Visual Literacy and Visualization in Instructional Design and Technology for Learning Environments

Abstract

The purpose of this study is to discuss the effects of visuals, visual literacy, visualization and multimedia design strategies using instructional design (ID) models for developing projects in education and science education, as well as engineering education. This study discusses and presents ways to evaluate visuals, visualization, and virtual technologies (as VR/AR and 2D-3D) in science education and engineering education based on research and foundations of visual learning, visual thinking, and visual communication. This study is a literature review work concerning visual effects, visual literacy, learner perceptions and technological variables for designing multimedia instruction and learning projects in visualization. In addition, this paper discusses similarities and constraints in using ID models for designing multimedia projects from the perspective of the use of visuals and ID models for developing visual materials in education. These procedures include the perceptual and theoretical foundations of visual learning, cognitive factors of visual images, visual design and program of systematic evaluation steps, as well as multimedia projects design and development materials with ID models, such as the decide, design, develop, and evaluate (DDD-E) model (Ivers, Barron, 2010) and a human information processing model (Mayer, 2001). With these models, all considerations for visual typology will be indicated in the implementation of visuals, learning design, visualization using virtual reality technologies and evaluation of visuals in multimedia development. Concluding the paper, meaningful connections between visuals and technological variables for developing multimedia project design will be considered. Indicators for learners and designers and teachers will be shown in learning imagery for visualization activity and educational technology. This will be followed by a discussion of the use of visuals and evaluation of visual materials based on the program of systematic evaluation developed by Dwyer (1972, 1978, 1987, 1994).

Impact of virtual reality use on the teaching and learning of vectors

“…Implementing a Virtual Engineering Science Learning Lab (VESLL) has proven to improve student interest and learning experience in STEM education (August et al, 2016). Güney (2019) highlights the relevance of visualization and visual literacy in instructional design for implementing technology in learning environments through a literature review on visual effects, visual literacy, and the design of multimedia instruction. Using a haptic virtual model with visual and tactile sensorimotor interactions may provide students with the opportunity to construct knowledge about submicroscopic phenomena (Schönborn et al, 2011).…”

“…The literature on the use of VR about abilities and attitudes in science students reports improvements in students' achievement, interests and learning experience in STEM education (August et al, 2016;Al-Amri et al, 2020). The relevance of the use of VR to improve certain scientific skills, such as visualization of abstract concepts, has been highlighted by some studies (Güney, 2019;Hite et al, 2019).…”

BRAVEST: A Visual Teaching Aid for Stroke Clinicians

“…18 The configuration of text and picture together aim to generate the cognitive eye and mind connection. 19 The checklistlike layout of mnemonic and text intends to assist learners with mental organization. 20 The back of the BRAVEST graphic displays a reference list in a visually similar layout citing available resources demonstrating to users the necessary connection between the educational content and evidence-based practice recommendations.…”

Challenges and Limitations of Implementing Virtual Reality in K-12 Mathematics Education

“…The use of VR in education also aids in developing spatial and kinesthetic intelligence. Güney (2019) discusses the role of visual literacy and visualization in instructional design, highlighting how VR can help students better understand and retain information through immersive, interactive experiences. This is echoed by Buentello-Montoya, Lomelí-Plascencia et al (2021), who emphasize the role of reality-enhancing technologies in teaching and learning mathematics, particularly in fostering spatial reasoning and problem-solving skills.…”