LARGE AMOUNTS OF DATA can be digested by a learner when the facts are presented in a smooth, logical fashion. With similar or closely related images, a student develops a connection between the two pictures. 

Students learn best when data is presented smoothly and in a logically related order.

Excessive amounts of information tend to flood the senses, reducing the likelihood of retention. People control information on several levels of perception without a loss of data as long as the method of attention is interactive (Neisser, 1967).
Visuals must be organized in a meaningful manner for effective recall (Mandler and Parker, 1976). 

Short-term memory has a limited amount of processing ability for visual images.

Scientists study the abilities of humans to simultaneously process information. Dwyer (1978, p. 22) described the brain as easily processing multiple audio and video in differing types and quantities along with different sensory channels such as sight, sound and touch. Researchers think this may be due to a filtering process built into a person's information-processing system. The filter blocks unnecessary information while passing essential or basic information. 

Prevailing theory maintains that as long as information is connected, a person of average intelligence can effectively absorb data from several inputs at once.

Use multiple images when you want learners to be able to compare or contrast (Perrin, 1969). For example, you might show two images contrasting characteristics of two different species of animal, or comparing organizational charts. Viewers can see both images at once--they don't need to hold one in memory while viewing the other.

The human eye can process information with tremendous speed and versatility but even here there are limitations. Goldstein (1975) found that processing several unrelated or highly technical images simultaneously may cause information overload. When specific concepts or technical information is involved, multi-image presentations should be used sparingly. 

Too much information, especially if it's unrelated or highly technical, causes overload.

Authored by: Allan Garrett
All artwork was developed originally by the author and full copyright for everything on this page has been unconditionally granted to San Diego State University.