What is visual learning?

People learn in different ways, and some students may need to see information before they can fully understand it. For educators, recognizing this learning style can make a difference in how they plan lessons, present information and keep students engaged in learning.

Visual learning is a learning style that involves processing information through images. People with a preference for this learning style may understand and remember information when they can see it visually. They may naturally learn through visual formats, such as pictures, videos, graphics, charts, flash cards and diagrams.

The learning style is one part of the visual, auditory and kinesthetic (VAK) model. Compared to a visual learning style, an auditory learner may prefer to hear information spoken out loud. They may grasp concepts more easily if they can listen to a podcast, lecture or recording. A kinesthetic learner may learn through hands-on activities, like role-playing scenarios or experiments.

In the classroom, a student who prefers a visual approach may use diagrams or charts, take detailed notes, highlight or color-code information and refer to written instructions. Teachers can watch for those behaviors to help identify students who may learn visually.

At the same time, some researchers believe the VAK model may oversimplify how people learn. Instead, they suggest that learning styles may depend on the subject or task. If a student finds diagrams helpful in math class, for example, it may not mean the student can only learn through visual materials.

Understanding this learning style requires knowing how the brain processes visual information. It begins when neurons in the retina detect light and send the visual information to the brain through the optic nerve. From there, the visual cortex in the brain interprets the visual cues to process depth, color, shape, orientation and motion. Finally, the brain matches the visual information to a person’s existing knowledge and memories, giving context to the images.

The process of seeing, interpreting and remembering visual information may help explain why some people prefer to learn through visual formats. Children can begin processing visual information at a young age, and educators can incorporate visual learning techniques as early as elementary school. However, if a young child shows an interest in pictures or images, it may not indicate a specific learning style.

In fact, some research suggests that people may not have one dominant learning style. Instead, some researchers have found that people may learn through different formats, even if they prefer one over the other. In a recent NPJ Science of Learning study, researchers also found that labeling a child as one type of learner may influence how parents or teachers view the child’s intelligence and academic abilities.

For this reason, teachers may choose to pay more attention to how students comprehend ideas and engage with information. Teachers may identify those preferences by asking questions, communicating with parents, reviewing assignments or using other tools, like informal learning assessments. Educators can also observe how students respond to different teaching methods when deciding which educational learning theories to incorporate into the classroom.

Some children instinctively learn through visual formats. Teachers may notice that those students prefer to work with information they can see. For example, a student may use diagrams or mind maps to organize their thoughts or make connections.

In the classroom, students who feel drawn to visual learning may show the following characteristics, among others:

• They may remember written information more easily than spoken information.
• They may take detailed notes during lessons, discussions or presentations.
• They may use charts, diagrams or other graphics to make sense of information.
• They may sketch or doodle while studying or taking notes.
• They may write lists to organize information.
• They may be good at recognizing patterns when they can see information visually.
• They may prefer written directions they can reference while taking exams or completing assignments.

While those characteristics can signal a preference for this learning style, students who favor visual information may still process it in different ways. Some students may be visual-spatial learners, which means they understand information by picturing how objects relate to each other in space. Others may rely on symbols, such as letters or numbers, to represent information. Students may also have visual-verbal learning tendencies, which means they may prefer to learn through reading or text-based information.

A visual approach to learning can also present some challenges in the classroom. For example, a student who relies on visual materials may find it harder to follow a verbal lesson without a corresponding visual aid or written explanation. Teachers may find it helpful to use a mix of visual, verbal and hands-on approaches instead of only one learning format.

Attention-deficit/hyperactivity disorder (ADHD) is a neurodevelopmental disorder that’s often diagnosed in childhood. It can affect a child’s attention span, focus, behavior and activity level, but it doesn’t necessarily mean they prefer one learning style over another.

While some children with ADHD may learn visually, teachers should consider each student’s needs when deciding on an educational approach. The Centers for Disease Control and Prevention recommends providing personalized support for children with ADHD, including positive reinforcement, clear assignment instructions and plenty of time for breaks.

Some of those adjustments may involve visual materials, such as organizational tools, but the focus should be on supporting each student individually. Teachers can pay attention to how a student responds to different types of instruction and offer additional support as needed.

Teachers can incorporate visual learning strategies into lessons by providing information in ways that students can see. They may use different visual techniques depending on the subject or lesson topic.

When doing complex math problems, for example, a teacher may use a visual representation to help students solve the equation. This visual format may be a table, graph or diagram, such as a percent bar. Using those tools, teachers can help students learn to connect what they see to the mathematical formula needed to solve the problem.

Teachers can also incorporate visual aids into other teaching methods. For example, during a verbal geography lesson, a teacher may display a map showing the region’s topography. This type of visual aid may help students focus and engage with a lesson, which may make them more likely to retain the information.

How teachers present information can affect how students perceive and remember it. In some cases, teachers may incorporate a few visual aids into a lesson to show students how to think about a problem or concept in different ways. Using too many visuals, however, may overwhelm students and make it harder to grasp important information.

Teachers can also create environments to support visual processing and retention. In a classroom, teachers might display posters, maps, written agendas or other visual references that students can view. If students learn remotely, teachers can use education technology, such as digital whiteboards and video modules, to support students who prefer visual-based information.

Teachers can encourage students who lean toward this learning style to adopt visual techniques for studying. Some examples of these strategies can include:

• Taking notes using visual elements, like diagrams or sketches
• Using a color-coded system to organize notes and materials
• Converting verbal information into a drawing, map or infographic
• Annotating or labeling images, diagrams and other visual formats to provide context
• Creating mind maps, a type of diagram, to visualize ideas before starting a task
• Looking for multimedia resources, such as videos, to supplement other learning materials

Visual strategies can go beyond the classroom, too. In workplaces, professionals who prefer visual information may create diagrams to explain or understand workflows. They may make charts to organize data or use mind maps to prepare their ideas for a presentation. Professionals who prefer visual processing may also use techniques for everyday problem-solving. For example, they may color-code their calendar to manage deadlines and keep track of meetings, tasks and personal appointments.

Knowing about educational approaches, such as visual learning, can help you understand the different ways that students learn and process information. If you’re interested in education and want to explore teaching practices, University of Phoenix offers a variety of flexible, online education programs. Most, but not all, of the planning and method core courses address the concept of universal design for learning, which speaks to learning in different formats.

• Bachelor’s degrees in education
• Master’s degrees in education
• Doctoral degrees in education
• Certificates in education
• Continuing education for teachers

For more information, contact University of Phoenix.