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Table 1 Characteristics of reviewed studies using diagramming data collection approaches

From: A multidisciplinary systematic review of the use of diagrams as a means of collecting data from research subjects: application, benefits and recommendations

General characteristics of reviewed articles

• Range between 1986 and 2010, with increasing popularity: substantial increase after 2006

• Wide range of disciplines use diagramming data collection approaches: used in the education field most commonly

• Number of research subjects varied: average was 36 with a range of 2 to 243 research subjects

• Wide range of research participant characteristics: included students, professionals, administrators and laypersons

Reasons for choosing diagrams for data collection

• Requirements and challenges of the research topic: e.g., to capture cognitive structure, changes over time and/or differences between groups; to overcome linguistic, cultural, social or intuitional barriers; to collect data on highly complex subject matter

• Unique dataset: diagrams seen as a reflective tool, providing holistic coverage through uncensored and unique data

Approaches for instruction and creation of diagrams

• Instruction given to research subjects important in shaping end product: ranged from basic requests to create a diagram to specific instructions on what elements to include and practice sessions with feedback

• Degree of freedom in diagram creation: data collected by original diagram creation in groups or individually, or through editing a presented diagram or through researcher creation with real-time input

• Number of diagrams created or edited: multiple diagrams can be used to track changes over time

• Use of other data collection methods: other methods for collecting data were commonly used alongside of diagramming approaches

Approaches to analysis of diagrams created in data collection process

• Highly structured diagrams were conducive for quantitative analysis: e.g., counting of elements and/or scoring based on weights assigned to elements of the diagram

• Less structured diagrams were conducive for qualitative analysis: e.g., thematic and content analysis

• Additional data analysis: diagrams can guide additional data analysis of data collected with other means, provide validation and/or visual representation to illustrate conclusions

Benefits and challenges of using diagrams to collect data

• Complementary to other data collection techniques

• Helps research subjects to focus and reflect on topic(s)

• Benefits/challenges dependent on the application and type of diagram used