When developing instructions that include both
images and text combined, I found that my planning was quite different than
when using only one medium. As I began to design the instructions, I quickly
realized that the layout of the document is very important so that the text and
the images are not isolated from each other, but are linked together. In
addition, by adding the images, I was able to use less text to complete the
instructions. I only had to put the most important text on the page, allowing
the images to visualize the instruction. Overall, I agree with Hede (2002) that
adding images to the text helps draw attention to the instructions.
In reading the article by Harold & Moore
(2000), they found in their research that there are both limitations and
benefits when combining the two elements. When faced with multiple forms of
communication, the thinking process for humans can become overtaxed causing a
decrease in learning. This information overload can also cause learning to be
less organized making the learning process take longer. On the other hand, they found that by using
both text and images, “both recall and comprehension” could be improved. In addition, providing visualization with
verbal cues could improve problem solving skills. After reading through their
work, I became more aware of how important it is to carefully balance the
combination of images and text in instruction.
So does combining these two media make learning
more efficient? I feel that for the learner, combining visual and verbal
elements into instruction can make the learning process much smoother,
therefore making learning more efficient. As I have trained new teachers in my
school district, I have seen them learn how to use their electronic grade books
through the use of both visual and verbal instructions. By seeing the images,
they are able to very quickly transfer the steps of instruction so that they
can enter grades and take attendance. As a designer, I found that by combining
the two media, it did take more time to produce the instructions. But in the
end, if learning is enhanced and more efficient for the student or staff member,
then it is well worth my time to produce these types of instruction.
As I prepare instructions, I am always aware
that people learn in different ways. There are some individuals that prefer to
have short bulleted lists of instructions, while there are others that need
images to be able to understand the instructions. I will continue to design
instructions that include both visual and verbal components so that more of my
audience can become successful in their learning.
References
Harold,
L. D., & Moore, D. M. (2000). Interaction of cognitive style and learner
control in a hypermedia environment. International Journal of Instructional
Media, 27(4), 369. Retrieved from http://search.proquest.com/docview/204260739?accountid=7113
Hede, A. (2002). An integrated model
of multimedia effects on learning. Journal
Of Educational Multimedia & Hypermedia, 11(2), 177-191.
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