This paper presents an innovative didactic concept implemented at the University of Applied Sciences Upper Austria, exploring infographics as a viable alternative to traditional written seminar papers within the Media Art and Theory course. Prompted by the increasing availability and usage of artificial intelligence tools, particularly large language models like ChatGPT, there has been growing concern regarding the originality and educational value of conventional written assignments. In response, during the winter semester of 2024, the teaching methodology shifted toward visual assignments, requiring students to engage with research questions by creating comprehensive infographics.

Infographics, as educational tools, facilitate the visual analysis of complex data, enabling students to clearly communicate and critically interpret relationships between different concepts and information. This approach supports the development of digital literacy, visual communication skills, and encourages a deeper level of engagement with course material, contrasting notably with the often passive consumption associated with traditional writing tasks.

The alternative didactic strategy was tested through group assignments, where students collaboratively investigated the Ars Electronica Archive, visualizing their research findings through carefully constructed infographics. Preliminary survey results from 29 participating students indicated predominantly positive feedback. Students highlighted increased motivation, improved learning outcomes, and more active engagement when working visually compared to traditional seminar papers. Although perceptions regarding the time required for infographic creation versus traditional writing varied, most students expressed a clear preference for visual tasks due to their effectiveness in supporting information retention and analytical skills.

The survey also revealed significant student interest in integrating infographics into future academic work, such as bachelor theses, indicating an appreciation for the format beyond a single assignment context. However, students recognized the need for additional support and education, particularly in the areas of graphic design principles and visualization techniques, to enhance the quality and impact of their visual work.

Notably, minimal use of AI tools was reported during the infographic creation process, reflecting students' preference for original content creation, personal creativity, and authentic skill development.

In conclusion, preliminary findings suggest that integrating infographics as an alternative to written assignments presents substantial educational advantages. It fosters greater student engagement, encourages active learning processes, and effectively develops students’ abilities to interpret and present complex data visually. Future curriculum development should consider incorporating infographics more broadly, supported by targeted instructional resources to maximize educational outcomes.

Keywords: AI and research, comprehensive infographics, alternative, written seminar paper, student engagement.