Visual Supports¶

Strategy · All strategies
Evidence · 5 claims (3 for, 1 mixed, 1 against) · 13 studies (4 causal, 4 quant-synthesis, 4 review, 1 theoretical), q2–q4 · 3 of 13 report an effect size · 1 claim rests on one study

Description¶

Visual supports are images, diagrams, graphic organizers, illustrations, and spatial layouts used to represent information alongside or instead of verbal text. They work by leveraging the visual processing channel — pairing words with pictures so learners can distribute processing across two input channels rather than one.

Design Implications¶

Well-designed visuals improve learning because presenting words and corresponding pictures engages both verbal and visual processing channels, yielding better recall and transfer than words alone Dual coding theory: combining verbal and visual codes improves memory. [+S]. The benefit is largest when the visual is integral to the content — showing structure, relationships, or processes — rather than decorative Irrelevant graphics and seductive details reduce learning. [-S]. Visuals also offload working memory by holding information externally, which matters most when material is complex Chunking and external representation reduce working memory load. [+M].

Context¶

Requirements¶

• Visuals that correspond directly to the verbal content, presented contiguously with it
• Simple, coherent design — no decorative clutter, background music, or extraneous detail Irrelevant graphics and seductive details reduce learning. [-S]
• Labels, captions, or brief narration that direct attention to the relevant features
• For complex visuals, segmentation or progressive disclosure so learners are not overwhelmed Cognitive overload from too much simultaneous information degrades learning. [+S]

Constraints¶

• Decorative or tangential images ("seductive details") actively depress learning and recall Irrelevant graphics and seductive details reduce learning. [-S]
• Overly complex or dense visuals presented all at once overload working memory, especially for novices Cognitive overload from too much simultaneous information degrades learning. [+S]
• Redundant on-screen text duplicating narration can hurt learning in multimedia settings Redundant presentation of identical text and narration impairs multimedia learning. [~M]
• Learners with low spatial ability may need additional scaffolding to interpret schematic diagrams

Implementation Variability¶

• Graphic organizers (concept maps, flowcharts, comparison matrices) structure relationships among ideas before or during instruction
• Advance organizers provide a brief visual framework before new material Advance organizers improve learning and retention. [+M]
• Process diagrams and annotated illustrations depict dynamic systems and procedures
• Visual schedules and cue cards support learners who benefit from predictable, externally represented routines

Target Learners¶

• Novices, who lack the mental models to generate their own internal visualizations from text alone Dual coding theory: combining verbal and visual codes improves memory. [+S]
• Learners with limited working memory capacity or language processing demands, for whom visuals offload the verbal channel Chunking and external representation reduce working memory load. [+M]
• Less beneficial for experts, who already hold sufficient mental models and may find added visuals redundant

Target Learning Goals¶

• Conceptual understanding: representing structures, hierarchies, and relationships
• Procedural knowledge: depicting sequences and processes
• Retention: creating dual memory codes that support recall Dual coding theory: combining verbal and visual codes improves memory. [+S]

Instructions¶

1. Identify the core content that describes structure, process, or relationships, and design a visual that represents it directly — not decoratively.
2. Present the visual contiguously with the corresponding words, integrating labels rather than separating them.
3. For complex visuals, introduce them incrementally with Advance Organizers or progressive disclosure.
4. Connect the visual to learners' existing knowledge using Analogies or Activating Prior Knowledge.
5. Have learners generate or complete visuals themselves (Annotating, concept mapping) to deepen processing.

Related Strategies¶

• Advance Organizers — a visual framework presented before instruction to orient learners
• Chunking — visual grouping is one way to implement chunking of complex material
• Activating Prior Knowledge — visuals often serve as the hook that surfaces relevant prior knowledge
• Provide concept maps and hypermaps so learners see conceptual relationships and their own location in the system

Examples¶

• Khan Academy (https://www.khanacademy.org) — narrated video lessons pair step-by-step worked problems with synchronized visual annotations, following multimedia design principles.
• Thinking Maps (https://www.thinkingmaps.com) — a published set of eight visual graphic organizers (circle map, flow map, tree map, etc.), each mapped to a specific cognitive process, used across K–12 curricula.
• PhET Interactive Simulations (https://phet.colorado.edu) — interactive visual simulations of physics and chemistry phenomena that let learners manipulate variables and observe visual consequences.

Key Sources¶

• Mayer, R. E. (2009). Multimedia Learning (2nd ed.). Cambridge University Press. doi:10.1017/CBO9780511811678
• Mayer, R. E., & Moreno, R. (2003). Nine ways to reduce cognitive load in multimedia learning. Educational Psychologist, 38(1), 43–52. doi:10.1207/S15326985EP3801_6
• Clark, R. C., & Mayer, R. E. (2016). E-Learning and the Science of Instruction (4th ed.). Wiley. doi:10.1002/9781119239086
• Paivio, A. (1990). Mental Representations: A Dual Coding Approach. Oxford University Press. doi:10.1093/acprof:oso/9780195066661.001.0001
• Ausubel, D. P. (1960). The use of advance organizers in the learning and retention of meaningful verbal material. Journal of Educational Psychology, 51(5), 267–272. doi:10.1037/h0046669