Visual Learning
Greetings. The following materials are intended to provide an introduction to visual learning. They were assembled from the World Wide Web, ERIC Database, and a variety of other bibliographic resources. Instructions for acquiring the full text of the ERIC records are presented at the end of this file.
Sibel Tatar
Reference Specialist
Alphabetically arranged listing of bibliographies
Categorically arranged listing of bibliographies
Internet Sites
Visual Learning
Concept Mapping: A Graphical System for Understanding the Relationship between Concepts. ERIC Digest.
Visual Learning With Inspiration & Kidspiration
Citations from the ERIC Database
AN: EJ638878
AU: Lemire,-David
TI: An Introduction to Learning Styles for College Teachers.
PY: 2001
SO: Journal-of-College-Reading-and-Learning; v32 n1 p86-92 Fall 2001
DEM: *Cognitive-Style; *Higher-Education; *Learning-Modalities
DER: Educational-Research; Visual-Learning
AB: Describes five approaches to learning styles that may be of interest to college teachers. Presents a short background to learning styles including some of the research that has been generated over the last couple of decades. Discusses the modalities approach, which refers to the three basic ways people learn: visually, auditorily, and haptically. (SG)
AN: EJ637259
AU: Mann,-Rebecca-L.
TI: Eye to Eye: Connecting with Gifted Visual-Spatial Learners.
PY: 2001
SO: Gifted-Child-Today-Magazine; v24 n4 p54-57 Fall 2001
DEM: *Academically-Gifted; *Cognitive-Style; *Spatial-Ability; *Teaching-Methods; *Visual-Learning
DER: Classroom-Techniques; Cognitive-Processes; Elementary-Secondary-Education; Mathematics-Instruction; Second-Language-Learning; Teacher-Student-Relationship
AB: This article discusses the strengths of gifted visual-spatial learners and their struggles with simple concepts. Strategies for teaching visual-spatial learners are provided including general strategies, strategies for making material more meaningful, ways to help such students during lectures, foreign language strategies, math strategies, and organizational strategies. (Contains eight references.) (CR)
AN: EJ619775
AU: Luckner,-John; Bowen,-Sandra; Carter,-Kathy
TI: Visual Teaching Strategies for Students Who Are Deaf or Hard of Hearing.
PY: 2001
SO: TEACHING-Exceptional-Children; v33 n3 p38-44 Jan-Feb 2001
DEM: *Hearing-Impairments; *Teaching-Methods; *Visual-Learning
DER: Classroom-Techniques; Deafness-; Elementary-Secondary-Education; Partial-Hearing
AB: This article explains visual teaching strategies appropriate for use with students who are deaf or hard of hearing. It describes some general visual teaching strategies, discusses how to develop and use graphic organizers, provides a sample unit and lesson using graphic organizers, and offers examples of visual materials to use with all students. (Contains 13 references.) (DB)
AN: EJ635391
AU: Vincent,-John
TI: The Role of Visually Rich Technology in Facilitating Children's Writing.
PY: 2001
SO: Journal-of-Computer-Assisted-Learning; v17 n3 p242-50 Sep 2001
NT: Special issue: Assessing Learning with ICT.
DEM: *Cognitive-Style; *Computer-Assisted-Instruction; *Courseware-; *Visual-Learning; *Writing-Composition
DER: Constructivism-Learning; Elementary-Education; Learning-Processes; Writing-Instruction; Writing-Research; Writing-Skills
AB: Discussion of elementary school children who have a preferred visual learning style focuses on a study that investigated the impact of the use of computers and a visually rich software program in a constructivist classroom environment on their writing. Results show an increase in volume and linguistic complexity in their writing skills. (LRW)
AN: ED454010
AU: Dyc,-Gloria; Milligan,-Carolyn
TI: Native American Visual Vocabulary: Ways of Thinking and Living.
PY: 2000
NT: In: National Association of African American Studies & National Association of Hispanic and Latino Studies: 2000 Literature Monograph Series. Proceedings (National Association of Native American Studies Section) (Houston, TX, February 21-26, 2000).
PR: EDRS Price MF01/PC02 Plus Postage.
DL: http://www.edrs.com/members/sp.cfm?AN=ED454010
DEM: *American-Indian-Culture; *American-Indians; *Cognitive-Style; *Nonverbal-Communication; *Visual-Arts; *Visual-Literacy
DER: Cultural-Differences; Educational-Needs; Nonformal-Education; Oral-Tradition; Spirituality-; Visual-Learning
AB: Visual literacy is a culturally-derived strength of Native American students. On a continent with more than 200 languages, Native Americans relied heavily on visual intelligence for trade and communication between tribes. Tribal people interpreted medicine paint, tattoos, and clothing styles to determine the social roles of those with whom they interacted. Color and symbolism could be used to encode a family identity. The graphic designs in Native American painting are often esoteric, charged icons that suggest a unity of culture transcending other factors such as building techniques, use of plants, and architectural layout. The more abstract icons lend themselves to multiple interpretations. As oral language is poeticized so as to be remembered, so graphic design is stylized to suggest analogical thought. In traditional settings, social roles and expectations, cultural history, and esoteric knowledge were built into nonverbal behavior, which could be interpreted on a number of levels. Children could process information on the most concrete, literal level, while more esoteric meanings were available to those who occupied specific roles in the community. Good teachers started with the simple, literal explanation and then proceeded to a more complex level when the learner asked the right questions. Digital technology may be transforming definitions of literacy for the masses, and the shift may indeed favor visual intelligence. Visual vocabulary is undervalued in education, and there is a need for collaboration between those in the visual and verbal arts. (Contains 23 references.) (TD)
AN: EJ625616
AU: Smith,-Stephen-M.; Woody,-Paul-C.
TI: Interactive Effect of Multimedia Instruction and Learning Styles.
PY: 2000
SO: Teaching-of-Psychology; v27 n3 p220-23 Sum 2000
DEM: *Cognitive-Style; *Individual-Differences; *Lecture-Method; *Multimedia-Instruction; *Psychology-; *Teaching-Styles
DER: Comparative-Analysis; Higher-Education; Undergraduate-Students; Visual-Learning
AB: Investigates the interaction between teaching technique (multimedia versus traditional teaching approaches) and student learning styles (verbally- and visually-oriented students) to demonstrate that individual differences moderate the impact of multimedia approaches on student learning. Suggests that multimedia benefits students with a high visual orientation. (CMK)
AN: EJ614681
AU: Pattridge,-Gregory-C.
TI: Software Updates: How Can Computer Software Address the Strengths of Visual Spatial Learners?
PY: 2000
SO: Understanding-Our-Gifted; v12 n4 p27-29 Sum 2000
NT: Theme Issue: Nature vs. Nurture.
DEM: *Computer-Assisted-Instruction; *Gifted-; *Instructional-Material-Evaluation; *Spatial-Ability; *Visual-Learning
DER: Computer-Software; Elementary-Secondary-Education; Intelligence-
AB: This brief article identifies software that supports visual spatial intelligence, a characteristic of many intellectually gifted children. Such software should be complex, flexible, and include visual components. The review of five software titles provides information on appropriate ages, computer compatibility, and source, as well as an evaluative description. (DB)
AN: EJ613526
TI: Get in Shape for Learning.
PY: 2000
SO: Texas-Child-Care; v23 n4 p24-31 Spr 2000
DEM: *Geometric-Concepts; *Learning-Activities
DER: Concept-Formation; Elementary-Education; Fundamental-Concepts; Manipulative-Materials; Preschool-Education; Tactile-Stimuli; Visual-Learning
AB: Identifies ways for children to learn about shapes through hands-on activities. Offers activities specifically for infants, toddlers, preschoolers, and school-age children. (DLH)
AN: EJ606201
AU: Harper,-Ruth-E.; Rogers,-Lawrence-E.
TI: Using Feature Films To Teach Human Development Concepts.
PY: 1999
SO: Journal-of-Humanistic-Counseling,-Education-and-Development; v38 n2 p89-97 Dec 1999
NT: Special Issue: "The Role of the Media in Mental Health." For related articles, see CG 555 268-273.
DEM: *College-Students; *Films-; *Instructional-Films
DER: Cognitive-Style; Higher-Education; Interpersonal-Communication; Visual-Learning
AB: Gives evidence of how and why feature films are effective instructional tools, particularly when teaching concepts of human development to college students. Explains that use of films helps to dramatize and frame issues, generate discussion, and provide links with personal experience. Uses several examples from movies to help explain the significance of film for the visual learner. (Author/JDM)
AN: EJ584786
AU: Gurney,-Penelope-J.
TI: On the Association between Modes of Mental Representation and Mathematics Experience in Teacher Education.
PY: 1998
SO: McGill-Journal-of-Education; v33 n1 p7-30 Win 1998
DEM: *Cognitive-Development; *Cognitive-Style; *Learning-Modalities; *Mathematics-Achievement; *Preservice-Teachers
DER: Aural-Learning; Cognitive-Processes; Higher-Education; Kinesthetic-Perception; Preservice-Teacher-Education; Visual-Learning
AB: Examines one aspect of the cognitive development of preservice education students, the ability to utilize different modes of mental representation. Finds associations between the level of mathematics experience and both the ability to utilize three different modes of mental representation (enactive, visual, and verbal) and the overall use of preferred modes. (DSK)
AN: EJ582242
AU: Leutner,-Detlev; Plass,-Jan-L.
TI: Measuring Learning Styles with Questionnaires versus Direct Observation of Preferential Choice Behavior in Authentic Learning Situations: The Visualizer/Verbalizer Behavior Observation Scale (VV-BOS).
PY: 1998
SO: Computers-in-Human-Behavior; v14 n4 p543-57 Dec 1998
DEM: *Cognitive-Style; *Computer-Oriented-Programs; *Verbal-Learning; *Visual-Learning
DER: Learning-Strategies; Observation-; Reliability-; Second-Language-Learning; Student-Attitudes
AB: Describes the development of the VV-BOS (Visualizer/Verbalizer Behavior Observation Scale), a computer-based instrument for direct observation of students' preferences for visual or verbal learning material. Results of a study with second-language learners indicated a high degree of reliability as an alternative to conventional questionnaires. (Author/LRW)
AN: EJ561048
AU: Quill,-Kathleen-A.
TI: Instructional Considerations for Young Children with Autism: The Rationale for Visually Cued Instruction.
PY: 1997
SO: Journal-of-Autism-and-Developmental-Disorders; v27 n6 p697-714 Dec 1997
NT: Theme issue: Preschool Issues in Autism.
DEM: *Autism-; *Cognitive-Style; *Instructional-Effectiveness; *Visual-Learning
DER: Behavior-Modification; Case-Studies; Cues-; Incidental-Learning; Preschool-Education; Teaching-Methods
AB: Begins with a review of research on learning style differences associated with autism, then examines instructional strategies of both behavioral and incidental teaching methods. Using an illustrative case study, it describes how visually cued instruction can be applied with autistic children who are visual learners. (DB)
AN: EJ549881
AU: Chiodo,-John-J.
TI: Improving the Cognitive Development of Students' Mental Maps of the World.
PY: 1997
SO: Journal-of-Geography; v96 n3 p153-63 May-Jun 1997
DEM: *Cognitive-Development; *Developmental-Stages; *Geography-; *Geography-Instruction; *Map-Skills
DER: Cognitive-Structures; Cognitive-Style; Freehand-Drawing; Instructional-Improvement; Intermediate-Grades; Junior-High-Schools; Kinesthetic-Perception; Learning-Modalities; Learning-Processes; Locational-Skills-Social-Studies; Maps-; Middle-Schools; Multisensory-Learning; Social-Studies; Teaching-Methods; Verbal-Learning; Visual-Learning
AB: Presents the results of a study contrasting conventional instruction with protocol lessons (a sequence of lessons based on developmental stages of learning with each lesson building on the previous one) concerning sketch maps. The students taught with the protocol lessons showed significant improvement over the other group. (MJP)
AN: ED408969
AU: Bazeli,-Marilyn
TI: Visual Productions and Student Learning.
PY: 1997
NT: In: VisionQuest: Journeys toward Visual Literacy. Selected Readings from the Annual Conference of the International Visual Literacy Association (28th, Cheyenne, Wyoming, October, 1996); see IR 018 353.
PR: EDRS Price MF01/PC01 Plus Postage.
DL: http://orders.edrs.com/members/sp.cfm?AN=ED408969
DEM: *Audiovisual-Aids; *Student-Developed-Materials; *Visual-Learning
DER: Class-Activities; Computer-Uses-in-Education; Cooperative-Learning; Information-Technology; Learning-Activities; Photography-; Secondary-Education; Student-Motivation; Student-Participation; Student-Projects; Visual-Literacy
AB: When students become actively involved in technology productions they develop learning skills, communication skills, and visual analysis skills, all of which are applied to real-life learning within the classroom curriculum. Students participate in all stages of the production projects, which proves to be motivating for the students and allows the teacher and students to work personally and collaboratively. In this paper, some ideas are presented for student visual productions that are integrated directly into classroom curricular areas. Activities are described for the following visual media and subjects: photographs in reading, science and social studies; organizational visuals in vocabulary and language arts; television/video in language arts and health; computers in math and language arts; and sound/slide productions in language arts and social studies. (AEF)
AN: ED408949
AU: El-Tigi,-Manal-A.; and-others
TI: Perception of Elementary Students of Visuals on the Web.
PY: 1997
NT: In: VisionQuest: Journeys toward Visual Literacy. Selected Readings from the Annual Conference of the International Visual Literacy Association (28th, Cheyenne, Wyoming, October, 1996); see IR 018 353.
PR: EDRS Price MF01/PC01 Plus Postage.
DL: http://orders.edrs.com/members/sp.cfm?AN=ED408949
DEM: *Computer-Graphics; *Layout-Publications; *Student-Attitudes; *Visual-Learning; *World-Wide-Web
DER: Color-; Comprehension-; Design-Requirements; Electronic-Text; Elementary-Education; Elementary-School-Students; Information-Processing; Instructional-Materials; Pictorial-Stimuli; Student-Surveys
AB: The way information is visually designed and synthesized greatly affects how people understand and use that information. Increased use of the World Wide Web as a teaching tool makes it imperative to question how visual/verbal information presented via the Web can increase or restrict understanding. The purpose of this study was to examine students' perceptions of the effectiveness of visuals in conveying the instructional message in an educational Web course. Participants were 15 seven-, eight-, and nine-year-old students. The students were asked about the design of the pages using one of the top Web course sites for children. Questions focused on information/instructional purposes, graphic/picture elements, text/lettering elements, color, layout, and texturing. Results indicated the following: (1) none of the students understood that all the sites dealt with child safety; (2) the majority of the students understood the concept of the sites as they read the information being presented, and at this point, did not use the visual designs to interpret the meaning of the sites; (3) the visual designs did not help the students make an association with the information being given; (4) students liked the color of the lettering and the background, which used cold colors; (5) students liked the uniformed layout of the sites, and none had difficulty moving from one location to another. (AEF)
AN: EJ545221
AU: Lin,-Huann-shyang; and-others
TI: The Effectiveness of Teaching Science with Pictorial Analogies.
PY: 1996
SO: Research-in-Science-Education; v26 n4 p495-511 1996
DEM: *Educational-Resources; *Learning-Strategies; *Methods-Research; *Scientific-Concepts; *Teaching-Methods; *Visual-Learning
DER: Science-Instruction; Secondary-Education
AB: This study uses a conceptual problem-solving test to investigate the effect of a series of pictorial analogies on the concepts of density, pressure, and atmospheric pressure in Year Eight classrooms. Findings indicate that students taught with the pictorial analogies scored significantly higher than their counterparts. Low achievers were the most apt to benefit from this teaching strategy. (AIM)
AN: ED410555
AU: Stix,-Andi
TI: The Need for Pictorial Journal Writing.
PY: 1996
NT: Paper presented at the Westchester Teachers' Center Conference, "Math Enrichment for All" (Hartsdale, NY, December 14, 1996).
PR: EDRS Price MF01/PC01 Plus Postage.
DL: http://orders.edrs.com/members/sp.cfm?AN=ED410555
DEM: *Cognitive-Style; *Journal-Writing; *Learning-Strategies; *Mathematics-Instruction; *Student-Journals; *Visual-Learning
DER: Classroom-Techniques; Diaries-; Elementary-Secondary-Education; Higher-Education; Learning-Motivation; Teacher-Education; Visual-Stimuli
AB: Teachers today are faced not only with oversized classes, but with students of varying abilities who differ in the ways they process information. The fostering of diverse styles of learning has been neglected in the teaching of mathematics. The use of journal writing as a vehicle for assessing students' understanding of material provides an opportunity for the graphic expression of thought and the utilization of a spatial communication mode. This is accomplished when students can keep linguistic, numeric, and even pictorial records of what they have learned in either journals or diaries. There is a strong relationship between visualization and mathematical problem solving ability. In a comparison between 2 groups of students enrolled in a mathematics methods course required for teaching at the elementary level, the experimental(trimodal) group reported a better sense of task and a more focused introduction to their journal than the control (bimodal) group. Both groups agreed that their math anxiety decreased and their self-confidence increased as a result of the journal assignments. A multi-modal approach to instruction is both a logical and viable alternative to the traditional methods that have limited students and teachers alike. (Contains 25 references.) (CR)
AN: ED401543
AU: Wilcox,-Daryl-J.
TI: A Visual Strategy for Teaching Written Expression: Meeting the Challenge Presented by Students of Native American Heritage.
PY: 1996
NT: Paper presented at the Annual Conference of the Northern Rocky Mountain Education Research Association (14th, Detroit Lakes, MN, October 2-6, 1996).
PR: EDRS Price MF01/PC01 Plus Postage.
DL: http://orders.edrs.com/members/sp.cfm?AN=ED401543
DEM: *American-Indians; *Cognitive-Style; *Learning-Strategies; *Visual-Learning; *Writing-Instruction
DER: American-Indian-Education; Case-Studies; Cultural-Context; Ethnic-Groups; Minority-Groups; Secondary-Education; Whole-Language-Approach; Writing-Research
AB: Learning styles have been identified as an important variable in the school success or failure of ethnic minorities in America. Whole language is compatible with the style of Native American children. Nebraska's Winnebago Public School teachers of Native American students use a method of writing instruction that is compatible with their preference for communal learning, approaching tasks visually, and learning by observation preceding performance (with time for quiet persistent explorations). One strategy is called TOWER, an acronym depicting the writing sequences (Think, Organize, Write, Edit, and Rewrite) and another is EDITS (Embellish, Delete errors, Insert corrections, Tally progress, and Submit for grading). These strategies combine Piaget's four stages of cognitive development with Bloom's Taxonomy of 6 hierarchical classes of learning. For example, of the 112 students taught, one seventh-grade student with a fifth- or sixth-grade level vocabulary increased the number of words in his essays by 5 times, average number of sentences by 3 times, and average length of sentence by more than 2 times, over 4 months. A ninth-grade student also showed improvements, including moving from less than grade 4 level work to grade 6-7 level. (Contains 2 tables of data and 13 references.) (CR)
AN: EJ519668
AU: Whitin,-Phyllis-E.
TI: Exploring Visual Response to Literature.
PY: 1996
SO: Research-in-the-Teaching-of-English; v30 n1 p114-40 Feb 1996
DEM: *Cognitive-Style; *Pictorial-Stimuli; *Reading-Comprehension; *Reading-Strategies; *Visual-Learning
DER: Art-; Instructional-Effectiveness; Literary-Criticism; Reader-Response; Reading-Research; Secondary-Education; Symbolism-; Teaching-Methods
AB: Describes a study of seventh graders learning to make and share meaning about literature through "sketch-to-stretch," an interpretive strategy involving the creation of symbols and pictures and other nonlinguistic signs to signify ideas generated through reading. Supports teaching that provides such shared opportunities for students. (TB)
AN: ED418535
AU: Silverman,-Linda-Kreger
TI: Effective Techniques for Teaching Highly Gifted Visual-Spatial Learners.
PY: 1995
PR: EDRS Price MF01/PC01 Plus Postage.
DL: http://orders.edrs.com/members/sp.cfm?AN=ED418535
DEM: *Educational-Strategies; *Gifted-; *Spatial-Ability; *Student-Characteristics; *Visual-Learning; *Visualization-
DER: Classroom-Techniques; Cognitive-Style; Elementary-Secondary-Education; Experiential-Learning; Problem-Solving; Teaching-Methods
AB: This paper discusses the differences between spatial and sequential learning, characteristics of individuals who exhibit stronger visual-spatial learning, and strategies for teaching children with visual-spatial strengths. Techniques include: (1) using visual aids, such as overhead projectors, and visual imagery in lectures; (2) using manipulative materials to allow hands-on experience; (3) using a sight approach to reading rather than phonics; (4) using a visualization approach to spelling; (5) having students discover their own methods of problem-solving; (6) avoiding rote memorization; (7) avoiding drill and repetition; (8) finding out what students have already mastered before teaching them; (9) giving students advanced material at a faster pace; (10) allowing students to accelerate in school; (11) emphasizing mastery of higher level concepts; (12) emphasizing creativity, imagination, new insights, and new approaches rather than acquisition of knowledge; (13) grouping gifted visual-spatial learners together for instruction; (14) engaging students in independent studies for group projects which involve problem-finding as well as problem-solving; (15) allowing students to construct, draw, or otherwise create visual representations of concepts; (16) using computers so that material is presented visually; and (17) having the students discuss the ethical, moral, and global implications of their learning and involving them in service-oriented projects. (CR)
 Stress And School Performance |
Other Resources (available either for sale or via interlibrary loan)
Title: Learning style perspectives : impact in the classroom
Author: Sarasin, Lynne Celli.
Year : 1999
Publisher: Madison, WI : Atwood Pub
ISBN: 1891859226
Title: Teaching & learning through multiple intelligences
Author(s): Campbell, Linda, 1948- ; Campbell, Bruce,; 1945- ; Dickinson, Dee.
Year: 1999, Edition: 2nd ed
Publisher: Boston : Allyn and Bacon
ISBN: 0205293484
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