Comparative Study of Scientific Research Poster Design Favors Complete Assertion Headings and No Abstracts Over Other Formats

Joanna Wolfe Carnegie Mellon University ; Juliann Reineke Case Western Reserve University ; Jennifer Lott The Bristol-Myers Squibb Children's Hospital

Abstract

<bold xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink">Background:</b> Millions of scientific research posters are presented at conferences every year, yet little research exists to guide poster design. <bold xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink">Literature review:</b> There is widespread dissatisfaction with the state of scientific research posters. Research from technical and professional communication suggests that the typical research poster could be improved with complete sentence assertion headings. <bold xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink">Research question:</b> How does poster format affect audience comprehension and reader preference? <bold xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink">Research methodology:</b> In Study 1, undergraduates read posters in two different formats—Complete Assertion Headings and short, Topical Phrase Headings—and answered questions about comprehension and preference. In Studies 2a (engineering educators) and 2b (engineering faculty), participants answered questions about their perceptions of three different poster formats: Complete Assertion Headings, traditional IMRD headings + Abstract, and the popular #betterposter billboard style template. In a short teaching case study, students used these research results to develop their own posters and adapted the templates that we presented. <bold xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink">Results:</b> Study 1 found that Complete Assertion Headings, compared to topical headings, improved student recall, and students preferred the complete assertion format. Study 2a found that engineering educators preferred nontraditional poster formats (both the Complete Assertion Heading and the #betterposter format) to the traditional IMRD + Abstract format. Study 2b found that mechanical engineering faculty preferred the Complete Assertion Heading to other formats. <bold xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink">Conclusion:</b> We recommend that practitioners consider using Complete Assertion Headings on their posters, and we provide examples of exemplary student posters.

Journal
IEEE Transactions on Professional Communication
Published
2025-06-01
DOI
10.1109/tpc.2025.3529094
CompPile
Search in CompPile ↗
Open Access
Closed
Topics
Export

Citation Context

Cited by in this index (0)

No articles in this index cite this work.

Cites in this index (8)

  1. Journal of Technical Writing and Communication
  2. Journal of Business and Technical Communication
  3. Technical Communication Quarterly
  4. Journal of Technical Writing and Communication
  5. IEEE Transactions on Professional Communication
Show all 8 →
  1. IEEE Transactions on Professional Communication
  2. IEEE Transactions on Professional Communication
  3. Journal of Technical Writing and Communication
Also cites 26 works outside this index ↓
  1. 10.1007/978-3-319-61280-5
  2. 10.1007/s40670-022-01657-z
  3. 10.3389/fbinf.2023.1216139
  4. 10.1016/j.rcsop.2024.100423
  5. 10.3389/fcomm.2023.1063345
  6. 10.5688/ajpe8010162
  7. 10.1109/ipcc.2012.6408627
  8. 10.1002/bmb.21034
  9. 10.1002/2327-6924.12478
  10. 10.53061/DVQK4625
  11. 10.1111/tct.12584
  12. 10.1016/j.cptl.2018.11.011
  13. 10.1075/idj.25.1.08sta
  14. 10.1371/journal.pone.0140029
  15. 10.1016/j.hpe.2018.03.005
  16. 10.1007/978-1-4419-8279-7
  17. 10.1002/9781118796139
  18. 10.1007/bf01320076
  19. 10.1002/tl.47
  20. 10.18260/1-2--17510
  21. 10.1109/fie.2006.322455
  22. 10.1111/j.1365-2923.2011.03988.x
  23. 10.1177/0098628311421333
  24. 10.4324/9781315538747
  25. 10.6061/clinics/2012(05)17
  26. 10.1016/j.edurev.2017.11.001