From verbal content to purposeful visuals
As knowledge progresses from the concrete to the abstract, words become the primary medium for communicating that knowledge. You can use cave paintings to create a quick guide on how to slay a mammoth, but it takes words (lots of words) to write an academic paper on how quantum entanglement impacts cryptographic security. You can use a series of pictures to explain how to use a simple household appliance, but explaining how to troubleshoot it or contact customer support requires at least a few words.
A language-centered approach
Instructional designers often default to a word-centric approach when creating training materials unless the audience naturally requires a visual demonstration, such as a user manual for equipment or a tutorial on how to operate a software system. This approach is based on the assumption that words are the only meaningful way to explain a subject to learners.
A word-centric approach typically results in a “parade of bullets” — a slide, page, or screen (depending on the training delivery format) filled with bullet points that represent the main idea. Even if the main idea explicitly refers to a visual such as a chart or graph and that visual is used, this is only done if the visual’s relevance is clear and already present. However, the bullet points still represent the essence of the training material and do not deviate from the word-centric approach.
Incorporating purposeful visuals into instructional design
Most instructional designers recognize that training materials should not only convey information, but also be visually appealing. So even when using a word-centric approach, they still decorate their parade of bullet points with beautiful images from their stock art subscription. While these decorative images may indeed have a positive impact on visual appeal, they do not add value to the learning process and in some cases may shift the learner’s focus or cause cognitive overload.
Instructional designer and Mayer A cognitive theory of multimedia learningI believe purposeful visuals can be a powerful tool in any learning experience, especially in self-paced eLearning environments where the lack of real-time interaction with the instructor makes learners much more dependent on the learning materials. This means that our goal as instructional designers is to design the best possible materials for our eLearning customers, with a logical content flow, a strong narrative supported by quality narration, and purposeful visuals that drive learning.
Forms, modes, and functions of educational visuals
I have adopted the taxonomy of educational visuals presented in the book by R. Clark and C. Lyons. Graphics for learningFrom the perspective of my own experience designing e-learning visuals.
Forms
The terms “visual” and “graphics” are often used interchangeably in the context of instructional design, but I make the following distinction: educational visuals include all visual elements used within educational materials to facilitate learning, whereas graphics are Forms It is a type of educational visual, specifically referring to pictorial representations. The other two forms are text-based and mixed visual.
- Graphic Visual
Include images, diagrams, charts, graphs, and other visual elements that communicate information primarily through pictorial representation.
- Text-based visuals
Include text that is organized in ways that enhance visual comprehension, such as lists, tables, and typography-based designs.
- Mixed Visual
It combines both graphic elements and text to present information in a cohesive, integrated way. Examples include infographics, annotated diagrams, and concept maps.
mode
There are three different modes for developing and presenting instructional visuals:
- static
An image that doesn’t move or change.
- dynamic
Move or change visuals with animations, videos, kinetic typography, and more.
- Interaction
Visuals that allow learners to engage with the content, such as interactive maps, simulations, and drag-and-drop activities.
function
The main functions of instructional visuals include representation, organization, connection, interpretation, and memorization.
- Expressive visuals
Depicts real-world objects, people, places, or concepts in a realistic or highly recognizable manner. Examples include photographs or videos of real objects, people, or scenes, realistic illustrations or drawings (such as an illustration showing the anatomy and components of the human heart or schematics of equipment), or screenshots or screen recordings demonstrating how to use a software tool.
- Organization visual
They structure and organize information, making it easier for learners to understand complex systems and ideas. Examples include tables, matrices, timelines, hierarchy diagrams, hierarchical pyramids, and onion diagrams.
- Relationship Visual
Highlight the relationships between different concepts, items, or variables. Examples include Venn diagrams, fishbone diagrams, mind maps, input-output models, etc.
- Explanation visual
They help interpret data, processes, and abstract concepts. Examples include infographics, pie charts, bar graphs, column charts, flowcharts, histograms, graphs, pictograms, etc.
- Mnemonic visuals
Associating new content with familiar, easily recalled knowledge helps people retain information. Common examples include icons, analogies, and acronyms (such as “HOMES” to remember the Great Lakes).
Conclusion
Using well-designed, purposeful visuals in your eLearning courses can be of great benefit to your learners.
- It reduces cognitive load by clarifying and simplifying complex information through visual representations.
- It harnesses the power of visual memory and helps transfer knowledge by creating associations.
- Building effective mental models promotes deeper understanding.
- Draw attention to key elements of instructional content.
- Accommodate different learning styles and provide a richer, more inclusive learning experience.
- Motivate your learners by making your training materials more meaningful and engaging.
Moreover, incorporating intentional visuals into the instructional design process unlocks new creative potential for instructional designers and deepens their understanding of the subject matter.
Although my drawing skills never exceed the level of an average five-year-old and I have never had any training in graphic design, my desire to take a holistic approach to instructional design, where verbal and visual language are intimately linked, helps me generate ideas for visually representing language content in meaningful ways.
References
- Meyer, R. 2021. A cognitive theory of multimedia learningR. Mayer, L. Fiorella (Eds.), Cambridge handbook of multimedia learning. pp. 57-72. Cambridge University Press.
- Clark, R., and Lyons, C. 2011. Graphics for Learning: Proven Guidelines for Planning, Designing, and Evaluating Visuals in Training MaterialsJohn Wiley & Sons
