[ Arrange in a parallel order ] Text1 Images Text2
Focus Graphic Layout Proportion The focus of the visual stimuli must very clearly reflect and emphasize its objective Visual Graphics for Instructional Design. Focus on the page with no one section is heavier than the other. Or, a designer may intentionally throw elements out of balance to create tension or a certain mood.
balance can be symmetrical Visual Graphics for Instructional Design
Center focus alignment is most Powerful but beware of poor division of information because it can cause disruption in reading Graphic Layout Proportion
Center focus alignment is most Powerful but beware of poor division of information because it can cause disruption in reading Focus Division of Information Graphic Layout Proportion
But beware! Center Focus Alignment is NOT good for multiple layer or long presentations. Center Focus tends to imply “self-containment”, thus implying “the end”. It is most effective when designing a “one-off” visual, like a poster. For longer information, if it must be symmetrical, a better layout would be the Forced Justify. Graphic Layout Proportion
However, the Forced Justify_alignment_is very difficult to control, as you may find _ funny _ gaps _ in _ between text that cannot be controlled. Graphic Layout Proportion
Visual Graphics for Instructional Design best rule to remember…
Simplicity is the best policy “Superfluous graphics can interfere with understanding” Anglin, G., Towers, R., & Levie, H. (1996). Visual message design and learning: The role of static and dynamic illustrations. In D.H. Jonassen (Ed.), Handbook of Research for Educational Communications and Technology. New York: Simon and Schuster Macmillan. Visual Graphics for Instructional Design
Graphics four functions: Levie, W.H. & Lentz, R. (1982). Effects of text illustrations: A review of research. Educational Communications and Technology Journal, 30 (4), 195-232. attention pictures or graphics attract attention to the material or direct attention within the material affective pictures enhance enjoyment or affect emotions and attitudes cognitive pictures increase comprehension to improve recollection and retention, or to provide information that is not otherwise available compensatory helping poor readers by adding pictorial clues to decode text
Issues to consider in Graphics: Misanchuk, E., Schwier, R. & Boling, E. (in press). Visual design for instructional multimedia Germaneness An essential picture which cannot be removed without harming comprehension Realism Simplified drawings are better instructional aids since they focus attention on the salient points under construction Complexity Graphics should be as simple as possible and complexity should be added only where absolutely required Size Larger pictures have more impact however, it is necessary to balance the need to have a graphic which is large with technical limitations, such as download time or computer capacity Culture Users from other cultures may be offended by certain colors or graphics
Text Should also be simple “An overabundance of fonts or colors can distract rather than assist learning” Levie, W.H. & Lentz, R. (1982). Effects of text illustrations: A review of research. Educational Communications and Technology Journal, 30 (4), 195-232. Visual Graphics for Instructional Design
Consistency & Simplicity Do NOT use more than three (3) font variations: Size Typeface Effects
Consistency & Simplicity Do NOT use more than three (3) font variations: Size Typeface Effects …by the way notice the Focus
“The Whole is More Than the Sum of Its Parts” Wertheimer, M. (1924). Gestalt theory. Social Research, 11, translation of lecture at the Kant Society, Berlin. Powerful Presentations using Creative Media for Instructional Design with maximum Impact & Effect Strategy & Tactics Using both graphics and text
figures adapted from examples in: Mullet, K. & Sano, D. (1995). Designing visual interfaces: Communication oriented techniques. Englewood Cliffs, NJ: Prentice Hall Gestalt Theory
proximity or closeness creates a bond between people and between elements on a page. How close together or far apart elements are placed suggests a relationship (or lack of) between otherwise disparate parts.
PROXIMITY Gap between Texts Gap between Graphics Gap between Texts and Graphics
[ Do a suitable space within object ] Gap between Texts Gap between Graphics Gap between Texts and Graphics
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