World Transactions on Engineering and Technology Education  2014 WIETE Vol.12, No.3, 2014 INTRODUCTION The label cartoon or comic may be potentially deceptive towards these forms of art since people may strongly associate, or expect, cartoons and comics to be linked with humour. Figure 1 illustrates related and dissimilar features between cartoons, comic strips, comic books and graphic novels as defined by Tatalovic [1]. The relationship between these art forms is that they all combine text with images to convey information. A cartoon printed on a paper medium is understood as being non-sequential and comprised of a single panel displaying an image with text. A comic, once again if printed on a paper medium, is characterised by its sequential nature, apart from the image-text combination. The realm of comics can be further divided according to the variables of length and narrative complexity. Comic strips are shorter and simpler in their narratives with respect to comic books and graphic novels. Figure 1: A simple classification of visual art featuring cartoons and comics. In his book, McCloud gives a comprehensive analysis of comics and proposes this definition: Comics: juxtaposed pictorial and other images in deliberate sequence, intended to convey information and/or to produce an aesthetic response in the viewer [2]. Comic strips for electrical and electronic engineering - a novel genre Sarah Pulé University of Malta Tal-Qroqq, Msida, Malta ABSTRACT: This article reports on the use of comic strips in engineering laboratory sessions. Engineering students tend to be visual learners, and resources that depict circuit behaviour in terms of a sequence of figures rather than just mathematics or verbal descriptions, could appeal more to the students. Therefore, they could provide another perspective with which students could understand circuit behaviour. The method of testing involved the researcher as observer - participant during two undergraduate engineering laboratory sessions at the University of Malta. The data were collected through the researcher’s observations and interactions with students while participating in the laboratory sessions, and also through a short questionnaire, which was given to the students at the end of the session. Feedback from some electrical engineering lecturers about the nature of the resources was also sought. The results indicate that the learning aids were considered helpful for understanding the behaviour of the circuits in question. The students also commented that such qualitative resources make learning engineering more fun. 350