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1. GRAPHICS for LEARNING
Proven Guidelines for Planning, Designing, and Evaluating Visuals in Training Materials
by Ruth C. Clark and Chopeta Lyons
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2. Chapter 10 Chapter 11 EXIT
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3. Chapter 10 Chapter 11 HOME EXIT

4. M o t i v a t i o n a n d L e a r n i n g
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- Plan Graphics for Motivation and Learning -
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5. N e x t
M o t i v a t i o n a n d L e a r n i n g
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Motivation is the fuel that prompts us to invest effort in our learning process and persist us to
complete a learning goal. Some researchers estimate that motivation alone accounts for close to 50
percent of achievement during learning.
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Researchers in cognitive load recently acknowledge that “instructional manipulations to optimize
the cognitive load have little effect unless learners are motivated and actually invest mental effort in
processing the instructions.”
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6. N e x t
M o t i v a t i o n a n d L e a r n i n g
G u i d e l i n e 1
G u i d e l i n e 2
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Chapter 10 Chapter 11
Motivation is the fuel that prompts us to invest effort in our learning process and persist us to
complete a learning goal. Some researchers estimate that motivation alone accounts for close to 50
percent of achievement during learning.
G u i d e l i n e 4
Researchers in cognitive load recently acknowledge that “instructional manipulations to optimize
the cognitive load have little effect unless learners are motivated and actually invest mental effort in
processing the instructions.”
Reflection
What motivation do you use to fuel your learning process?
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M o t i v a t i o n a n d L e a r n i n g
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Goals, Beliefs, and Motivation
Motivation is mediated by goals to succeed which drive focused attention. Goals, in turn, are shaped
by three beliefs: value, confidence, and interest.
• Value refers to self driven desires: WIIFM (what’s in it for me?)
• Confidence refers to the learner’s belief in his or her capability to achieve a learning goal.
• Interest is a belief in setting productive learning goals.
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Interest and Motivation
Individual interest is a well-developed and enduring trait that predisposes an individual to invest
time and effort in a particular pursuit. Take for example a lesson connected to a learner’s interest
such as golf. To fully embrace the learner’s interest, think of connecting golf graphics to a learning
environment, such as the image found below.
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Interest
Motivation
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GUIDELINE 1: USE DYNAMICVISUALSTHAT DISPLAYWORK
CONTEXT
Consider dynamic visuals that project relevance in the form of illustrative examples.
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Reflection
Which would be more motivational—lead-off scenarios presented with video or lead-off scenarios
presented in text and why?
?
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How to UseWork-ContextVisuals in Scenarios
There are three ways you can incorporate relevant visuals into your lessons: examples, culminating
cases, and contexts for scenario-based learning.
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Illustrate how to
apply guidelines in
different settings.
Case studies can
serve as an end - of
- lesson practice
event.
The lesson starts
with the case and
embeds supporting
elements including
case data, virtual
experts.
Examples
Context for
scenario-
based learning
Culminating
cases
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C l i c k o n e a c h o b j e c t b e l o w t o l e a r n m o r e a b o u t e a c h r e l e v a n t v i s u a l .

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GUIDELINE 2: LEVERAGE SOCIAL PRESENCETHROUGH LEARNING
AGENTS
When learners feel a social connection, they are more likely to engage in deeper mental processing
than when social presence is lacking. One way to promote social presence in self-study instructional
materials (typically lacking real-time interactions with others) is to add a learning agent that
assumes a useful instructional role. For example, the agent may point to important elements of the
screen, offer hints to complete exercises, or give explanatory feedback to learner responses.
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The instruction page was an early example of social presence.
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GUIDELINE 3: CONSIDER USING RELEVANTTRIGGERVISUALSTO
CATCH INITIAL INTEREST
Compare Figures 10.5, 10.6, and 10.7. All three screens are designed to teach retail professionals
how to apply dual control when transferring product from the vault to the sales counter. Which of
the screens are of greater interest? Which of the screens do you think will lead to better learning?
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In summary, use visuals and visual effects such as color to add interest, especially when the learner
population is lacking individual interest in the training topics. Using scenarios, visuals, and other
emotional adjuncts may be helpful in these situations. However, as you will see in our next
guideline, over-reliance on visuals for the purpose of arousal can be a slippery slope.
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G u i d e l i n e 4
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C l i c k t h e i m a g e b e l o w t o e x p e r i e n c e c o l o r e n h a n c e m e n t

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GUIDELINE 4: MINIMIZE GRAPHICS USEDSOLELYAS EYE CANDY
Adding interesting words and pictures that relate to a lesson topic but irrelevant to the learning
objective has a strong negative effect on learning. Additional stories and visuals are distracting and
depress learning.
Reflection:
Both images below help someone learn how to say HELLO in sign language. Attempt to follow each
instruction actively. Which do you feel does a better job at this objective and why?

15. Chapter 10
D i f f e r e n t S t r o k e s f o r D i f f e r e n t F o l k s ?
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THE BOTTOM LINE
• First, invest most effort in explanatory visuals for low prior knowledge learners.
• Second, when your goal is to teach interpretation of a complex visual such as a
weather map, provide brief just-in-time training.A mini-lesson to build domain-
specific knowledge related to the relationships expressed in the visual will greatly
improve learners’ ability to interpret it.
•Third, to encourage deep processing of an important visual, make it interactive by
asking questions that require the learner to attend and to interpret the visual.
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16. D i f f e r e n t S t r o k e s f o r D i f f e r e n t F o l k s ?
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- Plan Graphic to Leverage Individual Differences -
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17. D i f f e r e n t S t r o k e s f o r D i f f e r e n t F o l k s ?
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There isn’t a body of valid research showing reliable guidelines to improve learning based on
learning styles. In fact, there is no evidence that true learning styles that influence learning
processes even exist. Instead, we recommend that you focus on an individual difference that
research shows does matter: prior knowledge.
And even if you can define higher and lower spatial ability, we don’t know that much about how to
tailor learning environments to them in productive ways. Here is what we can say:
• Drop the myth of visual learning styles.
• Emphasize visuals for beginners.
• Provide “just-in-time” training to help learners interpret visuals.
• Encourage all learners to process visuals effectively.

18. D i f f e r e n t S t r o k e s f o r D i f f e r e n t F o l k s ?
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GUIDELINE 1: DROPTHE MYTH OFVISUAL LEARNING STYLES
Researchers suggest that learning benefits from a combination of visual, auditory, and kinesthetic
learning experiences. “When one learns what a rose is, one does not truly understand this concept
unless one can see the flower and its vibrant colors, feel the prick of its thorns or the silkiness of its
petals, smell its distinctive odor, and hear its name.”

19. D i f f e r e n t S t r o k e s f o r D i f f e r e n t F o l k s ?
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GUIDELINE 2: EMPHASIZEVISUALS FOR BEGINNERS
How might visuals affect learners who are new to a topic versus learners with some relevant
background?
Adding relevant visuals improved learning among low knowledge learners but had no measurable
effect on individuals with higher knowledge. No doubt individuals with higher prior knowledge can
form their own mental images as they read the text, whereas the images help learners lacking
background.

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GUIDELINE 3: PROVIDE JUST-IN-TIMETRAININGTO HELP LEARNERS
INTERPRETCOMPLEXVISUALS
A complex graphic requires some basic domain knowledge for meaningful interpretation of that
graphic. In these situations, you can actually build appropriate prior knowledge as part of your
learning environment.
= +
Rocket launch Geophysics Engineering

21. Chapter 10
D i f f e r e n t S t r o k e s f o r D i f f e r e n t F o l k s ?
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GUIDELINE 4: ENCOURAGEALL LEARNERSTO PROCESSVISUALS
EFFECTIVELY
Visual literacy is the term we use to refer to an individual’s ability to learn from graphics.
Specifically, visual literacy indicates a learner’s inclination and ability to attend to and to process
graphic information. Take for example to use of infographics, which are heavily based on graphic
representations of information.

22. Chapter 10
D i f f e r e n t S t r o k e s f o r D i f f e r e n t F o l k s ?
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A number of studies have shown that learners may fail to make use of illustrations unless they are
prompted to do so. A report found that the beneficial effect of lesson illustrations on inference test
questions was limited to those individuals who invested more time to study the visuals.

23. Chapter 10
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Reflection:
How can you prompt your learners to maximize value from graphics?
A comparison of the study behaviors of high and low-scoring physics students
found the better learners processed problem examples deeply. In other words,
better learners invested time and effort in explaining a demonstration problem to
themselves. In contrast, poorer students either skipped examples completely or
gave them hastily attention
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24. Chapter 10
D i f f e r e n t S t r o k e s f o r D i f f e r e n t F o l k s ?
G u i d e l i n e 1
G u i d e l i n e 2
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Chapter 11
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THE BOTTOM LINE
• First, invest most effort in explanatory visuals for low prior knowledge learners.
• Second, when your goal is to teach interpretation of a complex visual such as a
weather map, provide brief just-in-time training.A mini-lesson to build domain-
specific knowledge related to the relationships expressed in the visual will greatly
improve learners’ ability to interpret it.
•Third, to encourage deep processing of an important visual, make it interactive by
asking questions that require the learner to attend and to interpret the visual.

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26. GRAPHICS for LEARNING
Proven Guidelines for Planning, Designing, and Evaluating Visuals in Training Materials
by Ruth C. Clark and Chopeta Lyons
2010
Visual Prototype Designed by Joseph Guillen
EDIT 5940 Instruc t or Chen Pearl Fall 2019
EXIT