26. Visual Message Design And Learning: The Role Of Static And Dynamic Illustrations

Gary J. Anglin

University Of Kentucky

Robert L. Towers

Eastern Kentucky University

W. Howard Levie*

Indiana University

The use of illustrations in instructional materials is pervasive (Feaver, 1977; Slythe, 1970). With the proliferation of illustrations in instructional materials, it becomes increasingly important to investigate their effects on student learning. A substantial research literature has already accumulated conceming the role of illustrations in instructional materials. The purpose of this chapter is to introduce researchers in instructional message design to the primary theories of picture perception and to provide a survey and critique of the visual message design research that incorporates static and dynamic (animated) illustrations.

The effective use of illustrations (pictures, charts, graphs, and diagrams) in instructional materials is an important facet of instructional message design (see 9.7, 16.4.2). Fleming (1993) defines a message as "a pattern of signs (words, pictures, gestures) produced for the purpose of modifying the psychomotor, cognitive, or affective behavior of one or more persons" (p. x). We define pictures as illustrations that have some resemblance to the entity that they stand for, while nonrepresentational graphics, including charts, graphs, and diagrams, are more abstract but do use spatial layout in a consequential way (Knowlton, 1066; Levie & Dickie, 1973; Rieber, 1994; Winn, 1987). Levie (1987) has suggested that there are at least four lines of research on illustrations: (a) picture perception, (b) memory for pictures, (c) learning and cognition, and (d) affective responses to pictures. In this chapter we will first present several theories of picture perception and a brief discussion of selected memory models that have been used to describehow words and pictures are encoded. Next, knowledge acquisition studies incorporating static and dynamic pictures will be reviewed. Finally, we will critically analyze the literature and offer suggestions for future research and practice based on results of primary research and all literature reviews discussed in the chapter. Given the magnitude of the literature, our own expertise, and the economics of publishing, we have only reviewed comparative-experimental research studies (see Chapter 39). Visual message design studies completed using other research methods are certainly reasonable and appropriate. There are many variables to consider when designing visual instructional messages. Our system of classification represents only one perspective on the literature. We have reviewed a wide range of studies, but we do not claim that the review is exhaustive (see 5.2).

* Prior to Dr. Howard Levie's untimely death, he contributed to this chapter, both through his writing and his mentoring of the senior author.

Note: The Appendix Tables to accompany this chapter are available as Acrobat PDF files.