For example, novice learners benefit much more from added graphics than do more knowledgeable learners because they have already formed internal visual imagery related to the content (Clark & Mayer, 2012). Getty Publications.David, A. Style, or “Design Trends” Design trends—we really shouldn’t care about these. Psychological Inquiry, 13(1), 57–65.Isen, A. M., & Reeve, J. Aesthetic principles for instructional design. Debilitating and facilitating anxiety effects on identification. 668-685). This is the primary value of aesthetics in instructional design: “the bridge between [an instructional] product and the user’s emotion and feeling” (David & Glore, 2010, para.
Having the proper amount of negative emotions (e.g., facilitating anxiety) may help a learner focus and do their best; but when the negative affect is too strong, as in a case of debilitating anxiety, performance is inhibited (Isen & Reeve, 2005; Moyer, 2008). Visuals facilitate semiotic communication, which is conveying information through symbols, signs, and elements. Salenstein, Switzerland: Niggli.Norman, D. (2013). These immediate judgments and their lasting effects can impact learners’ attention, interest, motivation, engagement with the material, and performance on learning assessments (Haag & Snetsigner, 1993). Results show a strong and high correlation between users' perception of visual complexity, structural elements (links, images, words and sections) and aesthetic appearance (organisation, clearness, cleanliness, interestingness and beautifulness) of a Web page. This hesitation may stem from concern that artistically-approached designs will lack the ability to be replicated (Merrill & Wilson, 2006) or that the artistic elements will serve merely as window dressing—or worse, distraction—that provides no educational benefit to the learner. This emotional judgment, which occurs much faster than deliberate cognition, frames subsequent thoughts and has a strong impact on our future thinking and actions (Malamed, 2015; Norman, 2004). In addition to the extensive impact on emotion, visual aesthetics exert a strong influence on cognitive aspects of learning as well (Um, Plass, Hayward, & Homer, 2012). In P. Gärdenfors & P. Johansson (Eds. As he opens the door to go outside—a world he once saw as too dirty to enter without protection—the vertical frame of the first half extends to a more conventional cinematic aspect ratio. Graphics for learning: Proven guidelines for planning, designing, and evaluating visuals in training materials (2nd ed.). Boston, MA: Pearson.Csikszentmihalyi, M. (1996). It leverages the brain’s innate capabilities, improves engagement, and satisfies the audience’s aesthetic sensibilities” (Malamed, 2015, p. 4).In the age of highly visual multimedia, “we need guidance on the best use of visuals for learning” (Clark & Lyons, 2010, p. i). If such elements aren’t justified by the needs of the visual presentation it is important to recognize that they may distract from the message.Figure 2. Amityville, NY: Baywood Publishing Company. In fact, many studies indicate that “positive affect promotes flexible, adaptive thinking that is creative and at the same time effortful, effective, thorough, and responsive to the details of the problem and the context” (Isen, 2002, p. 57). It “affects the quality of learning, the value of the communication, and the motivation of the audience members. Retrieved from,Kliever, J. Malamed (2015) explained that positive emotions experienced through visually pleasing instructional design or its elements can foster intrinsic motivation, which refers to the desire to learn without an external reward. The theme can transport the learner into the world of the subject matter. When learners encounter an instructional product, the visual aesthetics of that product immediately issue an “intuitive invitation” (Haag & Snetsigner, 1993, p. 95)—either positive or negative—into the environment created by that product. ), Cognition, education, and communication technology (pp.
The following sections will discuss each of these ideas in more detail.Research suggests that the visual aesthetics of an object significantly impact a person’s emotional response, both initially and over time. This intuitive invitation exists because of the aesthetic impact on both the learner’s interest and the learner’s immediate judgment about the credibility of the product’s content and the usability of its interface (David & Glore, 2010). Visual elements do more than make an object look nice; they are an integral component of its ability to communicate the message (i.e., instructional content) to the user (i.e., learner). If it is beautiful, a beauty-responsive mechanism is activated in the brain. (2012). Visuals aid in communication of information in several ways.
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