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Visual and verbal information combined.
Dual coding is a cognitive learning theory that suggests that people process and understand information more effectively when it is presented in both visual and verbal formats simultaneously. This approach involves integrating visual elements, such as images, diagrams, or charts, with verbal content to enhance understanding and retention.
Key thinkers in this area:
Allan Paivio (1925-2016)
The theory suggests that distributing information across two modalities (visual and verbal) can reduce cognitive load, making it easier for learners to process and remember the material. By combining visual and verbal cues, dual coding supports multiple pathways for learning and retrieval. Learners may recall information more easily as they have both visual images and verbal associations to draw upon.
Teaching strategies that are linked to dual coding
Use visual aids such as slides, diagrams, or illustrations during a lesson. While explaining a concept, accompany your verbal explanation with your visual aids.
Encourage learners to create mind maps or visual notes. This combines the visual representation of concepts with written annotations, reinforcing learning through dual coding.
Integrate multimedia elements into your teaching materials, such as educational videos, animations, or interactive simulations. Ensure that these resources provide both visual content and spoken explanations.
Read more here:
Beacham, N. A., & Alty, J. L. (2006). An investigation into the effects that digital media can have on the learning outcomes of individuals who have dyslexia. Computers & Education, 47(1), 74-93.
Paivio, A., & Clark, J. M. (2006). Dual coding theory and education. Pathways to literacy achievement for high poverty children, 1-20.
To what extent does dual coding enhance learning outcomes compared to traditional teaching methods?
Are there specific subjects or topics where dual coding is more or less effective?
How can teachers strike a balance between providing enough visual and verbal information without overwhelming learners or causing cognitive overload?
Are there studies or evidence suggesting that dual coding contributes to better retention and transfer of knowledge over time?
How applicable is dual coding for FES learners?
How does engaging in dual coding activities influence students' metacognitive awareness of their learning processes?
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