The deeper one gets into educational theory and pedagogical techniques the more one needs to remember
the importance of the simple statement “a picture is worth a thousand words.” The power of this saying
isn’t just that in many situations a picture is actually worth a thousand words of explanation, it’s that
in many situations a picture (or a visual) is worth way more than thousands of words could ever be. In
many cases, the graphic conveys and explains things in a way that words simply cannot fully express.
Sometimes it is an emotional description, but in the educational world, many times it is the ability to
explain a complex concept or process that remains abstract until, via pictures, animation, video, etc.,
the student can better mentally represent it.
Aside from various notions of learning styles or teaching styles, visuals can add to the whole experience
of the learning event by making the subject matter more realistic and exciting, which leads to
improved motivation to learn in general. Visuals with respect to e-learning are of particular importance in
that instruction and learning is accomplished via means other than personal or physical interaction. With
constantly improving technology and connectivity, the use of visuals should be continually re-evaluated
so as to maximize their capability to enhance instruction and learning whenever possible.
The famous Chinese proverb (Confucius 551-479 BC) “I hear and I forget; I see and I remember; I do
and I understand,” really brings the importance of visuals to light. Modern research continues to move
beyond the understanding that relevant images presented with text does produce an illustrative effect
that generally enhances comprehension and learning. Current research is now focusing more on what
types of visuals work best and in what circumstances. Many other considerations must also be looked
at such as the student’s ability to comprehend the visuals, prior learning (knowledge base), the ability
to acquire or create the visuals, how the visuals will be accessed and used by the student, as well as the
subject matter itself. With carefully selected and utilized visuals in place, the facilitation of higher order
processing and connections occurs so that the information learned moves beyond short term memory or
“learning for now,” into long term memory and true understanding.
Newer visual technologies are allowing the student to actually be part of the process in a more active
and dynamic use of visuals. Immersive environments and choice-directed videos are allowing students
to explore more possibilities dealing with the subject matter. Technologies such as Linden Lab’s Second
Life™ (SL) and other virtual reality engines are taking the concept of visuals to a completely new level.
“I do and I understand,” is now actually being accomplished with visuals, through the use of avatars and
virtual worlds with unlimited educational possibilities.