Researchers from Utrecht University challenged the common assumption in educational psychology that decorative images in instructional materials distract learners and hinder learning. According to the coherence principle, students comprehend information better when distracting or unnecessary elements are removed. In this study, however, researchers found that it might not be that simple.
Using eye-tracking they measured learning with direct, unrelated, or no images. While coherence effects were present for unrelated images, that is that unrelated images impaired learning, they also found that when an image was directly related to the content, it can actually support learning, even if it does not directly explain it. Even more interestingly, this effect also occurred with images that were only vaguely related to the content.
The researchers suggested that this occurs because even vaguely related images activate relevant concepts in the brain, making texts easier to process and recall. “For instance, an image of a space shuttle, although not directly depicting an eclipse, reduced reading time for the word eclipse by priming space-related concepts in the brain. In our study, this made these images more helpful than harmful; suggesting that even loosely related visuals can play a supportive role in learning,” said lead researcher Tristan de Jonge. Thus the study concludes by suggesting that educators consider images’ potential ability to prime concepts when designing teaching material.
StepUp Note
This research shows how use of images can enhance our ability to learn and remember new information. For example, StepUp uses images of Math Fingers to help children fluently see number sets instead of counting how many fingers in a set. This math skill is called “subitizing.” Seeing number sets helps children “see” how math works, and how to apply number operations for math problem-solving.
Note by Nancy W Rowe, MS, CCC/A
Read the full research in Applied Cognitive Psychology