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Number of Responses Coded as Describing (D) or Embellished Narrative (En) for Third Graders and U.S. College Students
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Instructional illustrations are widely used in textbooks and have been shown to have the potential to aid learning. However, illustrations that are not understood as their designers intend them to he may waste resources at best and interfere with learning at worst. Learners may recognize images but not understand illustrations when their meanings a...
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The present work presents a proposal for study and investigation, in the context of the teaching of Mathematics, through the history of linear and recurrent 2nd order sequences, indicated by: Fibonacci, Lucas, Pell, Jacobsthal, Leonardo, Oresme, Mersenne, Padovan, Perrin and Narayana. Undoubtedly, starting from the Fibonacci sequence, representing...
1. Qu’est-ce que dessiner ?
2. Le dessin comme langage graphique
3. Le dessin comme langage oral
4. Illustration clinique : Mise en récit de soi par le dessin de l’’arbre
Citations
... People do not always interpret the meaning of images as the designers have intended ( Boling et al., 2004). Tomita (2015) remarked that this makes things complicated. ...
In information design the main functions of images are to visualize, clarify, inform, attract attention, facilitate reading, explain, and convey information. The type of visual to be used in the production of materials for information and learning must often be determined in each case with a view to specific demands on the visual, and also to the prevailing budget framework. Image design is an important “tool” in message design. Pictures can be used to facilitate attention, perception and mental processing Visual presentation support is persuasive and may aid learning.
You can download the previous edition of this book from IIID Public Library < http://www.iiid.net/public-library/iiid-library/ > (almost at the bottom of the page).
IIID will soon upload the new editions here./Rune Pettersson
... People do not always interpret the meaning of images as the designers have intended (Boling et al., 2004). Tomita (2015) remarked that this makes things complicated. ...
Traditionally the concept of “literacy” was restricted to the ability to read, write and use arithmetic. In a multicultural world with fast technological advances people in all societies need abilities and skills to manage many kinds of systems for communication and information provide in imag-es, symbols, and texts. We all have to learn to interpret visual messages accurately and to create such messages. Interpretation and creation in visual literacy can be said to parallel read-ing and writing in print literacy.
... In addition, if the pictures do not represent the social life, it influences negative effect for students' learning process (Abiky, 2019). Thus, the students could not interpret the visual images properly (Boling et al., 2004). It can be concluded that visual images sometimes fail to convey the text's intended message. ...
The study analyzed the multimodality of the EFL textbook for elementary school students. A qualitative descriptive study has been employed to carry out this study. The source of the data is the textbook, namely Get Smart Plus. The data was visual and verbal elements within the textbook, including any text and images that explain each other. The study used the multimodal framework proposed by Krees Van Leuween’s visual grammar and Halliday’s transitivity system to analyze the data. The finding shows that the visual elements of the textbook contain representation, composition, and relational patterns. In addition, the dominant process in the textbook is the verbal mode of communication (42%). However, the material process based on the analysis of Halliday’s theory was not represented in the book. The visual and verbal elements relate to each other and can potentially support students’ learning and understanding of the content. Therefore, the textbook can be a multimodal resource for students’ English learning. This study hopes to benefit textbook developers and designers by improving the use of visual and verbal elements of the textbook to support students’ cognitive development. Further research can be conducted on the impact of textbook multimodality on students’ learning achievement to contribute more to the study of discourse. Keywords: Multimodal Discourse Analysis, EFL, English textbook
... The last principle is presentation, which requires mathematics learning content, including details such as pages, graphic suitability, fonts, instruction, language level, and many more, to show clearly and precisely. This principle has been discussed in detail in the textbook analysis framework by Huang et al. (2022) and the discussion in the research of Boling et al. (2004). This principle plays a vital role in designing primary school mathematics textbooks because a suitable presentation impacts the useability of the textbook itself, especially for primary school pupils. ...
... Attracting students' visual attention is essential for teaching, communicating key concepts, and engaging students emotionally with course content (Araya, Farsani, & Hernández, 2016). Since visual representations can capture students' attention and have a positive impact on learning outcomes (Levin & Mayer 1993;Pettersson, 1990;Woodward, 1993), it can be seen that more images, illustrations, and diagrams are included in textbooks than in the past (Bazerman, 2006;Boling, Eccarius, Smith & Frick 2004). On the other hand, it has also been reported that visual images, particularly in science and reading books, can sometimes make it difficult for students to understand the content and even lead to confusion and misinterpretation of the text (Watkins, Miller & Brubaker, 2004). ...
The study aimed to investigate how pre-service elementary mathematics teachers perceive the intended use of non-textual elements in an algebra content area of an eighth-grade mathematics textbook. Non-textual elements in this qualitative exploratory case study refer to visual representations consisting of components that are not only verbal, numerical, or symbolic representations. Data were collected from thirty-one undergraduate students through a task-based written questionnaire including seven non-textual elements on the algebra learning domain. Data analysis was conducted using a content analysis approach to generate themes and uncover previously unspecified patterns. The results showed that pre-service teachers’ interpretations of non-textual elements could be categorized into ten themes: (i) attractiveness, (ii) organizing, (iii) embodiment, (iv) informativeness, (v) reasoning, (vi) conciseness, (vii) essentiality, (viii) decorativeness, (ix) contextuality, and (x) connectivity. Pre-service teachers were found to have diverse but sometimes overlapping interpretations of the functions of each non-textual element. However, the functional diversity of non-textual elements may have differentiated their interpretations, as visual literacy skills and strategies are required to interpret the intended use of non-textual elements. Therefore, in order for pre-service mathematics teachers to better understand the functions of non-textual elements, various teaching approaches should be developed to support pre-service teachers’ visual literacy, and these approaches to visual literacy should be incorporated into teacher education and professional development.
... A) The pedagogic functions and great potential of illustrations and visuals to aid effective learning in different contexts (Boling et al., 2004;Dimopoulos et al., 2003;Vekiri, 2002);. B) The cultural significance of illustrations and visual images over the written language and texts (Dimopoulos et al., 2003;Eilam and Ben-Peretz, 2010). ...
... Multiliteracies can facilitate meaning making and improve comprehension, especially for young students (The New London Group, 1996). As demonstrated in the findings, visual representations, pictorial texts, and digital projects can help students to cultivate positive learning habits, understand complicated concepts, interpret information, and facilitate their comprehension (Boling et al., 2004). Generally, students' literacy abilities are represented by their reading comprehension, writing skills, and communication competences. ...
In recent years, there has been growing interest in multimodal literacies used in various teaching and learning contexts, especially in K-12 classrooms. To develop multiple abilities of students, K-12 teachers tend to utilize both print-based and digital texts to facilitate instructional practices in class. However, there are few syntheses of the existing scholarly work to explore how instructional practices of multimodal literacies can effectively support different lingual and cultural backgrounds of students in K-12 education. The current study reviews the empirical research that focused on multimodal literacies in K-12 instructional practices from 2000 to 2020, considering how educators utilized multimodal literacies in different content areas to develop multiple competences of students. Through a systematic literature review method, we analyzed the empirical research focused on teaching and learning effectiveness with multimodal literacies in different K-12 classroom settings. We close with a discussion of the implications of these findings for educators and future directions of this work.
... Similarly, professors and designers of graphics for textbooks did not identify errors in graphics and did not accurately predict where college students might struggle with incorrect interpretations (Benson, 1997). Even when images are recognized and labeled accurately, students in third grade through college only correctly interpret the intended meaning of graphic representations approximately one-third of the time (Boling, Eccarius, Smith, & Frick, 2004). Thus, the utility of graphic presentations is limited by whether they are interpreted accurately. ...
... This finding is noteworthy for two reasons. First, previous research has documented children's difficulties extracting information from graphic presentations (e.g., Arteaga et al., 2012;Boling et al., 2004). In the present research, this challenge may have been mitigated by the prerecorded audio highlighting each of the graphic's elements. ...
... We predicted the text-graphic presentation format would be challenging for two main reasons. First, children have difficulty understanding and extracting the intended meaning from graphic presentations (Arteaga et al., 2012;Boling et al., 2004). Second, integration across two different presentation formats (text and graphic) represents a low surface similarity condition that is associated with lower performance across productive processes Gentner, 1988). ...
To build knowledge, separate yet related learning episodes can be integrated with one another and then used to derive new knowledge. Separate episodes are often experienced through different formats, such as text passages and graphic representations. Accordingly, in the present research, we tested integration of learning episodes provided through different presentation formats with children in the laboratory (Experiment 1; n = 24; M = 8.36 years) and in classrooms (Experiment 2; n = 85; M = 9.34 years and Experiment 3; n = 154; M = 10.67 years). Children in the laboratory were successful in both same-format and different-format conditions. Children in the classroom were also successful in both conditions, but in Exp. 2 showed a cost to integration across two different presentation formats compared to the same-format condition. In Exp. 3, greater support for encoding the graphic information was added and performance no longer showed a cost between conditions.
... The terminology related to non-written elements in educational equipments is not united. Various terms are used to describe them, for example a picture [8], a graphic elemen" [1], illustration [9], a visual text [10], visual display [11] and so on. The authors use these terms in different context and we can consider them as synonym terms. ...
Posters represent traditional teaching aids that are used in education around the world. Their main functions are educational, aesthetic and motivational. However, do posters have the expected educational effect at the current time when children are affected by a large amount of information and their perception is determined by digital technologies? The aim of the paper is to present the results of research aimed at the educational effectiveness of posters placed in common areas of schools.
The main method of quantitative research was a natural pedagogical experiment, where the independent variable was the application of the created posters, the dependent variable was the level of knowledge, the indicator of knowledge was the number of points achieved in didactic tests. The sample was approximately 1000 secondary school pupils (aged 10 to 15) from ten elementary schools in the Czech Republic. The time of experiment during one year.
Based on the research, it is possible to state that the highest increase in knowledge was indicated after a year of application in the common areas of schools for the poster with the least amount of information content. Research has shown that even today, when children's attention is extensively influenced by digital media, posters placed in common areas of schools fulfill an educational function, but in order to make optimal use of their educational potential, it is necessary to choose their design carefully.
Keywords: Educational effectiveness, elementary school, knowledge, poster, research.
... The designers of the visuals invest a lot of time and effort and expect trainees to grasp the purpose of visuals. However, some studies reveal the contrary that, the purpose may not be achieved (Boling, Eccarius, Smith, & Frick, 2004;Kosslyn, 1994;Schriver, 1997;Stern & Robinson, 1994;Watkins, Miller, & Brubaker, 2004). ...
The objective of the study is to identify various instructional design strategies used by the instructional designers for effective the E-learning experience. Thematic analysis is used to generate the factors accountable for the successful implementation of E-learning process. To fulfill the purpose of the study, semi-structured indepth interviews were conducted with the instructional designers, students, and corporate employees, who
are associated with E-learning apps. Interviews conducted are broadly classified into three sections. The first section dealt with the personal profiles of the respondents; second part dealt with the discussion on successful instructional strategies adopted by the designers, and the third part dealt with the ease and comfort experienced by the learners while undergoing the E-learning course. Thematic analysis of the interview
transcripts generated six themes, namely Technical assistance; Problem based learning, Aesthetics, Gaming, Storytelling, and Social support. This study will help the instructional designers to understand, what kind of expectations the learners have while taking up an E-learning course and how best these expectations can be addressed through design strategies by the instructional designers.
