2.+Principles+of+text+and+graphics

Summary of the Principles of Text and graphics

Although it is first nature to design trainings with text alone, research shows that including graphics can drastically increase the effect the training has on learners. Clark and Mayer (2008) agree that learners face increased chances of understanding and retaining information presented through both text and graphics when they canengage through cognitive mental and visual representations. To ensure the adding graphics with text enhances the learning experience rather than decorates the page, there are some important principles to follow**.**

Clark and Mayer (2008) mention that the first principle is to ensure the added graphics support learning. To do so it is imperative to avoid decorative graphics and representational graphics and only use graphics that illustrate a process or organize information. Relational, organizational, transformational, and interpretive graphics tend to serve the strongest purpose in an online learning environment because they provide an explanation rather than a definition.

Second, Clark and Mayer(2008) suggest that the creator of the e-Learning material understand the most beneficial uses of adding graphics to promote learning. Clark (2008) promotes the five types of content he has identified and places strong emphasis on using graphics to teach each of them. The content types include facts, concepts, processes, procedures, and principles, and each type has its own type of graphic that supports it. Clark and Mayer (2008) include that graphics are also beneficial to use as topics organizers. For example, using a graphic to illustrate an example for each of various categories can be helpful in demonstrating an ideal situation involved with that category of learning. Another use for graphics is to demonstrate a relationship between variables (Clark & Mayer, 2008). Using pictures that include arrows and graphs show correlation between each idea. Finally, graphics are used as lesson interfaces. This can include using a backdrop for a case study scenario that represents the setting the study takes place in.

Clark and Mayer (2008) explain that consistent research shows the positive effects that including graphics in an e-Learning environment has on the overall learning experience. The authors mention 11different examples of studies that focus on scientific and mechanical processes and the information learned from them when using solely either written or verbal narration compared to narration with graphics. In each study, learners demonstrate a more successful learning experience when pictures were added to the text provided. This is also known as the multimedia effect (Clark & Mayer, 2008). The authors also add that evidence is increasing to show that the multimedia effect is especially relevant when involving learners who are new to the information presented. Clark and Mayer (2008) also specify that static illustrations and graphics tend to be more beneficial than including animations as shown by the research.

Two main contiguity principles should be applied when adding graphics to either written or spoken text (Clark & Mayer, 2008). The principles include placing printed words next to the graphic that illustrating it and to ensure that spoken words are in sync with related graphics. It is important to follow a set of techniques should be followedwhen adding graphics to printed words. When using scrolling screens, it is important to keep the graphics next to the text, rather than putting the text first and the graphics further down the page. It is also important to add feedback to the page that contains the original responses and questions, as opposed to placing it on a different page. When including a link to show corresponding information, it is important to make the window small so that learners can move it around and place it where one is still able to view the additional corresponding text. Keeping directions for an exercise on the same page as the exercise is important. Finally, when including a legend it is important to ensure the information the legend represents is in the same viewing space as the legend. All of these techniques allow learners in the e-Learning environment to access information easily as the graphic is showing, rather than having them scroll or page back and forth between various types of information (Clark & Mayer, 2008).

It is important to follow specific techniques when using spoken text to correspond with graphics. The first technique suggests that the graphic representation includes verbal explanation, rather than having two separate buttons to either illustrate the information or explain it through words. The second technique suggests including narration at the same time the static frame is presented, rather than first explaining and then showing the pictures that relate. This eliminates cognitive overload, and it allowslearners to engage in active learning (Clark & Mayer, 2008). Although graphics are seen to increase the learning process drastically when used, it is important to use them appropriately. When the previously discussed techniques and suggestions are not used, the learner can face poorer results than what would have occurred without including graphics. Using the previously identified techniques to include graphics appropriately benefits the learning experience for those involved and allows the lesson to create optimal results.