\u0026ndash;8:74\u003c/p\u003e\u003cp\u003eInfographic 2\u0026ndash;6:42\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c9\"\u003e\u003cp\u003eText, images, animations, narration and background audio\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c10\"\u003e\u003cp\u003eThe first infographic addresses the feelings experienced by women and the second addresses obstetric care based on evidence-based best practices. Both were considered potential tools for guidance on the empowerment of pregnant women.\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003eSantos, \u003cspan citationid=\"CR58\" class=\"CitationRef\"\u003e2023\u003c/span\u003e\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003eBrazil/Portuguese\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c3\"\u003e\u003cp\u003eTo develop a technological proposition of an animated infographic on the Plan of Party as Advance Directive of Will for use by pregnant women.\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c4\"\u003e\u003cp\u003eMethodological\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c5\"\u003e\u003cp\u003ePregnant\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c6\"\u003e\u003cp\u003eBirth plan\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c7\"\u003e\u003cp\u003eWinder \u0026amp; Dowlatabadi (\u003cspan citationid=\"CR78\" class=\"CitationRef\"\u003e2011\u003c/span\u003e)\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c8\"\u003e\u003cp\u003e13:26\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c9\"\u003e\u003cp\u003eText, images, voiceover, background audio, mascot\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c10\"\u003e\u003cp\u003ePotential technology to help women get to know the birth plan concept, as well as best practices and no recommended for a prenatal, intrapartum and positive delivery experience.\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003eGomes, \u003cspan citationid=\"CR29\" class=\"CitationRef\"\u003e2023\u003c/span\u003e\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003eBrazil/Portuguese\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c3\"\u003e\u003cp\u003eTo develop an animated infographic on nursing care in the management of signs and symptoms of sepsis in children attending an emergency care unit.\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c4\"\u003e\u003cp\u003eMethodological\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c5\"\u003e\u003cp\u003eNurses\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c6\"\u003e\u003cp\u003eChildren's Sepse\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c7\"\u003e\u003cp\u003eWinder \u0026amp; Dowlatabadi (\u003cspan citationid=\"CR78\" class=\"CitationRef\"\u003e2011\u003c/span\u003e)\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c8\"\u003e\u003cp\u003e5:04\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c9\"\u003e\u003cp\u003eAvatar narrator, images, text, animations\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c10\"\u003e\u003cp\u003eThe technology presented clarity and relevance. It addresses concepts about sepsis in children, signs and symptoms, and nursing care.\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003eSilva, \u003cspan citationid=\"CR65\" class=\"CitationRef\"\u003e2023\u003c/span\u003e\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003eBrazil/Portuguese\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c3\"\u003e\u003cp\u003eTo equip nurses for continuing education actions about the correct management of solid waste hospitals.\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c4\"\u003e\u003cp\u003eDescriptive-exploratory\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c5\"\u003e\u003cp\u003eNurses\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c6\"\u003e\u003cp\u003eHospital solid waste\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c7\"\u003e\u003cp\u003eDavid Ausubel's Theory of Learning and Maciel, Rodrigues \u0026amp; Filho, 2015\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c8\"\u003e\u003cp\u003e8:00\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c9\"\u003e\u003cp\u003eIllustrations, background audio, animations, character\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c10\"\u003e\u003cp\u003eEducational technology that is easy to understand and facilitates learning\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003eDorneles, \u003cspan citationid=\"CR16\" class=\"CitationRef\"\u003e2024\u003c/span\u003e\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003eBrazil/Portuguese\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c3\"\u003e\u003cp\u003eTo develop an animated infographic about obstetric interventions performed during labor and delivery.\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c4\"\u003e\u003cp\u003eMethodological\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c5\"\u003e\u003cp\u003eHealthcare professionals\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c6\"\u003e\u003cp\u003eObstetric interventions and good practices in labor and delivery\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c7\"\u003e\u003cp\u003eCarvalho \u0026amp; Arag\u0026atilde;o (2012)\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c8\"\u003e\u003cp\u003e6:08\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c9\"\u003e\u003cp\u003eText (marquee, captions), illustrations, animations, transitions, characters, narration, and background audio\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c10\"\u003e\u003cp\u003eThe infographic is available in Portuguese and Spanish and is considered valid and appropriate for the target audience. In the validation with experts, the Portuguese version obtained CVI\u0026thinsp;=\u0026thinsp;0.995, while the Spanish version had CVI\u0026thinsp;=\u0026thinsp;1.0.\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003eCoelho et al., \u003cspan citationid=\"CR13\" class=\"CitationRef\"\u003e2024\u003c/span\u003e\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003eBrazil/Portuguese\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c3\"\u003e\u003cp\u003eTo develop an animated infographic to guide women about the cytopathology of the cervix.\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c4\"\u003e\u003cp\u003eExperience report\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c5\"\u003e\u003cp\u003eWomen\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c6\"\u003e\u003cp\u003ePap smear\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c7\"\u003e\u003cp\u003eWinder \u0026amp; Dowlatabadi (\u003cspan citationid=\"CR78\" class=\"CitationRef\"\u003e2011\u003c/span\u003e)\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c8\"\u003e\u003cp\u003e3:52\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c9\"\u003e\u003cp\u003eText, captions, images, animations, voiceover, character\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c10\"\u003e\u003cp\u003eIt was observed increase in adherence to the Pap smear test after the infographic was made available in the waiting room of the health unit and on the WhatsApp application.\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003eSilva, \u003cspan citationid=\"CR63\" class=\"CitationRef\"\u003e2024\u003c/span\u003e\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003eBrazil/Portuguese\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c3\"\u003e\u003cp\u003eTo develop an animated infographic for health promotion and disease prevention for the adolescent population.\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c4\"\u003e\u003cp\u003eMethodological\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c5\"\u003e\u003cp\u003eAdolescents\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c6\"\u003e\u003cp\u003eHealth promotion and disease prevention in adolescentes\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c7\"\u003e\u003cp\u003eWinder \u0026amp; Dowlatabadi (\u003cspan citationid=\"CR78\" class=\"CitationRef\"\u003e2011\u003c/span\u003e)\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c8\"\u003e\u003cp\u003e6:04\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c9\"\u003e\u003cp\u003eText, images, narration, background audio, animations, characters\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c10\"\u003e\u003cp\u003eClear and relevant content. It includes the presentation of the health unit and teams, the services/services available, links and contacts, and specific laws on the rights of adolescents.\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003eSilva, \u003cspan citationid=\"CR63\" class=\"CitationRef\"\u003e2024\u003c/span\u003e\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003eBrazil/Portuguese\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c3\"\u003e\u003cp\u003eTo develop and validate an educational animated infographic for the home care of seniors with Alzheimer's Disease.\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c4\"\u003e\u003cp\u003eMethodological\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c5\"\u003e\u003cp\u003eCarers\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c6\"\u003e\u003cp\u003eCare for people with Alzheimer's\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c7\"\u003e\u003cp\u003eWinder \u0026amp; Dowlatabadi (\u003cspan citationid=\"CR78\" class=\"CitationRef\"\u003e2011\u003c/span\u003e)\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c8\"\u003e\u003cp\u003e8:32\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c9\"\u003e\u003cp\u003eText, narration, images, character\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c10\"\u003e\u003cp\u003eThe animated infographic includes content such as care with bathing and oral hygiene, feeding, medication administration, preparation for leaving home and caregiver self-care. Obtained CVI\u0026thinsp;=\u0026thinsp;0.92 in validation with the target audience\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003eSilva, \u003cspan citationid=\"CR63\" class=\"CitationRef\"\u003e2024\u003c/span\u003e\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003eBrazil/Portuguese\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c3\"\u003e\u003cp\u003eTo develop and validate educational infographic for nursing education on care for people with disabilities.\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c4\"\u003e\u003cp\u003eMethodological\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c5\"\u003e\u003cp\u003eNursing students and health professionals\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c6\"\u003e\u003cp\u003ePeople with disabilities\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c7\"\u003e\u003cp\u003eCTML and Maciel, Rodrigues \u0026amp; Filho, 2015\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c8\"\u003e\u003cp\u003e16:32\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c9\"\u003e\u003cp\u003eText, animation, images, narration and background audio\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c10\"\u003e\u003cp\u003eIn the validation with the experts, the infographic obtained an average CVC\u0026thinsp;=\u0026thinsp;0.91), being considered adequate.\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003eOliveira, \u003cspan citationid=\"CR52\" class=\"CitationRef\"\u003e2024\u003c/span\u003e\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003eBrazil/Portuguese\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c3\"\u003e\u003cp\u003eTo develop and validate animated infographics to assist people with bowel elimination ostomies in their self-care.\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c4\"\u003e\u003cp\u003eMethodological\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c5\"\u003e\u003cp\u003ePeople with an ostomy\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c6\"\u003e\u003cp\u003eCare for intestinal elimination ostomies\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c7\"\u003e\u003cp\u003eWinder \u0026amp; Dowlatabadi (\u003cspan citationid=\"CR78\" class=\"CitationRef\"\u003e2011\u003c/span\u003e)\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c8\"\u003e\u003cp\u003e15:16\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c9\"\u003e\u003cp\u003eImages, background audio, narration, textual elements\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c10\"\u003e\u003cp\u003eIn the validation with specialist and target audience, the animated infographic CVI of 0.99 and 0.92, respectively, being considered a relevant technology to stimulate self-care.\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003eCarvalho e Sousa, 2024\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003eBrazil/Portuguese\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c3\"\u003e\u003cp\u003eTo develop an animated infographic on care and prevention of diabetes-related foot disease.\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c4\"\u003e\u003cp\u003eMethodological\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c5\"\u003e\u003cp\u003ePatients with diabetes and their family member/caregiver\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c6\"\u003e\u003cp\u003eCare and prevention of foot disease\u003c/p\u003e\u003cp\u003ediabetes-related\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c7\"\u003e\u003cp\u003eMaciel, Rodrigues and Filho, 2015\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c8\"\u003e\u003cp\u003e4:37\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c9\"\u003e\u003cp\u003eTexts, images, background audio, characters, animations, and captions\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c10\"\u003e\u003cp\u003eThe infographic covers guidelines for\u003c/p\u003e\u003cp\u003efoot self-care, including definitions and information about severity.\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003eSantos, \u003cspan citationid=\"CR59\" class=\"CitationRef\"\u003e2024\u003c/span\u003e\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003eBrazil/Portuguese\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c3\"\u003e\u003cp\u003eTo develop an instrument for the qualification of health promotion agents to act as health sentinels in the prison system against tuberculosis.\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c4\"\u003e\u003cp\u003eMethodological\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c5\"\u003e\u003cp\u003eHealth promoting agents in the prison system\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c6\"\u003e\u003cp\u003eTuberculosis\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c7\"\u003e\u003cp\u003eFilatro, \u003cspan citationid=\"CR23\" class=\"CitationRef\"\u003e2008\u003c/span\u003e\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c8\"\u003e\u003cp\u003e3:47\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c9\"\u003e\u003cp\u003eTexts, images, characters, background audio, narration, subtitles, animations\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c10\"\u003e\u003cp\u003eThe animated infographic was considered innovative, accessible, illustrative and easy to understand.\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003eCavalcante et al., \u003cspan citationid=\"CR9\" class=\"CitationRef\"\u003e2025\u003c/span\u003e\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003eBrazil/English and Spanish\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c3\"\u003e\u003cp\u003eTo develop and validate an animated infographic for health education for people with cardiometabolic diseases.\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c4\"\u003e\u003cp\u003eMethodological\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c5\"\u003e\u003cp\u003ePeople with cardiometabolic diseases\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c6\"\u003e\u003cp\u003eCardiovascular risk factors and health care\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c7\"\u003e\u003cp\u003eKindem \u0026amp; Musburger, 2005\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c8\"\u003e\u003cp\u003e8:57\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c9\"\u003e\u003cp\u003eTexts, images, characters, background audio, narration, animations\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c10\"\u003e\u003cp\u003eThe infographic was found to be valid, understandable, and engaging. It obtained an overall CVI of 0.97 with experts and 1.0 with the target audience.\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003eVicente et al., \u003cspan citationid=\"CR76\" class=\"CitationRef\"\u003e2025\u003c/span\u003e\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003eBrazil/Portuguese\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c3\"\u003e\u003cp\u003eTo develop an animated infographic to guide the hospital's rules and routines for companions in a surgical unit.\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c4\"\u003e\u003cp\u003eMethodological\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c5\"\u003e\u003cp\u003eCompanions of surgical patients\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c6\"\u003e\u003cp\u003eHospital surgical unit standards and routines\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c7\"\u003e\u003cp\u003eWinder \u0026amp; Dowlatabadi (\u003cspan citationid=\"CR78\" class=\"CitationRef\"\u003e2011\u003c/span\u003e)\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c8\"\u003e\u003cp\u003e5:20\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c9\"\u003e\u003cp\u003eImages, narration, texts\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c10\"\u003e\u003cp\u003eThe infographic was considered playful and didactic material for the guidance of companions and was considered adequate by most professionals and the target audience who evaluated it.\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003c/tbody\u003e\u003c/colgroup\u003e\u003c/table\u003e\u003c/div\u003e\u003c/p\u003e\u003cp\u003eCTML - Cognitive theory of multimedia learning; CTL - Cognitive load theory.\u003c/p\u003e\u003c/div\u003e\u003cdiv id=\"Sec13\" class=\"Section2\"\u003e\u003ch2\u003eTheoretical and methodological frameworks applied in the development of the identified animated infographics\u003c/h2\u003e\u003cp\u003eSeveral theoretical‒methodological frameworks guided the development of these technologies, with the most frequently cited being Winder and Dowlatabadi (\u003cspan citationid=\"CR78\" class=\"CitationRef\"\u003e2011\u003c/span\u003e), followed by Maciel, Rodrigues, and Filho (2015) and Filatro (\u003cspan citationid=\"CR23\" class=\"CitationRef\"\u003e2008\u003c/span\u003e) (Table\u0026nbsp;\u003cspan refid=\"Tab2\" class=\"InternalRef\"\u003e2\u003c/span\u003e). Authors such as Garcial et al. (2017), Carvalho and Arag\u0026atilde;o (2012), Arnemann, Gastaldo, and Kruse (\u003cspan citationid=\"CR4\" class=\"CitationRef\"\u003e2018\u003c/span\u003e), and Krum (\u003cspan citationid=\"CR35\" class=\"CitationRef\"\u003e2013\u003c/span\u003e) were mentioned less frequently. Only four studies (15,15%) explicitly reported the use of learning theories, namely, the cognitive theory of multimedia learning (CTML) (Mayer, \u003cspan citationid=\"CR44\" class=\"CitationRef\"\u003e2009\u003c/span\u003e), the cognitive load theory (CLT), and Ausubel\u0026rsquo;s meaningful learning theory (Ausubel, \u003cspan citationid=\"CR5\" class=\"CitationRef\"\u003e1982\u003c/span\u003e).\u003c/p\u003e\u003cp\u003eFigure \u003cspan refid=\"Fig2\" class=\"InternalRef\"\u003e2\u003c/span\u003e presents a descriptive synthesis of the theoretical‒methodological frameworks used for the development of animated infographics, along with the number of studies adopting each framework. Among the methodological steps, the preproduction, production, and postproduction phases were the most frequently described.\u003c/p\u003e\u003cp\u003e\u003c/p\u003e\u003c/div\u003e"},{"header":"Discussion","content":"\u003cp\u003eThis study mapped animated infographics available in scientific literature for patient education and the training of students and health professionals. The findings highlighted the relevance and potential of this educational resource in disseminating health information by bringing learners closer to everyday situations through a playful, dynamic, engaging, and accessible approach. Considering the multimodality of animated infographics, it can be inferred that this educational resource may stand out over other educational technologies in the transmission of health guidance. In addition, the versatility of animated infographics may facilitate their integration into digital learning environments, curricular components, and clinical education scenarios, enhancing alignment between theoretical content and real-world practice.\u003c/p\u003e\u003cp\u003eIn this review, methodological studies predominated, primarily originating from Brazilian nursing graduate programs, with an increase in publications over the years. This finding demonstrates that academia, particularly nursing graduate programs, has been a driving force in the development of educational technologies such as animated infographics. It also highlights the efforts of researchers to enhance and equip health education with innovative and effective digital pedagogical resources. However, the predominance of studies conducted in a single country may reflect unequal access to technological development, which can hamper the global adoption, adaptation, and scalability of animated infographics across diverse health systems.\u003c/p\u003e\u003cp\u003eHowever, this scenario indicates that although the identified studies demonstrate methodological rigor and social relevance, there is still limited conversion of theses and dissertations into scientific articles. This may hinder the dissemination, social impact, and integration of animated infographics into everyday educational practice. Furthermore, the low publication rate in indexed journals may compromise the visibility of these technologies, particularly at the international level, and hinder their inclusion in systematic reviews that inform decision-making and their incorporation into educational policies, strategies, and programs. This underscores the need to expand the scientific dissemination of such technological products in high-impact journals.\u003c/p\u003e\u003cp\u003eWith respect to the technological development of infographics, most publications reported reliance on specific theoretical‒methodological frameworks. The model proposed by Winder and Dowlatabadi (\u003cspan citationid=\"CR78\" class=\"CitationRef\"\u003e2011\u003c/span\u003e) was the most frequently adopted, structuring infographic development into three phases: preproduction, production, and postproduction. This methodological pathway provides a systematic view of audiovisual material design, ensuring the quality of the educational content and culminating in the production of valid and reliable technological tools (Barbosa et al., \u003cspan citationid=\"CR7\" class=\"CitationRef\"\u003e2023\u003c/span\u003e).\u003c/p\u003e\u003cp\u003eHowever, few studies have reported on the use of learning theories in the process of developing animated infographics. This finding corroborates the findings of Yue et al. (\u003cspan citationid=\"CR81\" class=\"CitationRef\"\u003e2013\u003c/span\u003e), who showed that many animations do not follow the recommended multimedia learning principles of CTML, indicating a gap between the theoretical frameworks of learning and the practical design of educational animations. This can generate cognitive overload and compromise the effectiveness and applicability of these educational technologies. This gap underscores the importance of interdisciplinary collaboration involving educators, designers, health professionals, and specialists in cognitive psychology to ensure that design decisions are pedagogically sound.\u003c/p\u003e\u003cp\u003eTherefore, educators must be careful when planning and developing animated infographics. It is important to align the stages of the theoretical-methodological frameworks with the principles of learning to optimize the cognitive process, promote meaningful learning, and ensure that the educational content supports the learners' understanding and retention of knowledge. Applying multimedia learning principles to the development of instructional animations can enhance learners\u0026rsquo; construction of mental models and improve their overall comprehension of educational materials (Yue et al., \u003cspan citationid=\"CR81\" class=\"CitationRef\"\u003e2013\u003c/span\u003e).\u003c/p\u003e\u003cp\u003eThus, it is important to highlight that the use of theoretical‒methodological frameworks, particularly learning theories, is essential to ensure rigorous and careful planning of educational technologies and to achieve accuracy in their validation. They allow researchers to define the quantity and quality of educational information as well as the cognitive load to be applied, avoiding overload for patients and optimizing the design of educational technology to facilitate learning and adherence to health behaviors (Baxter et al., \u003cspan citationid=\"CR8\" class=\"CitationRef\"\u003e2025\u003c/span\u003e).\u003c/p\u003e\u003cp\u003eAlthough these frameworks establish specific steps that must be followed, they also provide flexibility and space for creativity, encouraging researchers to employ diverse resources and interdisciplinary approaches to meet the varying educational needs of populations. This alignment enhances the design and functionality of educational tools with learners\u0026rsquo; knowledge needs and with solid teaching\u0026ndash;learning principles, enabling meaningful, long-lasting, empowering, and transformative learning. Health educational technologies grounded in structured knowledge and in the socioeconomic and cultural context of target populations can reduce health inequities by effectively fostering individuals\u0026rsquo; protagonism in self-care and disease prevention (Alves et al., 2024).\u003c/p\u003e\u003cp\u003eFrom this perspective, the studies included in this review demonstrated the validity, quality, and potential of infographics as educational technologies for health education initiatives. It is relevant to contextualize that, in methodological studies incorporating content and appearance validation, the \u003cem\u003econtent validity index\u003c/em\u003e (CVI) is frequently used. The CVI is widely applied in validation studies because it measures the proportion of agreement among experts and target audiences regarding criteria such as objectives, structure, relevance, clarity, language, and adequacy of a construct (Loch et al., \u003cspan citationid=\"CR38\" class=\"CitationRef\"\u003e2021\u003c/span\u003e; Ferreira et al., \u003cspan citationid=\"CR21\" class=\"CitationRef\"\u003e2023\u003c/span\u003e; Luz et al., \u003cspan citationid=\"CR39\" class=\"CitationRef\"\u003e2023\u003c/span\u003e).\u003c/p\u003e\u003cp\u003eIn this review, CVI values in expert content validation ranged from 0.85-1.0, whereas appearance validation by the target audience ranged from 0.92-1.0. These findings indicate high agreement among participants and corroborate recommendations in the literature regarding validity measures in validation studies (Alexandre \u0026amp; Coluci, \u003cspan citationid=\"CR2\" class=\"CitationRef\"\u003e2011\u003c/span\u003e; Souza, Moreira \u0026amp; Borges, \u003cspan citationid=\"CR64\" class=\"CitationRef\"\u003e2020\u003c/span\u003e; Polit, Beck \u0026amp; Owen, \u003cspan citationid=\"CR55\" class=\"CitationRef\"\u003e2007\u003c/span\u003e). These findings suggest that a minimum CVI of 0.85 be adopted in the validation of animated infographics for both content and appearance. Items with CVI\u0026thinsp;\u0026le;\u0026thinsp;0.85 should be reassessed, and the educational material should be restructured to better suit the target audience and achieve educational goals, followed by a new round of evaluation with experts and/or end users.\u003c/p\u003e\u003cp\u003eWith respect to their characteristics\u0026rsquo;, animated infographics were presented in video format, using animation to provide an attractive and easily understandable visual experience. They incorporated both verbal and nonverbal language, predominantly textual elements, animations, images, background audio, and narration. These aspects align with CTML principles, which suggest that learning is more effective when educational information is delivered through multiple channels without overloading cognitive processing. The use of animations and illustrations complements text and narration, reinforcing information and enhancing learning (Feeley et al., \u003cspan citationid=\"CR20\" class=\"CitationRef\"\u003e2023\u003c/span\u003e).\u003c/p\u003e\u003cp\u003eStudies also emphasize that animated educational materials with narration, compared with written materials, are more effective for communicating complex health information to individuals with low health literacy (Meppelink et al., \u003cspan citationid=\"CR45\" class=\"CitationRef\"\u003e2015\u003c/span\u003e). The combination of multiple resources enables effective learning, particularly among individuals with fewer than six years of education. These features reinforce the potential of animated infographics to address a variety of topics in simplified yet diverse ways, reaching broad audiences, especially those with low health literacy. They also illustrate the versatility of this educational tool and its applicability across diverse and complex educational contexts and demands, given its ability to stimulate motivation, associate theoretical content with daily practice, and encourage reflection, knowledge construction, and behavior change (Dorneles et al., \u003cspan citationid=\"CR17\" class=\"CitationRef\"\u003e2020\u003c/span\u003e; Luz et al., \u003cspan citationid=\"CR39\" class=\"CitationRef\"\u003e2023\u003c/span\u003e). Moreover, the reviewed studies did not report the use of accessibility resources, such as sign language interpretation, subtitles, or audio description, which are essential for inclusive digital health education. Future developments should incorporate universal design principles to ensure equitable access for users with disabilities.\u003c/p\u003e\u003cp\u003eResearchers have proposed the following GRAPHIC guidelines for designing health-related infographics: G \u0026ndash; know the audience; R \u0026ndash; restrict colors; A \u0026ndash; align elements; P \u0026ndash; prioritize parts; H \u0026ndash; highlight the title; I \u0026ndash; invest in images; and C \u0026ndash; choose charts carefully (Scott et al., \u003cspan citationid=\"CR61\" class=\"CitationRef\"\u003e2017\u003c/span\u003e). These guidelines highlight the importance of visual design that appeals to cognitive processes and effectively captures audience attention. Developers should understand the target population\u0026rsquo;s characteristics, knowledge needs, opinions, and interests regarding visual data, involving them actively throughout development and validation. They should also balance visualizations, images, and text, ensuring that essential information is presented adequately (Scott et al., \u003cspan citationid=\"CR61\" class=\"CitationRef\"\u003e2017\u003c/span\u003e).\u003c/p\u003e\u003cp\u003eTextual elements should be used moderately and clearly, in formats such as brief notes, checklists, summaries, and concise, objective titles. Infographics should remain understandable even without text, whereas visual elements should capture attention and drive the narrative. With respect to fonts and colors, no more than three different fonts and three to five complementary colors are recommended to avoid confusion (Scott et al., \u003cspan citationid=\"CR61\" class=\"CitationRef\"\u003e2017\u003c/span\u003e). Using too many colors can create cognitive overload and negatively affect learning (She et al., \u003cspan citationid=\"CR62\" class=\"CitationRef\"\u003e2024\u003c/span\u003e). Color choice is therefore critical, as colors attract and sustain attention, aid mental organization, and enhance retention. Warm colors (e.g., red, orange) are stimulating and may highlight key information, whereas cool colors (e.g., blue, green) convey calmness and may be better suited for details or reflection (She et al., \u003cspan citationid=\"CR62\" class=\"CitationRef\"\u003e2024\u003c/span\u003e; Xu et al., \u003cspan citationid=\"CR80\" class=\"CitationRef\"\u003e2025\u003c/span\u003e).\u003c/p\u003e\u003cp\u003eThese criteria further reinforce the importance of infographic design, particularly when addressing complex health information for low-literacy populations. For effectiveness, infographics must be carefully planned regarding content, design, and presentation, as well as audience preferences (Chicca \u0026amp; Chunta, \u003cspan citationid=\"CR12\" class=\"CitationRef\"\u003e2020\u003c/span\u003e). When animations do not align with the audience\u0026rsquo;s learning style, context, or cognitive capacity, information processing may be less effective than traditional methods, compromising knowledge construction (Feeley et al., \u003cspan citationid=\"CR20\" class=\"CitationRef\"\u003e2023\u003c/span\u003e). Conversely, animated infographics may be more effective when visual elements are organized and presented sequentially, directing attention to each highlighted topic and conveying health information clearly and logically. This approach facilitates information assimilation, key concept formulation, and knowledge retention in the short, medium, and long terms (Wang et al., \u003cspan citationid=\"CR77\" class=\"CitationRef\"\u003e2021\u003c/span\u003e).\u003c/p\u003e\u003cp\u003eAnother relevant finding concerns the duration of animated infographics, which ranged from 40 seconds to 16 minutes and 32 seconds. Similarly, a meta-analysis identified variation in animated video duration for patient education, from short videos (1\u0026ndash;5 minutes) to longer videos (up to 15 minutes) (Hansen et al., \u003cspan citationid=\"CR32\" class=\"CitationRef\"\u003e2024\u003c/span\u003e). Another systematic review reported durations ranging from 1.25-31 minutes (Moe-Byrne et al., \u003cspan citationid=\"CR48\" class=\"CitationRef\"\u003e2022\u003c/span\u003e). The literature indicates that longer animated videos may produce less effective learning outcomes (Feeley et al., \u003cspan citationid=\"CR20\" class=\"CitationRef\"\u003e2023\u003c/span\u003e), whereas shorter videos tend to yield better effects (Hansen et al., \u003cspan citationid=\"CR32\" class=\"CitationRef\"\u003e2024\u003c/span\u003e). Fleming, Reynolds, and Wallace (\u003cspan citationid=\"CR24\" class=\"CitationRef\"\u003e2009\u003c/span\u003e) suggested that videos under 10 minutes are generally well received by audiences, and Feeley et al. (\u003cspan citationid=\"CR20\" class=\"CitationRef\"\u003e2023\u003c/span\u003e) recommended durations not exceeding 5\u0026ndash;6 minutes to prevent cognitive overload.\u003c/p\u003e\u003cp\u003eThese findings emphasize that shorter, more concise animated infographics may be more effective for health education, as they sustain audience attention and reduce cognitive overload (Hansen et al., \u003cspan citationid=\"CR32\" class=\"CitationRef\"\u003e2024\u003c/span\u003e). Infographics should last long enough to allow content assimilation while preventing audience fatigue without compromising their purpose (Guimar\u0026atilde;es et al., \u003cspan citationid=\"CR31\" class=\"CitationRef\"\u003e2022\u003c/span\u003e; Costa, Domingues \u0026amp; Fonseca, \u003cspan citationid=\"CR14\" class=\"CitationRef\"\u003e2022\u003c/span\u003e). Another effective strategy is to use multiple short, topic-specific videos rather than a single long video (Feeley et al., \u003cspan citationid=\"CR20\" class=\"CitationRef\"\u003e2023\u003c/span\u003e).\u003c/p\u003e\u003cp\u003eIt is also important to highlight that, despite advances in producing and disseminating animated health infographics, only two studies have assessed the effects of educational interventions mediated by this technology. These studies reported positive outcomes such as improved knowledge and behavioral intentions (Morais, \u003cspan citationid=\"CR49\" class=\"CitationRef\"\u003e2021\u003c/span\u003e; Salman et al., 2022). These findings are consistent with a systematic review and meta-analysis showing that interventions using visual resources such as animated videos effectively improved health literacy (Galmarini et al., \u003cspan citationid=\"CR25\" class=\"CitationRef\"\u003e2024\u003c/span\u003e), knowledge (Feeley et al., \u003cspan citationid=\"CR20\" class=\"CitationRef\"\u003e2023\u003c/span\u003e), and health information recall (Hansen et al., \u003cspan citationid=\"CR32\" class=\"CitationRef\"\u003e2024\u003c/span\u003e).\u003c/p\u003e\u003cp\u003eResearchers emphasize that infographics are advantageous because they accommodate different learning styles by presenting content through multiple channels. They may be used alone or combined with other methodologies to aid in understanding new information and expanding the knowledge of important everyday health issues (Chicca \u0026amp; Chunta, \u003cspan citationid=\"CR12\" class=\"CitationRef\"\u003e2020\u003c/span\u003e).\u003c/p\u003e\u003cp\u003eDespite these advantages, challenges include the time and significant financial resources required to develop animated infographics (Chicca \u0026amp; Chunta, \u003cspan citationid=\"CR12\" class=\"CitationRef\"\u003e2020\u003c/span\u003e; Dorneles et al., \u003cspan citationid=\"CR17\" class=\"CitationRef\"\u003e2020\u003c/span\u003e; Ferreira et al., \u003cspan citationid=\"CR21\" class=\"CitationRef\"\u003e2023\u003c/span\u003e; Cavalcante et al., \u003cspan citationid=\"CR9\" class=\"CitationRef\"\u003e2025\u003c/span\u003e). However, once developed, infographics can be easily shared, reused, and updated as needed, allowing for broad use in healthcare and educational institutions (Chicca \u0026amp; Chunta, \u003cspan citationid=\"CR12\" class=\"CitationRef\"\u003e2020\u003c/span\u003e). Additionally, future research should analyze the cost-effectiveness and scalability of animated infographic production, as these factors are crucial for their incorporation into institutional educational strategies and public health communication policies.\u003c/p\u003e\u003cdiv id=\"Sec15\" class=\"Section2\"\u003e\u003ch2\u003eStrengths, limitations and future directions\u003c/h2\u003e\u003cp\u003eThe contributions of this review include mapping publications in scientific literature concerning animated infographics available for health education for patients, students and health professionals. These findings may guide educators, health professionals, and researchers in selecting innovative tools to implement across various educational contexts. This study also identified theoretical‒methodological frameworks that can support professionals, educators, and researchers in selecting the most appropriate methodologies for infographic development. Thus, it is expected to contribute to the dissemination and broader use of these technological tools in patient education and professional training.\u003c/p\u003e\u003cp\u003eA key strength of this review lies in its comprehensive search strategy, including grey literature, which enabled the inclusion of technological products often absent from indexed databases. The use of JBI methodological guidance and adherence to PRISMA-ScR recommendations further support the transparency and reproducibility of the review. However, the predominance of Brazilian studies may limit generalizability, and the absence of full text for some records may have prevented the inclusion of additional relevant evidence.\u003c/p\u003e\u003cp\u003eFurthermore, the unavailability of the final online versions of some infographics, as well as the lack of descriptive information in some included studies regarding the infographics developed, limited the detailed characterization of this educational resource. It should also be noted that most of the included studies were conducted in Brazil, which may limit the generalizability of the findings to other educational and healthcare systems with different digital infrastructures and sociocultural contexts. This limitation reinforces the need for international collaborative research to explore how animated infographics perform across diverse sociocultural settings, literacy profiles, and digital maturities.\u003c/p\u003e\u003cp\u003eMoreover, future experimental and evaluative studies should investigate the acceptability and feasibility of interventions mediated by animated infographics and assess their effects on behavior, attitudes, skills, and knowledge among patients, students, and health professionals. Studies analyzing the various design elements of these educational technologies are also needed to identify the most effective audiovisual strategies for developing animated infographics. Furthermore, new evidence regarding their long-term educational impact and their use combined with other educational methodologies is needed. Longitudinal studies are also required to assess the retention of health information, adherence to recommended behaviors, and knowledge transfer to clinical or community contexts.\u003c/p\u003e\u003c/div\u003e"},{"header":"Conclusion","content":"\u003cp\u003eThis scoping review mapped the studies that addressed animated infographics for health education for patients, students and health professionals. The results provide potential implications for health education in different scenarios, fostering the incorporation of animated infographics into digital health education interventions. Furthermore, the findings highlight the growing relevance of this resource in contemporary educational practices, particularly in contexts that demand dynamic, engaging, and visually oriented strategies for communicating health information.\u003c/p\u003e\u003cp\u003eThe identified animated infographics were demonstrated to be valid, applicable and accessible, with the potential to promote positive outcomes in the knowledge and behavioral intentions of the target audience. Although the findings are promising, limited evidence on the effectiveness and long-term impact of these interventions indicates the need for more rigorous experimental, quasi-experimental, and longitudinal studies. Future research should also explore accessibility, usability, and cost-effectiveness aspects, as well as their integration with other pedagogical methodologies and digital learning environments. By informing best practices for design, validation, and implementation, new evidence can support the broader adoption of animated infographics in health education, ultimately contributing to improvements in health literacy, self-care, and patient empowerment.\u003c/p\u003e"},{"header":"Declarations","content":"\u003cp\u003e\u003ch2\u003eCompeting Interests\u003c/h2\u003e\u003cp\u003eThere are no competing interests.\u003c/p\u003e\u003c/p\u003e\u003ch2\u003eData availability statements\u003c/h2\u003e\u003cp\u003eThe author confirms that all data generated or analyzed during this study are included in this published article.\u003c/p\u003e"},{"header":"References","content":"\u003col\u003e\u003cli\u003e\u003cspan\u003eAbbazio JM, Yang ZS (2022) Are infographics worth it? an assessment of information retention in relation to information embedded in infographics. 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Universidade Federal de Santa maria. \u003cspan class=\"ExternalRef\"\u003e\u003cspan class=\"RefSource\"\u003ehttps://repositorio.ufsc.br/handle/123456789/264203\u003c/span\u003e\u003cspan address=\"https://repositorio.ufsc.br/handle/123456789/264203\" targettype=\"URL\" class=\"RefTarget\"\u003e\u003c/span\u003e\u003c/span\u003e\u003c/span\u003e\u003c/li\u003e\u003cli\u003e\u003cspan\u003eSchopf K (2021) \u003cem\u003eTecnologias educacionais do tipo infogr\u0026aacute;ficos para a preven\u0026ccedil;\u0026atilde;o quatern\u0026aacute;ria na aten\u0026ccedil;\u0026atilde;o prim\u0026aacute;ria \u0026agrave; sa\u0026uacute;de\u003c/em\u003e. 2025. Dissertation. 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Centro Universit\u0026aacute;rio de Volta Redonda. \u003cspan class=\"ExternalRef\"\u003e\u003cspan class=\"RefSource\"\u003ehttps://sites.unifoa.edu.br/portal_ensino/mestrado/mecsma/arquivos/2023/Cintia-Cristine-da-Silva.pdf\u003c/span\u003e\u003cspan address=\"https://sites.unifoa.edu.br/portal_ensino/mestrado/mecsma/arquivos/2023/Cintia-Cristine-da-Silva.pdf\" targettype=\"URL\" class=\"RefTarget\"\u003e\u003c/span\u003e\u003c/span\u003e\u003c/span\u003e\u003c/li\u003e\u003cli\u003e\u003cspan\u003eSilva NO (2024) \u003cem\u003eConstru\u0026ccedil;\u0026atilde;o e valida\u0026ccedil;\u0026atilde;o de infogr\u0026aacute;fico interativo para ensino de Enfermagem sobre assist\u0026ecirc;ncia \u0026agrave;s pessoas com defici\u0026ecirc;ncia\u003c/em\u003e. Dissertation. 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Editora Focal\u003c/span\u003e\u003c/li\u003e\u003cli\u003e\u003cspan\u003eXavier J\u0026uacute;nior JA (2019) \u003cem\u003eInfogr\u0026aacute;fico animado para o idoso com doen\u0026ccedil;as cr\u0026ocirc;nicas e sua rela\u0026ccedil;\u0026atilde;o com a sa\u0026uacute;de bucal\u003c/em\u003e. Dissertation. Universidade Federal da Para\u0026iacute;ba. \u003cspan class=\"ExternalRef\"\u003e\u003cspan class=\"RefSource\"\u003ehttps://repositorio.ufpb.br/jspui/handle/123456789/19507?locale=pt_BR\u003c/span\u003e\u003cspan address=\"https://repositorio.ufpb.br/jspui/handle/123456789/19507?locale=pt_BR\" targettype=\"URL\" class=\"RefTarget\"\u003e\u003c/span\u003e\u003c/span\u003e\u003c/span\u003e\u003c/li\u003e\u003cli\u003e\u003cspan\u003eXu Y, Jiang T, Hu X, Tian H (2025) Promoting health behavioral intention through short videos: roles of audiovisual cross-modal correspondence in health communication. 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Med Educ 47(4):375\u0026ndash;387. \u003cspan class=\"ExternalRef\"\u003e\u003cspan class=\"RefSource\"\u003ehttps://doi.org/10.1111/medu.12090\u003c/span\u003e\u003cspan address=\"10.1111/medu.12090\" targettype=\"DOI\" class=\"RefTarget\"\u003e\u003c/span\u003e\u003c/span\u003e\u003c/span\u003e\u003c/li\u003e\u003c/ol\u003e"}],"fulltextSource":"","fullText":"","funders":[],"hasAdminPriorityOnWorkflow":false,"hasManuscriptDocX":true,"hasOptedInToPreprint":true,"hasPassedJournalQc":"","hasAnyPriority":true,"hideJournal":true,"highlight":"","institution":"","isAcceptedByJournal":false,"isAuthorSuppliedPdf":false,"isDeskRejected":"","isHiddenFromSearch":false,"isInQc":false,"isInWorkflow":false,"isPdf":false,"isPdfUpToDate":true,"isWithdrawnOrRetracted":false,"journal":{"display":true,"email":"[email protected]","identity":"researchsquare","isNatureJournal":false,"hasQc":true,"allowDirectSubmit":true,"externalIdentity":"","sideBox":"","snPcode":"","submissionUrl":"/submission","title":"Research Square","twitterHandle":"researchsquare","acdcEnabled":true,"dfaEnabled":false,"editorialSystem":"","reportingPortfolio":"","inReviewEnabled":false,"inReviewRevisionsEnabled":true},"keywords":"Animated infographics, Infographics, Educational technologies, Health education, Animation, Digital technology","lastPublishedDoi":"10.21203/rs.3.rs-8029050/v1","lastPublishedDoiUrl":"https://doi.org/10.21203/rs.3.rs-8029050/v1","license":{"name":"CC BY 4.0","url":"https://creativecommons.org/licenses/by/4.0/"},"manuscriptAbstract":"\u003cp\u003eAnimated infographics have been increasingly applied in health education, as they are effective educational resources for improving knowledge and health outcomes, with the potential to address diverse learning needs. This scoping review aimed to map the animated infographics available in scientific literature as tools for health education of patients, students, and/or health professionals. The review followed the Joanna Briggs Institute Methodology and the Preferred Reporting Items for Systematic Reviews and Meta-Analyses Extension for Scoping Reviews Checklist. Searches were conducted in Scopus, Web of Science, PubMed/MEDLINE, SciELO, LILACS, BDENF, the Cochrane Library, CINAHL, EMBASE, Google Scholar, the Brazilian Digital Library of Theses and Dissertations, CAPES Theses and Dissertations Catalog, EBSCO Open Dissertations, and the OATD and RCAAP databases between January and February 2025. Two independent researchers conducted the screening, selection and analysis of the included studies. The data were analyzed descriptively. A total of 740 studies were identified, 33 of which met the inclusion criteria and included 46 animated infographics. The duration of animated infographics ranged from 40 seconds to 16 minutes and 32 seconds. The reported audiovisual features included text, images, animations, audio, narration, captions, mascots, and characters. The evidence highlighted animated infographics as appropriate, valid, illustrative, and facilitative educational tools, reinforcing their potential as innovative resources for health education. Only two studies reported positive results of educational interventions mediated by animated infographics, such as improved knowledge and the intention to change behavior. These findings can support health professionals and educators in developing and implementing health education interventions using animated infographics.\u003c/p\u003e","manuscriptTitle":"Animated infographics for health education: scoping review","msid":"","msnumber":"","nonDraftVersions":[{"code":1,"date":"2025-11-05 06:43:49","doi":"10.21203/rs.3.rs-8029050/v1","editorialEvents":[{"type":"communityComments","content":0}],"status":"published","journal":{"display":true,"email":"[email protected]","identity":"researchsquare","isNatureJournal":false,"hasQc":true,"allowDirectSubmit":true,"externalIdentity":"","sideBox":"","snPcode":"","submissionUrl":"/submission","title":"Research Square","twitterHandle":"researchsquare","acdcEnabled":true,"dfaEnabled":false,"editorialSystem":"","reportingPortfolio":"","inReviewEnabled":false,"inReviewRevisionsEnabled":true}}],"origin":"","ownerIdentity":"4720f053-5541-4401-986e-29384e59a61c","owner":[],"postedDate":"November 5th, 2025","published":true,"recentEditorialEvents":[],"rejectedJournal":[],"revision":"","amendment":"","status":"posted","subjectAreas":[],"tags":[],"updatedAt":"2025-11-05T06:43:50+00:00","versionOfRecord":[],"versionCreatedAt":"2025-11-05 06:43:49","video":"","vorDoi":"","vorDoiUrl":"","workflowStages":[]},"version":"v1","identity":"rs-8029050","journalConfig":"researchsquare"},"__N_SSP":true},"page":"/article/[identity]/[[...version]]","query":{"redirect":"/article/rs-8029050","identity":"rs-8029050","version":["v1"]},"buildId":"XKTyCvWXoU3ODBz1xrDgd","isFallback":false,"isExperimentalCompile":false,"dynamicIds":[84888],"gssp":true,"scriptLoader":[]}