SPPP1042 : EDUCATIONAL TECHNOLOGY

5. GRAPHICS IN EDUCATION

DEPARTMENT OF SCIENCE AND MATHEMATICS EDUCATION

AND CREATIVE MULTIMEDIA ,
SCHOOL OF EDUCATION
UNIVERSITI TEKNOLOGI MALAYSIA
 “When the driver steps on a car’s brake pedal, a
piston moves forward inside the master cylinder. The
piston forces brake fluid out of the master cylinder
and through the tubes to the wheel cylinders. In the
wheel cylinders, the increase in fluid pressure makes
a smaller set of pistons move. These smaller pistons
activate the brake shoes. When the brake shoes
press against the drum, both the drum and wheel
stop or slow down.”

“The alveoli are tiny

air sacs in the lungs

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 GRAPHICS IN EDUCATION

The use of graphics in education has a long history. It started

with the use of illustrations in books written in English,
especially those intended for children, was commonplace by
about 1840 (Slythe, 1970).
 GRAPHICS IN EDUCATION

A wide variety of graphics -- from photographs, pictures,

and cartoons, to charts, maps, diagrams, and outlines --
is common today in most teaching strategies
 GRAPHICS IN EDUCATION

THE IMPORTANCE OF GRAPHICS

IN
EDUCATION
 THE IMPORTANCE OF GRAPHICS

The presence of visual elements in teaching and learning is

increasing as the integration of images and visual
presentations with text in textbooks, instructional
manuals, classroom presentations, and computer
interfaces broadens (Benson, 1997; Branton, 1999).
DEFINITIONS OF GRAPHICS
 DEFINITIONS OF GRAPHICS

Graphics are often

contrasted with text, which
A graphic is an image or is comprised of characters,
visual representation of an such as numbers and
object. letters, rather than images.

“Understanding” graphics
related to “visual literacy”
 VISUAL LITERACY

Heinich, Molenda, Russell, &

Wileman (1993)
Smaldino, 1999

• visual literacy : “the • visual literacy : “the

ability to ‘read,’ learned ability to
interpret, and interpret visual
understand information messages accurately
presented in pictorial or and to create such
graphic images” messages”
 DEFINITIONS OF VISUAL LITERACY

Visual literacy can be developed through two major

approaches (Smaldino, et. al, 2012)

Read (decode) : visual

proficiency by practicing Write (encode) : visuals to
visual analysis skills express themselves and
communicate with others
FUNCTIONS OF GRAPHICS IN
INSTRUCTION
 FUNCTIONS OF GRAPHICS
Levie and Lentz (1982 : four functions for graphics:

Attentional
• pictures or graphics attract attention and users will
remember the material.

Affective
• pictures enhance enjoyment or affect emotions and
attitudes

Cognitive -
• using pictures to increase comprehension and retention
(for example, providing elaboration for a text
explanation)

Compensatory –
• using pictures to help poor readers by adding pictorial
clues to decode text
 FUNCTIONS OF GRAPHICS
Purposes of visuals (Smaldino et. al, 2012)

Provide a concrete Make abstract ideas

Motivate learners –
reference for ideas – concrete – using
maintain students’
to represent the visuals to support
engagement, personal
concept in text in a abstract concept
interest.
form of iconic (unseen concepts).

Reduce learning effort

Direct attention –
Repeat information – – visuals can reduce
using visual pointers
using visuals to students’ effort in
to attract students’
support text. understanding the
attention.
concept.

Recall prior learning –

to activate prior
knowledge.
 GUIDES ON USING GRAPHICS
Misanchuk, Schwier & Boling (2000) :considerations when using graphics:

Germaneness/Relevant/Related
• means that a picture is essential in providing better explanation

Realism
• means high quality, realistic pictures would be most effective;
however, some simplified drawings prove better instructional
aids

Complexity/Simplicity
• the general rule of thumb is to use graphics that are as simple
as possible. Complexity should be added only where absolutely
required.

Size
• larger pictures caused more arousal and were better
remembered

Cultural factors
• using graphics that does not offend users from other cultures
 GUIDES ON USING GRAPHICS

Using Graphics

Visuals
complement Visual skills
Graphics
the text are particularly
should be used
information important in
to teach rather
and help the many problem-
than to
retention of solving
impress.
that situations.
information

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 TYPES OF GRAPHICS

Two-Dimensional (2-D) Graphics

Three-Dimensional (3-D) Graphics
 2-D GRAPHICS
2D computer graphics is the computer-based generation of
digital images—mostly from two-dimensional models (such
as 2D geometric models, text, and digital images) and by
techniques specific to them.
 2-D GRAPHICS
2D computer graphics are mainly used in applications that
were originally developed upon traditional printing and
drawing technologies, such as typography, cartography,
technical drawing, advertising, etc
 3-D GRAPHICS
Three-dimensional (3D) graphics are a representation of an
object displayed in three dimensions (length, depth and
height).
3D computer graphics are often referred to as 3D models
 3-D GRAPHICS
The creation of 3-D graphics can be divided into three phases
1.First, define the shape of the object in a process called 3D modeling.
2.Second, involve the placement and motion of the objects in a step
called layout and animation
3.Third, render the final image of the object.
 Representational, Analogical, Arbitrary, and Attentional
Graphics (Reiber, 1994).

Representational Graphics
• closely "resemble" the object(s) they depict. For example, a stick figure
can represent a person.
Analogical Graphics
• show one thing and by analogy imply something else.

Arbitrary Graphics
• arbitrary graphics include tables, charts, and cognitive maps that have
no real-life counterpart that they are attempting to portray.
Attentional or Expressive Graphics
• some graphics serve merely as a stimulus or cue to the learner

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 CATEGORIES OF VISUALS
Analogical – Convey a
Realistik : Actual concept by showing
object, realistic something else and
visuals impying a similarity.
Relational – Transformational –
Communicate Ilustrate movement or
quantitative realtionships change in time and space
– bar, pie charts etc – animated diagram etc.
Organizational –
Show the qualittive
relationships among
various elements –
charts, flowcharts,
maps etc.
Interpretive – Illustrate
theoretical or abstract
realtionships – food pyramis,
dale’s cone of learning etc.
EXAMPLES OF DIFFERENT TYPES OF
GRAPHICS
 TYPES OF GRAPHICS

Line Drawing Illustrated Kroki

A simple Drawing A simple drawing
presentation of A simple and uses symbols,
forms or objects attractive artwork directions, keys
by means of that helps and icons to
lines, curves and simplify concept simplify an actual
indicators or make an idea location or
or relationship situation
simple and clear
 TYPES OF GRAPHICS

Sequenced Comparative Cartoon

Drawing Drawing A simple comic
A group of A complex picture drawing designed
pictures that tell a aims to explain to tell a story and
story or illustrate the similarities evoke emotions
a phenomena and differences ns consists of one
with titles and between the two or more frames
captions. objects withcaptions
 TYPES OF GRAPHICS

Caricature Maps Posters

A simple-lined A map is a A poster is a
humorous or satirical simplified graphic
drawing that depiction of a advertisement aims
simplifies or space or specific to post specific
exaggerates a region, which message quickly
person or event. highlights
relations
and simply in a
between objects public place
within that space
with navigational
aids and
appropriates
scale
 Charts Flowcharts Hierarchical Diagrams
A chart is a visual A flowchart is a diagram A way to organise or
representation of data consisting of a set of categorise data, people
(using lines, bars, pies . specified symbols or things using levels of
.) that displays the (rectangles, diamonds, organisation, moving
relationship among circle . .) and from broader general
variables, usually cast connecting arrows that categories to narrow
along x and y axes shows step-by-step specific ones.
progression through a
procedure, process or
system

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Geometrical Figures Screenshots Photographs
A two- or three- A screenshot is an A visual
dimensional drawing image captured by representation
illustrates a the computer to captured using
geometrical concept record the visible ordinary or special
or relationship using items on the monitor optical or digital
accurate measures or another visual camera
output device

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 VISUAL DESIGN GUIDELINES

ARRANGEMENT BALANCE LEGIBILITY

• Decide on • A psychological • Increase

which elements sense of contrast, size,
to include in equilibrium, or type of font
your visuals balance

UNIVERSAL
APPEAL COLOR
DESIGN
• The visuals hold • Consider the • Accommodates
users’ attention harmoniousness students with a
of the colors variety of
learning level,
including
disabilities and
special talents

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 E
VISUAL DESIGN i
g

GUIDELINES h
t
Color
• Complementary
• Analogous
Balance • Three colors Legibility
• Weight elements • Size
visually • Font
• Formal or informal • Contrast

Arrangement Appeal
• Underlying pattern • Capture and hold
• Viewing path DESIGN attention
• Age of audience
• Interaction
 VISUAL DESIGN GUIDELINES

BALANCE – Formal Balance, Informal Balance,

Imbalance.
 VISUAL DESIGN GUIDELINES

BALANCE – Formal Balance:

Formal balance occurs when
equal, or very similar, elements
are placed on opposite sides of a
central axis.
Formal balance is the easiest
type of balance to recognize and
to create. Once you find the axis,
all you have to do is place similar
objects on each side, equally
distant from the center.
 VISUAL DESIGN GUIDELINES

BALANCE – Informal Balance:

Informal balance, or
asymmetry involves a balance
of unlike objects. Informal
balance creates a casual
effect.
Although it seems less
planned and more “accidental”
it is not.
Informal balance is more
complex.
 VISUAL DESIGN GUIDELINES

BALANCE – by color, by shape

 VISUAL DESIGN GUIDELINES

COLOR – contrast
 VISUAL DESIGN GUIDELINES

COLOR – contrast
 VISUAL DESIGN GUIDELINES

COLOR –Effective combination of background and images for

ppt slides & computer screens.

No. Background Foreground Images & Highlights

Text
1. White Dark Blue Red, Orange
2. Light Gray Blue, Green, Black Red
3. Blue Light Yellow, White Yellow, Red
4. Light Blue Dark Blue, Dark Red, Orange
Green
5. Light Yellow Violet, Brown Red
 VISUAL DESIGN GUIDELINES

BALANCE – by position
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 CONCLUSION

The literature suggests that using visual elements in

teaching and learning yields positive results.
In order for visual enhancements to be used most
effectively, teachers should possess skills that include
the language of imagery as well as techniques of
teaching visually.
Therefore, guidance in the area of visual literacy for
instructors is warranted.
THANK YOU

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