Current K-12 and undergraduate students have grown up with constant exposure to visual popular culture (e.g., movies, TV programs, graphic novels, etc.). Because youth find pop culture references in the classroom to be engaging, many science and engineering instructors have shown that examples found in visual pop culture can be used to teach science and engineering concepts. One recent study on the efficacy of using pop culture for instruction found that high school students learning from graphic-novel style comics acquired deeper understanding of complex subject matter and reported higher engagement with the instructional materials as compared to students learning from traditional text materials. Furthermore, the increased engagement with the instructional comics was even greater for students who were less likely to self-identify as a “science person.”
1.
L. W.
Dubeck
, M. H.
Bruce
, J. S.
Schmuckler
, S. E.
Moshier
, and J. E.
Boss
, “Science fiction aids science teaching
,” Phys. Teach.
28
, 316
–318
(May
1990
);A. E.
Segall
, “Science fiction in the engineering classroom to help teach basic concepts and promote the profession
,” J. Eng. Educ.
91
, 419
–423
(2002
);M. L.
Dark
, “Using science fiction movies in introductory physics
,” Phys. Teach.
43
, 463
–465
(Oct.
2005
);C.
Efthimiou
and R. A.
Llewellyn
, “Avatars of Hollywood in physical science
,” Phys. Teach.
44
, 28
–33
(Jan.
2006
);S.
Laprise
and C.
Winrich
, “The impact of science fiction films on student interest in science
,” J. Coll. Sci. Teach.
40
, 45
–49
(2010
).2.
C. A.
Frey
, M. L.
Mikasen
, and M. A.
Griep
, “Put some movie wow! in your chemistry teaching
,” J. Chem. Educ.
89
, 1138
–1143
(2012
).3.
A. N.
Spiegel
, J.
McQuillan
, P.
Halpin
, C.
Matuk
, and J.
Diamond
, “Engaging teenagers with science through comics
,” Res. Sci. Educ.
43
, 2309
–2326
(2013
).4.
H.
Furo
, “Using anime as a teaching tool in U.S. undergraduate course
,” in 3rd International Conference of WorldCALL
(The Japan Association for Language Education and Technology
, Fukuoka, Japan
, 2008
);D. R.
Rich
, “Global fandom: The circulation of Japanese popular culture in the U.S.,” The University of Iowa
, 2011
.5.
J.
Ruble
and K.
Lysne
, “The animated classroom: Using Japanese Anime to engage and motivate students
,” English J.
100
, 37
–46
(2010
).6.
N.
Fukunaga
, “‘Those anime students’: Foreign language literacy development through Japanese popular culture
,” J. Adolesc. Adult Lit.
50
, 206
–222
(2006
);Y.-H.
Chan
, N.-L.
Wong
, and L.-L.
Ng
, “Japanese language students’ perception of using anime as a teaching tool
,” Indones. J. Appl. Linguist.
7
, 93
–104
(2017
).7.
M. A.
Griep
and M. L.
Mikasen
, “Using movie clips to teach chemistry formally and informally,” in Hollywood Chemistry: When Science Met Entertainment
, edited by D. J.
Nelson
, K. R.
Grazier
, J.
Paglia
, and S.
Perkowitz
(American Chemical Society
, 2013
).8.
J.
Hosler
and K. B.
Boomer
, “Are comic books an effective way to engage nonmajors in learning and appreciating science?
” CBE-Life Sci. Educ.
10
, 309
–317
(2011
).9.
M.
Rogers
, “An inquiry-based course using ‘Physics?’ in cartoons and movies
,” Phys. Teach.
45
, 38
–41
(Jan.
2007
).10.
V. W.
Gerde
and R. S.
Foster
, “X-Men ethics: Using comic books to teach business ethics
,” J. Bus. Ethics
77
, 245
–258
(2008
).11.
H.
McCarthy
, Hayao Miyazaki: Master of Japanese Animation
(Stone Bridge Press
, Berkeley, CA
, 1999
).12.
, directed by H. Miyazaki 
, Studio Ghibli 
, (13.
R. D.
Blevins
, Applied Fluid Dynamics Handbook
(Van Nostrand Reinhold Co.
, New York
, 1984
).14.
(15.
Laputa Roman Album Extra
(Tokuma Shoten
, Japan
, 2002
).16.
A. H.
Wrist
and J. P.
Hubner
, “Aerodynamic comparisons of flexible membrane micro air vehicle wings with cambered and flat frames
,” Int. J. Micro Air Veh.
10
, 12
–30
(2018
).