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The Impact Of Visual Displays On Learning Across The Disciplines: A Systematic Review, Daibao Guo, Erin M. Mctigue, Sharon D. Matthews, Wendi Zimmer

Literacy, Language, and Culture Faculty Publications and Presentations

The current systematic review aimed to investigate in what ways the incorporation of visual display tasks benefits K-12 students’ content-area learning. After screening 1693 articles at abstract level and a systematic evaluation of methodological quality, we synthesized 44 articles for this review. The qualitative synthesis of the studies is organized by categories of interaction with visual displays (ViDis), instructional support, and types of knowledge and learning. Overall findings indicate the simple inclusion of visual displays does not guarantee a positive learning effect. More detailed findings distinguish three categories of ViDis: author-provided, student-filled-in, and student-created visual displays. Furthermore, we discuss …