This guide is available as a Word document or PDF. Images can be effective for explaining concepts that cannot be described adequately in words alone (Ainsworth & Loizou, 2003). The terms “image,” “picture,” and “graphic” in this post refer to static visual representations that include, but are not limited to, drawings, photographs, microscope images, and…
This guide is available as a Word document or PDF. When incorporating an image into educational material, the first step is to evaluate whether the image is relevant to the learning objectives and has non-redundant information. Having decided to use an image, there are additional details to think about to improve communication through the image….
This guide is available as a Word document or PDF. Incorporating drawing as a learning activity to accompany textual information can be helpful for meeting learning outcomes compared to no drawing (Leutner & Schmeck, 2021). According to the drawing principle, the exercise of drawing allows students to engage in generative processing (Leutner & Schmeck, 2021)…
This guide is available as a Word document or PDF. Tables Versus Graphs Numerical data are commonly presented as tables or graphs (Ainsworth, 2021). Tables have the additional advantage of including non-numerical data, as exemplified in Table 1. A typical reason to display numerical data on a table is so that students can extract these…
This guide is available as a Word document or PDF. According to the mapping principle, people learn deeply when they translate complex word-based information into a combined word- and visuospatial format (Adesope et al., 2021; Fiorella & Mayer, 2021). The collaborative mapping principle goes further to suggest that concept mapping can be a collaborative activity…