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Visual Design Model, Citation: Clark, R. C., & Lyons, C. C. (2011).…

- - - - Keep each stage in view on the same page or screen to avoid split attention
    - - Concrete simulation interface led to better learning among novices than the abstract interface
    - - Displaying numerical data in visual format supports discovery of relationships not readily noticed otherwise
    - - Use agents to engage learners, present simple explanations, present examples, use spoken rather than written explanations, segment explanations to avoid mental overload
    - - A knowledge representation using shapes and text to illustrate qualitative relationships among the content
  - - - For example, a 3D panoramic interface of a warehouse can illustrate a pharmaceutical distribution environment
    - - A series of still visuals is just as or more effective than an animation to show how things work
    - - Use a screen capture from the new system to demonstrate the procedure and provide practice
    - - More effective that text alone to promote learning of skills involving social situations such as management training, sales training, or allied health education
    - - The learner assumes an identity through an avatar and can explore and act on the surface
    - - Provide several video or computer animation examples that use different contexts
  - - - The agent may point to important elements on the screen, offer hints to complete exercises, or give explanatory feedback to learner responses
    - - Lessons with greater visual interest (color and graphics) led to deeper task involvement among individuals with low initial interest
    - - "May also promote learning by increasing students' motivation and, in turn, attention
    - - Interesting words and pictures related to a lesson topic but irrelevant to the learning objective can have a strong negative effect on learning