Design Strategies to Improve a Science Figure

Est. Reading Time: 7min 

When I worked as a scientific researcher, I remember having a full collection of papers and the need to quickly determine which ones were relevant to read. My strategy was to read the abstract first, then examine the figures, and finally review the discussion, while taking notes for future reference. However, what truly helped me grasp the essence of a paper was the figures; I even maintained a saved gallery of figures to help me remember each paper instantly.  Soon, I realised I was not alone in relying on the figures at first, as my colleagues shared the same experience. Interestingly, a study shows that following design principles significantly enhances readers’ first impressions of a paper. The results indicated that well-designed graphical abstracts not only improved readers’ understanding but also made papers appear more interesting, clearly written, and scientifically rigorous.1

So, how can we create figures that help the reader understand the topic?

In this article, I will guide you through some design strategies that can be easily implemented to enhance your scientific figures. I will provide an example from a biochemistry process, but these strategies can be applied to any field. Let’s get started.
1. Before you start When creating or improving a figure, we must remind ourselves that we are communicating. Just as you adjust how you explain your research to friends or colleagues in your lab, we do the same for figures. Here is a checklist to consider before starting your sketches:
  1. What is your goal?
    1. Is it to show a process? A comparison? Or a Descriptive image?
  2. What are your key messages and priorities?
    1. What is the first thing you want the reader to see?
  3. Where do you plan to publish it? 
    1. An oral presentation requires more emphasis on the message so it can be understood more quickly than in a paper, for instance. 
  4. Who is your Audience?

Example:

The purpose of this figure is to communicate the effect of type 1 diabetes mellitus on metabolism in adipocytes. 

Key messages by order of priority:

  1. How does ketoacidosis develop?
  2. How is carbohydrate metabolism affected without insulin? What processes do not occur?
  3. Where does each process occur?

Where the figure will go:

Biochemistry Textbook

Audience: Biochemistry Students – who already have an overview of specific concepts, such as glycolysis, the citric acid cycle, and abbreviations.

2. Figure Organization 

Now that you have a clear definition of your key messages, goals and audience, it is time to start sketching. At this stage, we are considering our audience and how to convey our message effectively, so it is important to define a path or a flow and hierarchy of the information we want to transmit. 

See the figure below. Can you follow the flow of information? Are the key messages clear here?

Now see this figure. Did it change?

The flow of information in these 2 figures is very different from each other. In the first figure, we rely too much on the numbers of each step, and we have to move our eyes many times to find the next step. However, in the 2nd figure, the elements are positioned in a way that each process has its steps together, so we go through it more smoothly. Also, as the textbook is in English, it will be read from left to right, so most of the steps follow that direction. An exception is made, on purpose, for the “0. Insulin Production Fails” that is positioned in the upper right position to attract attention and to make the readers see that information first, with the help of a different background too.

Another difference is the use of arrows. In the second figure, arrows are used solely to represent a process, while a line with a circle is utilised for labels. This distinction separates the types of information being communicated. 

 

In terms of hierarchy, in the first figure, everything is at the same level, such as the typography (same size and bold) and is included in the same numbered list. In contrast, the second figure features three levels of hierarchy: 1) Fat metabolism and Ketoacidosis, 2) Carbohydrate metabolism (or the process that does not occur), and 3) Labels or extra information. This hierarchy is established through the following strategies:  

  • Separation of the numbered list: highest in priority with numbers ranging from 0 to 4, and second priority with letters A to C. 
  • Differences in Typography: Highest priority in Bold, second in Light and third with a smaller size in Extra light. 
  • Purposeful use of Colour and Shapes: Processes that do not occur due to a lack of insulin appear in a lower contrast colour, while arrows have a dashed line. The fat metabolism and ketoacidosis steps are highlighted with a white rectangle behind the text to connect them with the “0. Insulin Production Fails” section. In addition, the symbols of GLUT4 in the plasma membrane have a faded colour to emphasise that the process does not occur.  

3. Colour and Accessibility 

I’ve already discussed the use of colour in terms of defining hierarchy, which is a strong strategy for directing attention to specific points in your figure. Now, I would like to focus on accessibility. 

 

In the first figure, is it easy for you to differentiate Triacylglycerol from the cell? Can you read the number 5? What about the symbols for the ketone bodies? 

These examples show very low contrast, which makes it harder for the audience to distinguish elements, especially for those with visual impairments. Here are some strategies to improve the accessibility of your figure:

  • Don’t rely just on colours for comparison: In the second figure, I used different shapes to distinguish between the ketone bodies. This way, even if the colours are similar, individuals can still tell them apart. An alternative to shapes is the use of texture, such as stripes. 
  • Use a Colour Contrast Checker: This measurement assesses the brightness values of two colours, and the higher the ratio, the greater the contrast. It also follows the Web Content Accessibility Guidelines that require minimum levels of contrast. You can find an example here, but there are many others online. An alternative is to look at your figure in black and white; this way, you will see more clearly the high and low contrast. 
  • Use a Colour Blindness Simulator: For color-blind individuals, it may be even harder to distinguish between elements in a figure, so making sure that your colours are color blind safe is essential. In the example below, you can see that Figure 1 makes it difficult to distinguish ketone bodies, or the numbers above the cell. You can find many simulators online, and some figure-making software even has it integrated.

Extra Tip: Test your figure with peers and someone outside the topic. They might notice important aspects and ask questions that may give you tips on whether the figure is understood or not. 



I hope that with these strategies, your next figures will improve; however, remember that these are the most general and basic tips to create a well-designed science figure. Depending on specific goals, you may need to adjust and use alternative strategies. If you need help with your next figure, just send me a message, and I will be happy to help! Otherwise, feel free to explore the resources below for a deeper understanding of the topic. 

1- Cheng, K., Chen, Y., Larson, K., & Rolandi, M. (2017). Proving the value of visual design in scientific communication. Information Design Journal, 80–95. https://doi.org/10.1075/idj.23.1.09che

 

Resources to explore:

  • Christiansen, J. (2022). Building Science Graphics: An Illustrated Guide to Communicating Science Through Diagrams and Visualizations. A K Peters/CRC Press.
  • Frankel, F., & DePace, A. H. (2012). Visual Strategies: A Practical Guide to Graphics for Scientists & Engineers. Yale University Press.
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