Preliminary guidelines for employing graphics in instruction

The purpose of this article is to propose some guidelines, based on instructional design theory and empirical findings, for employing various types of graphics under specified conditions. The guidelines are directly related to Gagné’s types of learned capabilities: concepts, discriminations, rules, problem solving, verbal information, motor skills, and attitudes. A categorization scheme is proposed for different types of visual displays. The role of these different kinds of graphic visual displays within each of Gagné’s types of learned capabilities is discussed.

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