Visual learning is the style in which learners use graphs, charts, maps, and diagrams. This is one of three basic types of learning styles in the Fleming VAK/VARK model which also includes kinesthetic learning and auditory learning.
Video Visual learning
Technique
A review study concluded that using organizational charts improves student performance in the following areas:
- Retention
- Students remember information better and can better remember it when represented and studied both visually and orally.
- Reading comprehension
- Use of graphic organizers helps improve students' reading comprehension.
- Student achievement
- Students with and without learning disabilities improve achievement across content areas and grade levels.
- Thinking and learning skills; critical thinking
- As students develop and use graphic organizers, their high-level thinking and critical thinking skills are enhanced.
Maps Visual learning
Areas of affected brain
Different areas of the brain work together in many ways to produce the images we see with our eyes and those encoded by our brains. The basis of this work takes place in the brain's visual cortex. The visual cortex lies in the occipital lobe of the brain and stores many other structures that aid in visual recognition, categorization, and learning. One of the first things the brain should do when acquiring new visual information is recognizing the incoming material. The areas of the brain involved in recognition are the inferior temporal cortex, the superior parietal cortex, and the cerebellum. During the recognition task, there is increased activation in the left inferior temporal cortex and decreased activation in the right superior parietal cortex. Recognition is aided by neural plasticity, or the ability of the brain to reshape itself based on new information. Furthermore, the brain must categorize the material. The three main areas used when categorizing new visual information are the orbitofrontal cortex and two dorsolateral prorrontal regions that begin the process of sorting new information into groups and then assimilating the information into things you may already know. After recognizing and categorizing new material entered into the visual field, the brain is ready to begin the process of coding - a process that leads to learning. Some areas of the brain are involved in this process such as the frontal lobe, right cortex ekstrastriate, neocortex, and again, neostriatum. One area in particular, the limbic-diencephalic region, is very important to turn perceptions into memories. By bringing together recognition, categorization and learning tasks; the scheme helps make the process of coding new information and connecting it with things you already know is much easier. One can remember visual images much better when they can apply them to a known scheme. The actual scheme provides improved visual memory and learning.
Baby Age
Where to start
Between the fetal stage and 18 months, the baby experiences rapid growth of a substance called gray matter. Gray matter is the darker brain and spinal cord tissue, mainly composed of nerve cell bodies and branched dendrites. It is responsible for processing sensory information in the brain such as areas such as the main visual cortex. The primary visual cortex lies within the occipital lobe behind the infant brain and is responsible for processing visual information such as static or moving objects and pattern recognition.
Four paths
In the primary visual cortex, there are four paths: the superior colliculus line (SC path), the temporal midline (MT path), the frontal eye path (FEF path), and the inhibitory path. Each path is essential for the development of visual attention in the first few months of life. The SC path is responsible for producing eye movements toward simple stimuli. It receives information from the retina and visual cortex and can direct behavior toward an object. The MT pathway is involved in fine object tracking and travel between the SC path and the primary visual cortex. In conjunction with the SC pathway and MT pathway, the FEF path allows the baby to control eye movement as well as visual attention. It also plays a part in sensory processing in infants. Finally, the inhibitory path regulates activity in the superior colliculus and, later, is responsible for mandatory attention in infants. The maturity and functionality of this pathway depends on how well the baby can make a difference and focus on stimulation.
Supporting studies
A study by Haith, Hazan, & amp; Goodman in 1988 showed that infants, as young as 3.5 months, were able to create short-term expectations of the situations they faced. Expectations in this study refers to the cognitive and perceptual way in which a baby can predict future events. This is tested by showing the baby either a predictable slide pattern or an irregular slide pattern and eye movement tracking of the baby. Further studies by Johnson, Posner, & amp; Rothbart in 1991 showed that at 4 months of age, infants can develop hope, but are tested through anticipatory performance and stimulus release. For example, anticipatory looks suggest infants are able to predict the next part of the pattern that can then be applied to real-world breastfeeding scenarios. Babies can predict the mother's movements and expect to eat so they can stick to the nipples to feed. Expectations, anticipatory appearances, and disengagement all show that the baby can learn visually, albeit only short term. David Roberts (2016) examined the proposition of multimedia learning, he found that using certain images damaged pedagogical dangerous texts, reduced excessive cognition and exploited less-used visual processing capacity
In early childhood
From ages 3-8, visual learning improves and begins to take on many different forms. At 3-5 years of age, children's body movements form a visual learning environment. At this age, toddlers use their newly developed motor sensory skills quite often and combine them with their enhanced vision to understand the world around them. It's seen by toddlers who use their arms to carry interesting objects close to their sensors, like their eyes and faces, to explore objects further. The act of bringing objects close to their faces affects their direct view by placing their mental and visual attention on the object and only blocking the view of other objects that are around them and not visible. There is an emphasis placed on objects and things directly in front of them and thus the proximal vision is the main perspective of visual learning. This is different from how adults use visual learning. The differences in the vision of toddlers and vision of adults are due to their body size, and body movements so that their visual experiences are created by their body movements. The views of adults are broad, because of their larger body size, with most objects in view because of the distance between them and the object. Adults tend to scan the room, and see everything rather than focusing on just one object.
The way a child integrates visual learning with motor experience enhances their perceptual and cognitive development. For elementary schoolchildren, ages 4 to 11, intelligence is positively related to their visual-visual integrative level of proficiency. The most significant period for the development of auditory visual integration occurs between the ages of 5-7. During this time, the child has mastered visual-kinesthetic integration, and the child's visual learning can be applied to formal learning focused on books and reading, rather than physical objects, thus affecting their intelligence. As the value of reading increases, children can learn more, and their visual learning has grown to not only focus on nearby physical objects, but also to interpret words and the like to gain knowledge by reading.
In my childhood
Here we categorize middle childhood as ages 9 to 14. At this stage in the child's normal development vision is sharp and the learning process goes well. Most studies that have focused their efforts on visual learning have found that visual learning styles that conflict with traditional learning styles greatly increase the totality of students' learning experiences. First, visual learning involves students and student involvement is one of the most important factors that motivates students to learn. Visually increase student interest with the use of graphic animation, and video. As a result, it has been found that students pay more attention to the lecture material when visual is used. With increasing attention to the subject matter, many positive results have been seen with the use of visual tactics in the middle-aged student classroom. Students organize and process information more thoroughly as they learn visually which helps them to understand the information better. Students are more likely to recall information learned with visual help. When teachers use visual tactics to teach middle school students, they find that students have a more positive attitude about the material they are learning. Students also provide examples of higher test performance, higher standard achievement scores, higher-order thinking levels, and more engagement. One study also found that learning about emotional events, such as the Holocaust, with visual aids enhanced the empathy of middle-aged children.
In adolescence
Maturation of the brain into a young adult
Gray matter is responsible for producing nerve impulses that process brain information, and white matter is responsible for transmitting brain information between the lobes and out through the spinal cord. The nerve impulse is transmitted by myelin, a fatty substance that grows around the cell. The white matter has a myelin sheath (a collection of myelin) while the gray matter is not, which efficiently enables rapidly moving nerve impulses along the fiber. The myelin sheath is not fully formed until about 24-26. This means that teenagers and young adults usually learn differently, and then often use visual aids to help them better understand difficult subjects.
Learning preferences can vary across a wide spectrum. Particularly in the field of visual learning, they can vary between people who prefer to be given instructional instruction with texts that contradict those who prefer to be instructed with graphics. College students are tested in common factors such as learning preferences and spatial abilities (able to become proficient in creating, holding, and manipulating spatial representations). This study determined that college-age people reported an efficient learning style and individual learning preferences for themselves. This personal assessment has proven to be accurate, meaning that self-assessment of factors such as spatial abilities and learning preferences can be an effective measure of how well a person learns visually.
Gender differences
Studies have shown that adolescents learn best through 10 diverse styles; reading, manipulative activities, teacher explanations, auditory stimulation, visual demonstrations, visual stimuli (electronic), visual stimuli (images only), games, social interactions, and personal experiences. According to research, young adult males show a preference for learning through activities they can manipulate, and younger adult women show greater preference for learning through teacher explanation or direction, and through reading. This suggests that men are more visually aroused, interested in information that they can have direct physical control. Women, on the other hand, learn best through reading information and exposing it by way of hearing.
Lack of evidence
Although learning styles have "enormous popularity", and children and adults express personal preferences, there is no evidence that identifying student learning styles produces better results, and there is significant evidence that the much-touted "meshing hypothesis" a student will learn best if taught in a method deemed appropriate for the student's learning style) is invalid. Well-designed studies "flatly contradict the popular meshing hypothesis". Rather than targeting instruction to a "right" learning style, students seem to benefit most from mixed modalities presentations, such as using visual and visual techniques for all students.
However, a recent study by David Roberts at Loughborough University, which appears in peer-reviewed scientific journals [note here], suggests that images used with visible text diminish result in greater subject involvement and higher active learning rates in settings large group lectures. The teaching and visual learning methods, developed from the scientific research of Professor Richard Mayer, were evaluated for 3 years and in 9 disciplines using control methods and group tests completed by focus groups. Visual pedagogy, and research testing, organized by the British Higher Education Academy [note here]
See also
- Learning styles
- Hearing lessons
- Kinesthetic learning
References
External links
- Articles and resources about visual learning styles for students and instructors
- More tips for visual learners
- Visual learning information
Source of the article : Wikipedia
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