Pursue three lines of future research on supporting learning from visual displays: explanations, promising procedures, and neglected issues¶

Strategy · All strategies
Evidence · 4 claims (4 for) · 1 study (1 review), q2 · 0 of 1 report an effect size · 4 claims rest on one study

Description¶

The review closes by outlining "fruitful lines of further research" with three specific foci: (a) testing the tentative explanations the authors provide "on the basis of the best available evidence," (b) examining "promising but not yet fully approved support procedures," and (c) addressing "important issues that have largely not been researched up to now." This agenda directs researchers toward explanatory validation, maturation of emerging procedures, and coverage of neglected topics in research on learning from visual displays.

Design Implications¶

Context¶

Requirements¶

• Research designs capable of testing tentative explanations and evaluating not-yet-approved support procedures

Constraints¶

Target Learners¶

• Learners using visual displays in learning materials

Target Learning Goals¶

• Learning from pictures and multimedia materials

Claims¶

• Identifying learners' difficulties with visual displays is an important basis for selecting appropriate support procedures [+W]
• Learner-oriented interventions such as training of learning prerequisites, pre-training, and prompting are empirically tested support procedures for visual displays [+W]
• Material-oriented interventions such as complexity reduction, cueing/signaling, and text-picture integration are empirically tested support procedures for visual displays [+W]
• Learning from visual displays often yields disappointing outcomes because displays pose substantial demands on learners [+W]

Related Strategies¶

Examples¶

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Key Sources¶

• Renkl, A., & Scheiter, K. (2017). Studying Visual Displays: How to Instructionally Support Learning. Educational Psychology Review. https://doi.org/10.1007/s10648-015-9340-4