-->PONE-D-25-53363-->-->Examining the infographic design instructional process in terms of prospective mathematics teachers’ infographic design proficiency, self‑efficacy, and abilities in evaluating student errors: A model proposal-->-->PLOS One

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Reviewers' comments:

Reviewer's Responses to Questions-->

-->Comments to the Author

1. Is the manuscript technically sound, and do the data support the conclusions?

The manuscript must describe a technically sound piece of scientific research with data that supports the conclusions. Experiments must have been conducted rigorously, with appropriate controls, replication, and sample sizes. The conclusions must be drawn appropriately based on the data presented. -->

Reviewer #1: Yes

Reviewer #2: Yes

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-->2. Has the statistical analysis been performed appropriately and rigorously? -->

Reviewer #1: Yes

Reviewer #2: Yes

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Reviewer #1: Yes

Reviewer #2: No

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Reviewer #1: Yes

Reviewer #2: Yes

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-->5. Review Comments to the Author

Please use the space provided to explain your answers to the questions above. You may also include additional comments for the author, including concerns about dual publication, research ethics, or publication ethics. (Please upload your review as an attachment if it exceeds 20,000 characters)-->

Reviewer #1: After carefully reviewing the manuscript entitled:After carefully reviewing the manuscript entitled:After carefully reviewing the manuscript entitled:After carefully reviewing the manuscript entitled:

“Examining the infographic design instructional process in terms of prospective mathematics teachers’ infographic design proficiency, self‑efficacy, and abilities in evaluating student errors: A model proposal”

submitted by Neslihan Usta د, Ali Özkaya, Gözdegül Arık Karamık and Yusuf Akın,

I find that the study addresses an important and contemporary research topic that is well aligned with the aims and scope of the Journal. The manuscript demonstrates originality, clearly defined objectives, and an appropriate methodological framework.

The authors employed a research methodology suitable for the nature of the study, and the findings show logical consistency with the research questions and objectives. The results are adequately analyzed and supported by relevant and properly cited scholarly sources. Furthermore, the manuscript is well organized, clearly presented, and written in sound academic English.

Based on the above considerations, I recommend acceptance of the manuscript for publication

yours sincerely,

Reviewer #2: The manuscript presents a well-structured and methodologically sound investigation into the effects of an infographic design–based instructional process on prospective mathematics teachers’ design proficiency, self-efficacy, and abilities to evaluate student errors. The study addresses a relevant and timely topic in mathematics education and educational technology, and it aligns well with the scope of PLOS ONE.The manuscript presents a well-structured and methodologically sound investigation into the effects of an infographic design–based instructional process on prospective mathematics teachers’ design proficiency, self-efficacy, and abilities to evaluate student errors. The study addresses a relevant and timely topic in mathematics education and educational technology, and it aligns well with the scope of PLOS ONE.The manuscript presents a well-structured and methodologically sound investigation into the effects of an infographic design–based instructional process on prospective mathematics teachers’ design proficiency, self-efficacy, and abilities to evaluate student errors. The study addresses a relevant and timely topic in mathematics education and educational technology, and it aligns well with the scope of PLOS ONE.The manuscript presents a well-structured and methodologically sound investigation into the effects of an infographic design–based instructional process on prospective mathematics teachers’ design proficiency, self-efficacy, and abilities to evaluate student errors. The study addresses a relevant and timely topic in mathematics education and educational technology, and it aligns well with the scope of PLOS ONE.

The research design is clearly described, and the instructional intervention is implemented over an adequate duration with transparent documentation of procedures. The use of a mixed-methods approach, combining quantitative analyses with qualitative content analysis of infographics and error-evaluation responses, strengthens the overall rigor of the study. The selected instruments are grounded in prior literature, and the authors have provided appropriate evidence of reliability and inter-rater agreement, which enhances confidence in the measurements.

The statistical analyses are generally appropriate and rigorously applied. The authors correctly selected parametric and non-parametric tests based on data distribution, reported effect sizes, and presented results in a clear and interpretable manner. The findings consistently support the stated conclusions regarding improvements in infographic design proficiency, self-efficacy, and error-evaluation abilities following the intervention.

However, there are several points that should be addressed to further strengthen the manuscript. First, the reliance on a single-group pre-test–post-test quasi-experimental design limits the ability to draw strong causal inferences. Although the authors acknowledge this limitation, it would be beneficial to discuss more explicitly how potential threats to internal validity (e.g., maturation, testing effects) may have influenced the results and how future studies could address these issues through control or comparison groups.

Second, while the Data Availability Statement explains restrictions related to participant consent and confidentiality, the manuscript does not provide access to anonymized datasets or example data files underlying the quantitative analyses. This only partially meets PLOS ONE’s data-sharing requirements. The authors are encouraged to clarify whether de-identified or aggregated datasets, scoring rubrics, or sample coded data can be shared as Supporting Information to enhance transparency and reproducibility.

Third, although the manuscript is generally well written and intelligible, minor language and stylistic issues remain, including occasional long or repetitive sentences and minor grammatical inconsistencies. Careful proofreading is recommended to improve clarity and conciseness, particularly in the Results and Discussion sections.

From an ethical and publication ethics perspective, the study appears to comply with relevant standards. Ethical approval is clearly documented, informed consent was obtained, and no competing interests or dual publication concerns are evident.

Overall, the manuscript makes a meaningful contribution to the literature on infographic-based instruction in teacher education. With clearer acknowledgment of design limitations, improved data availability where possible, and minor language refinements, the study would be further strengthened and suitable for publication.

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Reviewer #1: Yes: Lina Fouad JawadLina Fouad JawadLina Fouad JawadLina Fouad Jawad

Reviewer #2: Yes: Muralidhar KurniMuralidhar KurniMuralidhar KurniMuralidhar Kurni

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Examining the infographic design instructional process in terms of prospective mathematics teachers’ infographic design proficiency, self‑efficacy, and abilities in evaluating student errors: A model proposal

PONE-D-25-53363R1

Dear Dr. Özkaya,

We’re pleased to inform you that your manuscript has been judged scientifically suitable for publication and will be formally accepted for publication once it meets all outstanding technical requirements.

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Kind regards,

Sonsoles López-Pernas

Academic Editor

PLOS One

Additional Editor Comments (optional):

The authors have successfully addressed all minor comments