Visual Communications and Learning

Abstract

Visual representation of content during the design and delivery of instruction emerges as an integral component of the process. Use of visuals that helps transmit a certain message to learners or users of a particular instructional or an industrial product plays a crucial role in active learning. From a pedagogical viewpoint applied in learning and teaching, when learners are provided with a solid instructional product, they get to actively engage in the learning activities with higher cognitive process and apply their newly gained knowledge in real-life cases. This is a view highly congruent with the cognitive processing approach to learning where students become active participants and builders of the content. It is through this understanding that, in this paper, the concept of visual communication in learning and teaching, its support in the learning process, as well as the role of visual literacy and visual intelligence during this process will be discussed and presented with visual illustrations. Keywords: visual communication, instructional design, active learning, cognitive processing approach, visual literacy, visual intelligence, adult English as a second language (ESL) learning contexts Visual Communication DefinedIn their study regarding principles of design, Costello, Youngblood, and Youngblood (2012) referred to the design elements as the "ingredients used in making visual art" (p. 114). In support of adding visuals to the content of a rather text-rich instructional product, Mayer (2003) argued that "adding relevant graphics to words can be a powerful way to help learners engage in active learning. Overall, [one's] view of the cognitive stages of how learning works can influence [his/her] decisions about how to design instruction" (as cited in Clark & Mayer, 2011, p. 79). According to Costello et al. (2012), visual communication is an area of study that "investigates the transmission of ideas and information through visual forms and symbol. On a deeper level, it also looks at the cognitive and affective processes that affect the way we perceive (or sense) visual stimuli" (p. 95). Communication through visuals is effective when content and form successfully interact with one another. In the instructional design (ID) terminology, the what (i.e., content) and how (i.e., form) of this message that the designer desires to communicate to the viewers involves an overlap of both elements that influence one's objective and subjective reality. That is, what one sees and perceives about the same message is highly affected by both the substance of that message and the manner in which it is transmitted to the audience, viewers, users, or in educational terminology, to learners. With respect to this, Hai-Jew (2010) posited that "Meanings may be interpreted at the top level of what is observed and depicted" (p. 270).In regards to the interaction of content and form that plays a considerable role in the way one expresses or communicates his/her message, Costello et al. (2012) provided that while content is the "t...

Effects of Visual Communication on Memory Enhancement of Thai Undergraduate Students, Kasetsart University

“…As a result, visual cues help us better retrieve and remember information (Kouyoumdjian, 2012). Also, learners demonstrate higher interest in the message when they are given visuals rather than when they are presented with texts (Khadimally, 2016). Communicating visually can strongly improve comprehension and retention (Digital Splash Media, 2014).…”