1. Visual design principles and L2 learners:
What teachers need to know
Cameron Romney
Center for Foreign Language Education
Momoyama Gakuin University
Asian Conference on Language Learning
June 11, 2011
4. Visual design effects
on readers
• Motivation
Smiley (2004); Misanchuk (1992); Bell & Sullivan (1981)
• Comprehension
Gasser, Boeke, Haffernan, & Tan (2005); Romney (2004); Smiley (2004); Walker (2001), Hoener, Salend & Kay (1997); Garofalo
(1988), Lewis & Walker (1989)
• Recall
Gasser, Boeke, Haffernan, & Tan (2005); Smiley (2004); Lewis & Walker (1989)
• Efficiency/Speed
Smiley (2004); Hoener, Salend & Kay (1997)
5. “...more easily perceiving ... text on a
page ... less attentional resources are
required for the process of reading. More
attentional resources can then be
devoted to attending to the message in
the text, which results in deeper
processing and an easier recall of the
information presented.” (p. 185)
Gasser, Boek, Haffernan & Tan (2005)
6. Agenda
• Typefaces, i.e. fonts
• Line Length & Spacing
• White Space
• Lines & Shapes
• Graphics, i.e. clip art and photographs
30. Theory
“The fear of ‘wasted space’ drives
design novices to fill in any empty
space with unnecessary clip
art.” (p. 37)
White (2002)
31.
32. Theory
“If instructional facilitation is not
highly probable, then ... graphics
should not be used in instructional
material.” (p. 239)
Misanchuk (1992)
33.
34. Visual design principles and L2 learners:
What teachers need to know
Cameron Romney
romney.cameron@gmail.com
http://cameronromney.com
www.updatesfromosaka.com
Twitter: @cameronromney
SlideShare.net: C-Romney