A Picture is Worth a Thousand Words
We’ve all heard the saying that a picture is worth a thousand words. Well, that might be truer than you think. Studies have shown that many people learn better when visual material accompanies the written or spoken word. A well-aligned image next to the associated content will help students remember the information better (Mayer & Atkinson, 2004). Additionally, for the online student, dressing up a course a little bit with appropriate images can go a long way in making a course feel welcoming. This newsletter will focus on the research of visual learning and when and how to use images in online courses.
What the Research Says about Visual Learning
Let’s start by looking at some research and studies to put some basis to the concept that visuals enhance the online learning experience.
Let’s start by looking at some research and studies to put some basis to the concept that visuals enhance the online learning experience.
- Use Images with Text or Narration
In Richard Mayer’s Cognitive Theory of Multimedia Learning, it was found that a person learns better when text or narration is accompanied by an associated visual. This research finding, titled the Multimedia Principle, states that people will remember information better if there is an associated image presented in conjunction with text or audio information (Mayer & Atkinson, 2004). The study concluded that visuals are critical for “developing deeper knowledge” as well as it is important to select the right kind of visual and place it appropriately in the document (Turkkan, n.d.).
- Visuals stay in long-term memory
Dr. Lynell Burmark, author of Visual Literacy, states “…unless our words, concepts, ideas are hooked onto an image, they will go in one ear, sail through the brain, and go out the other ear. Words are processed by our short-term memory where we can only retain about seven bits of information (plus or minus 2) […]. Images, on the other hand, go directly into long-term memory where they are indelibly etched” (Burmark, 2002).” Other studies support this fact by demonstrating that, after 3 days, learners retained almost 50% more visual data than written information (Gutierrez, 2014).
- Visuals can create an environment of interest and motivation
Along with using visuals to clarify conceptual thinking, it has been found that images can also establish an environment of interest for students. In a 2015 study, over 70% of students said that images helped motivate their learning and prevented being bored with the topic. The research concluded that effective visuals used in a teaching/learning environment helped dissuade monotony and provided a more successful and pleasant learning experience (Shabiralyani & et.al, 2015). A captivating image, chart, or infographic can help motivate learners. Additionally, a visual image can stimulate emotions . . . and emotions turn into impressions . . . and impressions can turn into lasting memories (Jandhyala, 2017).
When and where to use visuals in online courses
Let’s start with the resources we give our students to learn new concepts. If PowerPoints or lecture files are used, read through the content to see if an image could be used as a visual cue to represent the information. If images are already in the file, are they appropriate? Do they make a clear connection to the concepts? Remember that you do not want to overwhelm your readers with visual information; keep it simple and straightforward. A few impactful images will go much farther than an overload of visual content.
When appropriate, consider adding visuals to your assignments, discussion forums, quizzes, and other assessments. Visuals do not have to be still images. What about adding a video or simulation to an assignment? Watching real or enacted videos about topics might bring about deeper thinking from students than a text-based scenario. Seeing an issue unfold helps put the student into that situation. Infographics are also great ways to show a thought process or connect information together (Laskaris, 2016).
Last, adding images for the sake of “dressing up” a course is also ok . . . as long as it is not overdone and applies to the situation. For example, adding an image to a discussion forum can be a simple way of having the discussion prompt stick with the student for the entire week. It might even help the student dwell on the topic and go back to the forum more frequently with more thoughtful insight.
Let’s start with the resources we give our students to learn new concepts. If PowerPoints or lecture files are used, read through the content to see if an image could be used as a visual cue to represent the information. If images are already in the file, are they appropriate? Do they make a clear connection to the concepts? Remember that you do not want to overwhelm your readers with visual information; keep it simple and straightforward. A few impactful images will go much farther than an overload of visual content.
When appropriate, consider adding visuals to your assignments, discussion forums, quizzes, and other assessments. Visuals do not have to be still images. What about adding a video or simulation to an assignment? Watching real or enacted videos about topics might bring about deeper thinking from students than a text-based scenario. Seeing an issue unfold helps put the student into that situation. Infographics are also great ways to show a thought process or connect information together (Laskaris, 2016).
Last, adding images for the sake of “dressing up” a course is also ok . . . as long as it is not overdone and applies to the situation. For example, adding an image to a discussion forum can be a simple way of having the discussion prompt stick with the student for the entire week. It might even help the student dwell on the topic and go back to the forum more frequently with more thoughtful insight.
References
Burmark, L. (2002). Visual Literacy: Learn to See, See to Learn (1st ed.). Association for Supervision & Currculum.
Colvin Clark, R. (2003, August 11). More Than Just Eye Candy: Graphics for e-Learning. Retrieved from The eLearing Developers' Journal: http://ww.clarktraining.com/content/articles/MoreThanEyeCandy_part1.pdf
Gutierrez, K. (2014, July 8). Studies Confirm the Power of Visuals in eLearning. Retrieved from Shift eLearning: https://www.shiftelearning.com/blog/bid/350326/studies-confirm-the-power-of-visuals-in-elearning
Jandhyala, D. (2017, December 8). Visual Learning: 6 Reasons Why Visuals are the Most Powerful Aspect of eLearning. Retrieved from eLearning Industry: https://elearningindustry.com/visual-learning-6-reasons-visuals-powerful-aspect-elearning
Laskaris, J. (2016). 9 Tips to Use Images in your eLearning Programs. Retrieved from eFront: https://www.efrontlearning.com/blog/2016/04/9-tips-to-use-images-in-elearning-programs.html
Mayer, R., & Atkinson, C. (2004). Five ways to reduce Powerpoint overload. Retrieved from Indezine: https://www.indezine.com/stuff/atkinsonmaye.pdf
Shabiralyani, G., & et.al. (2015). Impact of Visual Aids in Enhancing the Learning Process Case Research: District Dera Ghazi Khan. Journal of Education and Practice, 6(19). Retrieved from https://files.eric.ed.gov/fulltext/EJ1079541.pdf
Trafton, A. (2014, January 16). In the blink of an eye - MIT neuroscientists find the brain can identify images seen for as little as 13 miliseconds. Retrieved from MIT New: http://news.mit.edu/2014/in-the-blink-of-an-eye-0116
Turkkan, T. (n.d.). How Mayer's 12 Principles of Multimedia Learning can be applied to Digital Learning. Retrieved March 5, 2019, from Vibons: https://vibons.com/ShowBlog?BlogID=133&Title=How_Mayers_12_Principles_of_Multimedia_Learning_can_be_applied_to_Digital_Learning