Supporting Learning with Images
Welcome to Day 2! Today, we will explore using images (AI or not) in a learning environment. While images are great for catching students' attention, they may be detrimental to learning if used improperly.
Microcourse reading: Supporting Learning with AI-generated Images: A Research-Backed Guide
To give us a framework to think about this, we would like you to have a look at the following article:
We want to draw your attention to a study from the article by Sung and Mayer (2012) explored the idea that any graphic in a learning experience can fall into one of three categories:
Instructive images: These visuals directly support learning and facilitate essential cognitive processing of core concepts. For example, a diagram illustrating Porter’s Five Forces can help students better understand this business strategy framework.
Decorative images: These graphics enhance aesthetics but don’t influence learning. For example, an image of a business handshake is visually appealing but neither assists nor impedes understanding of negotiation principles.
Distracting images: Sung and Mayer called this category “seductive” images. While these visuals may relate to the topic, they impede learning because they require extraneous cognitive processing. For example, consider a complex organizational chart of a full corporation in a lesson on team leadership. The image connects broadly to the lesson but directs focus to irrelevant details, distracting students from the key concepts.