When information enters our brain both verbally and visually, it is better stored in memory. It is therefore wise to supplement your explanations or texts in the lesson with visual material. This dual processing can help you enhance the learning effect of your lessons. The Dual Coding theory (dual-coding theory) states that the combination of words and images appeals to two different processing mechanisms in working memory. When people see an image of a dog while being told about it, they process both the image and the word. By applying this theory, you increase the chances that students will later be able to retrieve the learned information from their long-term memory, because they associate the information with both the text and the image. When employing dual coding, it is important to consider the following considerations: • Decorative images can distract from the text and explanation. The greater cognitive load results in poorer storage of the information. The negative effect is, however, minimal, and research often does not take into account what the increase in load does to students' motivation. • Add images especially if they clarify more than just the text. Think of images that clarify the context or help interpret texts. • Signal markers (such as arrows) and integrating the text into the image help to increase the coherence between text and image.
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