Graphics for learning: Proven guidelines for planning, designing, and evaluating visuals in training materials

Clark, Ruth Colvin; Lyons, Chopeta; Hoover, Laurie

doi:10.1002/pfi.4140431011

Cited by 123 publications

(145 citation statements)

References 3 publications

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“…In general, the participants agreed that they liked the images, found them helpful, and were willing and able to interpret them; that is, they perceived themselves as ''visually literate'' [1]. This interpretation of the mean item scores is supported by the responses to the open-ended question on the survey, in which the respondents expressed strongly that they found the images helpful in illustrating and summarizing concepts.…”

Section: Students' Attitude Toward Imagesmentioning

confidence: 71%

“…Given the extent to which images are presented as a learning tool in our introductory biochemistry classes, this is important feedback. It is also in keeping with the dual coding theory, which states that the chances of encoding new knowledge in long-term memory are increased by using both text and image formats because two memory traces are formed [1]. Images may also be helpful for students as they communicate complex relationships among conceptual components efficiently [1].…”

Section: Students' Attitude Toward Imagesmentioning

confidence: 74%

“…Given the extensive use of images used in our introductory biochemistry course, it was proposed that either self-reported attitude toward images or visual cognitive skills might be related to learning outcomes, especially since visual cognitive skills have been shown to be important in the interpretation of specific images and especially of highly schematic diagrams [1,3]. Learning outcomes were defined in this study as the participant's cumulative score on three multiple choice examinations which include questions from a large database with known and varying degrees of difficulty, which assess multiple learning domains in Bloom's taxonomy [29].…”

Section: Visual Cognitive Skills and Learning Outcomesmentioning

confidence: 99%

“…The practice of using images in teaching is widespread, and is supported by the ''multimedia principle'' that people learn better from words and images than from words alone [1]. Images can also communicate complex relationships among conceptual components more efficiently than words alone [1].…”

Section: Introductionmentioning

confidence: 99%

“…Images can also communicate complex relationships among conceptual components more efficiently than words alone [1]. In science education, images are used so extensively that some have argued they are now the ''main vehicle of communication'' [2], and this phenomenon is especially notable in the field of biochemistry where abstract concepts are communicated using an enormous variety of diagrammatic images, models, and maps, both for communication among experts and between instructors and students [3].…”

Section: Introductionmentioning

confidence: 99%

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Learner differences and learning outcomes in an introductory biochemistry class: Attitude toward images, visual cognitive skills, and learning approach

Milner

2013

Biochem Molecular Bio Educ

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The practice of using images in teaching is widespread, and in science education images are used so extensively that some have argued they are now the ''main vehicle of communication'' (C. Ferreira, A. Arroio Problems Educ. 21st Century 2009, 16, 48-53). Although this phenomenon is especially notable in the field of biochemistry, we know little about the role and importance of images in communicating concepts to students in the classroom. This study reports the development of a scale to assess students' attitude toward biochemical images, particularly their willingness and ability to use the images to support their learning. In addition, because it is argued that images are central in the communication of biochemical concepts, we investigated three ''learner differences'' which might impact learning outcomes in this kind of classroom environment: attitude toward images, visual cognitive skills, and learning approach.Overall, the students reported a positive attitude toward the images, the majority agreeing that they liked images and considered them useful. However, the participants also reported that verbal explanations were more important than images in helping them to understand the concepts. In keeping with this we found that there was no relationship between learning outcomes and the students' self-reported attitude toward images or visual cognitive skills. In contrast, learning outcomes were significantly correlated with the students' self-reported approach to learning. These findings suggest that images are not necessarily the main vehicle of communication in a biochemistry classroom and that verbal explanations and encouragement of a deep learning approach are important considerations in improving our pedagogical approach. V C 2013 by The International Union of Biochemistry and Molecular Biology, 42(4): 285-298, 2014.

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Section: Students' Attitude Toward Imagesmentioning

confidence: 71%

Section: Students' Attitude Toward Imagesmentioning

confidence: 74%

Section: Visual Cognitive Skills and Learning Outcomesmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

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Learner differences and learning outcomes in an introductory biochemistry class: Attitude toward images, visual cognitive skills, and learning approach

Milner

2013

Biochem Molecular Bio Educ

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Instructional Strategies for Receptive Learning Environments

Mayer¹,

Clark²

2009

Handbook of Improving Performance in the Workplace: Volumes 1‐3

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Learning about Probability from Text and Tables: Do Color Coding and Labeling through an Interactive‐user Interface Help?

Clinton

Morsanyi

Alibali

et al. 2016

Applied Cognitive Psychology

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General rights Copyright for the publications made accessible via the Queen's University Belfast Research Portal is retained by the author(s) and / or other copyright owners and it is a condition of accessing these publications that users recognise and abide by the legal requirements associated with these rights.Take down policy The Research Portal is Queen's institutional repository that provides access to Queen's research output. Every effort has been made to ensure that content in the Research Portal does not infringe any person's rights, or applicable UK laws. If you discover content in the Research Portal that you believe breaches copyright or violates any law, please contact openaccess@qub.ac.uk. AbstractLearning from visual representations is enhanced when learners appropriately integrate corresponding visual and verbal information. This study examined the effects of two methods of promoting integration, color coding and labeling, on learning about probabilistic reasoning from a table and text. Undergraduate students (N = 98) were randomly assigned to learn about probabilistic reasoning from one of 4 computer-based lessons generated from a 2 (color coding/no color coding) by 2 (labeling/no labeling) between-subjects design. Learners added the labels or color coding at their own pace by clicking buttons in a computer-based lesson.Participants' eye movements were recorded while viewing the lesson. Labeling was beneficial for learning, but color coding was not. In addition, labeling, but not color coding, increased attention to important information in the Many people struggle with probabilistic reasoning, especially when calculating posterior probability (Evans, Handley, Perham, Over & Thompson, 2000;Kahneman & Tversky, 1973;Stanovich & West, 1998). Posterior probability judgments require the evaluation of a hypothesis after being presented with relevant data. Such calculations can be used, for example, to judge the probability that a person who tested positive for a disease, actually has the disease. In order to make a correct judgment about this problem, people have to consider three pieces of information:(a) the true positive rate: the probability of the test giving a positive result when the person actually has the disease; (b) the false positive rate: the probability of the test giving a positive result when the person does not have the disease; and (c) the base rate/prevalence: the probability that a randomly chosen person from the population has the disease. People often fail to integrate these three pieces of information appropriately, and, thus, they often generate incorrect responses. Because of the complexity of probabilistic reasoning, teaching probabilistic reasoning is also quite challenging (Garfield & Ben-Zvi, 2008). Given the ubiquity of test results in modern society, it is important to understand this type of probabilistic reasoning (Hoffrage, Kurzenhäuser, & Gigerenzer, 2005;Kurzenhäuser & Hertwig, 2006) and to develop effective ways to instruct people about it.Visual representations,...

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Graphics for learning: Proven guidelines for planning, designing, and evaluating visuals in training materials

Cited by 123 publications

References 3 publications

Learner differences and learning outcomes in an introductory biochemistry class: Attitude toward images, visual cognitive skills, and learning approach

Learner differences and learning outcomes in an introductory biochemistry class: Attitude toward images, visual cognitive skills, and learning approach

Instructional Strategies for Receptive Learning Environments

Learning about Probability from Text and Tables: Do Color Coding and Labeling through an Interactive‐user Interface Help?

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