Visual learning: Difference between revisions

Revision as of 17:26, 7 October 2020

Revision as of 18:04, 15 October 2020

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==In middle childhood==

Here we categorize middle childhood as ages 9 to 14. By this stage in a child's normal development vision is sharp and learning processes are well underway. Most studies that have focused their efforts on visual learning have found that visual learning styles as opposed to traditional learning styles greatly improve the totality of a student's learning experience. First off, visual learning engages students and student engagement is one of the most important factors that motivated students to learn. Visuals increase student interest with the use of graphics animation, and video. Consequently, it has been found that studentstudents paypays greater attention to lecture material when visuals are used. With increased attention to lesson material, many positive outcomes have been seen with the use of visual tactics in the classrooms of middle -aged students. Students organize and process information more thoroughly when they learn visually which helps them to understand the information better. Students are more likely to remember information that is learned with a visual aid.<ref>Beeland, W. "Student Engagement, Visual Learning, and Technology: Can Interactive Whiteboards Help?" (2001). Theses and Dissertations from Valdosta State University Graduate School.</ref> When teachers used visual tactics to teach middle -aged students they found that students had more positive attitudes about the material they were learning.<ref name="Farkas">Farkas, R. "Effects of Traditional Versus Learning-Styles Instructional Methods on Middle School Students" The Journal of Educational Research. Vol. 97, No. 1 (Sep. - Oct., 2003), pp. 42-51.</ref> Students also exemplified higher test performance, higher standard achievement scores, thinking on levels that require higher -order thinking, and more engagement. One study also found that learning about emotional events, such as the Holocaust, with visual aids increase middle aged children's empathy.<ref name="Farkas"/>

==In adolescence==

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Gray matter is responsible for generating [[nerve impulse]]s that process brain information, and [[white matter]] is responsible for transmitting that brain information between lobes and out through the spinal cord. Nerve impulses are transmitted by [[myelin]], a fatty material that grows around a cell. White matter has a myelin sheath (a collection of myelin) while gray matter doesn't, which efficiently allows neural impulses to move swiftly along the fiber. The myelin sheath isn't fully formed until around ages 24–26.<ref>Wolfe, Pat. (2001). Brain Matters: Translating the Research to Classroom Practice. ASCD: 1-207</ref> This means that adolescents and young adults typically learn differently, and subsequently often utilize [[visual aid]]s in order to help them better comprehend difficult subjects.{{citation needed|date=July 2016}}

Learning preferences can vary across a wide spectrum. Specifically, within the realm of visual learning, they can vary between people who prefer being given learning instructions with text as opposed to those who prefer being given instructions with graphics. College students were tested in general factors like learning preference and [[spatial ability]] (being able to be proficient in creating, holding, and manipulating spatial representations).<ref>Mayer, R. E., & Massa, L. J. (2003). Three Facets of Visual and Verbal Learners: Cognitive Ability, Cognitive Style, and Learning Preference. Journal of educational psychology, 95(4), 833.</ref> The study determined that college-age individuals report efficient learning styles and learning preferences for themselves individually. These personal assessments have proved accurate, meaning that self-ratings of factors such as spatial ability and learning preference can be effective measures of how well one learns visually.{{citation needed|date=July 2016}}

===Gender differences===

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|pages= 105–119

|issue=3

|author=Harold Pashler, Mark McDaniel, Doug Rohrer, and Robert Bjork

|year=2009|doi-access=free

}}</ref> Well-designed studies "flatly contradict the popular meshing hypothesis".<ref name=Pashler /> Rather than targeting instruction to the "right" learning style, students appear to benefit most from mixed modality presentations, for instance using both auditory and visual techniques for all students.<ref name=Coffield>Coffield, F., Moseley, D., Hall, E., Ecclestone, K. (2004). [http://www.lsda.org.uk/files/PDF/1543.pdf ''Learning styles and pedagogy in post-16 learning. A systematic and critical review''] {{Webarchive|url=https://web.archive.org/web/20081205043419/http://www.lsda.org.uk/files/PDF/1543.pdf |date=2008-12-05 }}. London: Learning and Skills Research Centre.</ref>