Including images within instructional or educational material helps to increase our comprehension and understanding of concrete concepts. Accompanied with text or words, this dual coding type of theory facilitates our learning processes. For example, if we were teaching the concept of a volcano, either in a dormant or active stage, using words alone would be difficult to describe it. The process of an eruption could also be clarified with the use of visuals. Imagine the impact of a video shown to a group of learners who have never seen this colossal natural event.

Lets look at other real-life examples. Architects render illustrations of their building designs to show what the structure will look like before it is built, helping educate the client on the building's important features. Doctors look at x-rays or CT scans to help them with diagnoses. What appears in the x-rays will help the doctors learn what type of problem the patient is experiencing, so they can prescribe and perform necessary treatment.

Three important theories support the use of imagery with instruction. The information processing theory, developed by Atkinson and Shiffrins (1968), is the process by which information is perceived and transferred from short-term memory to long-term memory. Pavio’s dual-coding theory defines two separate memory systems; one functions as verbal memory and the other as imaginal memory that deals with visual processing. Mayer’s multimedia theory suggests that visuals and words together help learners select, organize and integrate information in meaningful ways.

While the three theories stated above support the use of imagery, three design principles (Lohr, 2003, pp. 39-44) assist instructional designers in the process of creating visual aids. The first one, known as the figure/ground principle, helps learners select important information. The second, the hierarchy principle, helps learners organize information and the third, the gestalt principle, helps learners integrate information.

Levie and Lentz (1982) compared data from research with 155 experiments on learning with and without supporting illustration. They came to the following conclusion – using illustration that closely relates to the text helps the learner understand and remember.


Typical Tree

Pavio’s studies revealed that using visuals was more effective for introducing concrete concepts to learners than abstract concepts. Let’s explore part of this theory by using a simple concrete concept as an example. Webster’s Dictionary, 7th edition, defines this particular concept as a woody plant having a single elongated main stem generally with few or no branches on its lower part. (Webster’s, 1970, p. 943). Can you guess what this definition is describing? Now look at the picture on the left. Which one did you identify faster as a tree, the picture or the words from the dictionary? Which one gave you a clearer idea of what a tree is? We can further explain a tree by labeling parts.

We can also learn about concrete concepts by using pictures of examples and non-examples. Look at the examples of trees pictured in the top right circle. Although the trees look different, they do have common characters - roots, trunk, branches, leaves or needles. Now look at the non-examples pictured in the lower left circle. They may also have some of the characteristics of trees, but not all of them.

Next look at the row of pictures below and pick out the tree(s). Move the cursor over the pictures to test your choices.

Now try something more complex. Below are rows of words that identify both concrete and abstract concepts. Read each word and pay attention to what your brain does. 

Do you have thoughts like a narrative? Does an image appear? Or do you see only words with letters; or is there a combination of activity?

Imagery, whether it is photographs, charts, drawings, illustrations, video or animation, that is closely related to text adds to our learning experience to help us comprehend and remember what we are learning.

To learn more about the use of visuals for informational purposes visit
http://bcis.pacificu.edu/journal/2002/07/staley.php

Lohr., L. (2003). Creating Graphics for Learning and Performance, Lessons in Visual Literacy. Upper Saddle River, N. J. Pearson Education, Inc.

Webster’s Seventh New Collegiate Dictionary, (1970). Springfield, MS, G. C. C. Merriam Company.