The document discusses the role of visuals and graphics in communication. It describes how visual aids can enhance verbal presentations by completing them with examples and interactive elements. Visual aids also support different learning styles and bridge diversity among audiences. They encourage participation and help with comprehension by matching verbal content with images and activities. Graphics designers can contribute to educational multimedia projects by developing visual concepts, effective visual communication, and conceptual design ideas.

2. Role of visuals and graphics in
communication.
Submitted to Submitted by
Dr. I.M. Khan Ashish Bamboriya
(Professor ) M.Sc. (Ag.) Ext. Edu

3. The Role of Visual Aids in Communication:-
• The ultimate goal of visual aids is to make a
presentation better than a traditional lecture
style of presentation in which the speaker fills
the time and space with the spoken word.
• Within this overriding role, visual aids play
the role of enhancing the package, supporting
the learning, unifying differences,
encouraging participation and clarifying the
information.

4. Enhance a Verbal Presentation
• A basic verbal presentation is extremely limiting. You
should think of a presentation as a skeleton: just as an
outline of your message has to be filled in with full
sentences and supporting information and examples, a
basic presentation is bare and needs to be enhanced
with visual aids. Visual aids serve the role of
completing a presentation with examples, artifacts,
questions, interactive activities and more.

5. Support Different Learning Styles
• People learn in a variety of different ways. Only a part of
what we learn and retain is taken in through our
hearing. Visual aids support different learning styles by
matching the verbal presentation of the message with
images (visual learners); charts and graphs that
facilitate questions and answers (audio learners); and
hands-on activities that encourage audience
participation (tactile).

6. Bridge Diversity Among the Audience
• Audience members come to a presentation with diverse
backgrounds in experience and personal knowledge.
Visual aids help to ensure that everyone has the same
background information that informs the premise of your
presentation.
• In other words, never assume that everyone in the
audience knows what they need to know to be at the same
starting point for your presentation.
• Visual aids can help bridge the differences among your
audience members so that they start with a common
foundation of background knowledge

7. Encourage Audience Participation
 Visual aids serve to encourage audience
participation. Visual aids help the audience to
engage with the material in the form of engaging
note-taking, partner or small group discussion, Q &
A, or some problem-solving activity.
Comprehension and Retention
 There are many reasons why people may not fully
understand what is being spoken during a
presentation.

8. The Role of Graphics in Communication
• The graphic designer or design team can
contribute to the development of an
educational multimedia project in three
major areas:
(i) developing a visual concept,
(ii) developing effective visual
communication, and
(iii) developing conceptual ideas.
Graphic designers can draw on techniques
used in traditional graphic field in each of
these areas.

9. 1. Developing a Visual Concept
• The development of visual concepts has always been a
part of traditional print-based graphic design (Lawson,
1990).
• It involves the graphic designer or team coming up
with screen designs that organise and clearly present
content to maximise users’ understanding.
• In addition the design team attempts to develop a
visual concept that is stimulating and appealing to the
specific target audience.
• Designers must pay attention to the speed of
animation and ensure that the most important
elements of the animation are always prominent

10. 2. Visual Communication
• Visual communication refers to the use of universally recognised visual aids and
other techniques used to improve the readability and comprehension of text
(Hamilton, 1970).
• Designing educational multimedia creates further challenges for graphic designers
particularly given the end users of the program will often be unassisted.
• This places a greater emphasis on the need for the visual communication to be
clear and intuitive. For example, when designing on-screen navigation tools, the
buttons themselves and their functionality should, as far as possible, be
immediately recognizable. Information buttons (eg. help and glossary) should be
clearly distinguished from navigation buttons (eg. forward, back and home).
• The navigation options given to the user should be consistent, concise and clear,
rather than presenting the user with a confusing array of (too many) navigational
choices.
• It is often helpful, depending on the nature of the program, to give users an
indication of where they have been and how far through a section or the program
they have come.

11. 3. Conceptual Design
• The graphic design field has always placed great
emphasis on providing creative solutions to practical
and conceptual problems.
• In the design of educational multimedia, the client or
content expert will often present a practical or
conceptual problem to the development team.
• In an educational context, this may be a concept
students traditionally have trouble understanding or a
practical problem associated with simultaneously
providing students with access to a wide array of
information.