26.5 Conclusions

We have briefly reviewed theories of picture perception and memory models. Then a survey of existing studies and reviews concerning the effect of static and dynamic visuals on learning was presented. Significant progress has been made concerning our understanding of the effect of static and animated visuals on learning. Several problems are evident in the research reviewed. First, for both static and animated graphics, the research is fragmented and sporadic. Notable exceptions are the research programs of Dwyer, Levin, and Rieber. Second, the animation research is very limited in scope. Third, many of the researchers in instructional communication and technology have neglected the work on memory models and theories of picture perception. Future research related to visual learning should derive from theories of picture perception and incorporate memory models. Fourth, the functional roles of visuals in instructional materials need to be further clarified. There is much that we do not know about how to design effective visual messages. Future research strategies should be selected carefully to ensure that we continue to make significant progress.