Wednesday, March 15
12:10-12:30 PM
CDT
Iberville

A Framework for Incorporating Graphics in Instructional Design

Best Practices (F2F) ID: 61821
  1. David Russo
    University of North Carolina at Chapel Hill

Abstract: The use of graphics in K12 education have the potential to improve students’ ability to learn. The right graphic at the right time can increase student learning. A misused image, or even a strong image that is displayed incorrectly, can cause an undue amount of cognitive processing and hinder students’ learning. How can educators make sound decisions as to what graphics are included in instruction, and just as importantly, when should the graphic be shown? Well-made graphics that adhere to cognitive theories can help educators in maximizing the uptake of information by their students through minimizing the required processing needs (Mayer, 2019). However, further work is needed to account for student needs. This paper will offer supplementary purposes for graphics that can improve learning by increasing students’ motivation, attention, and prior knowledge activation. The cognitive principles as well as the ones presented in this paper will be a part of an easy-to-follow visual guide for enabling educators to use graphics that enhances learning before, during, and after the completion of a learning trajectory.

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