Dual coding

Words and pictures together

Dual coding refers to combining verbal information — spoken or written words — with visual information such as diagrams, timelines or maps. The original theory proposed that the mind handles verbal and non-verbal information in partly separate but connected systems. (Clark & Paivio, 1991)

Later research on multimedia learning tested what happens when explanations combine the two. Across many experiments, people learned more deeply from words with relevant pictures than from words alone. (Mayer, 2024)

Design matters more than adding images

The benefit is not automatic. Labels placed beside the parts they describe help; a separate key that forces learners to search does not. (Ginns, 2006) Signals such as matching colours and arrows help learners connect words to pictures. (Richter et al., 2016) Decorative images and interesting side facts may pull attention away from the explanation.

What it is not

Dual coding is not a learning style. There is no good evidence that labelling students as “visual” or “verbal” learners and matching teaching to that label improves learning. (Pashler et al., 2008/2009) Combining words and pictures is a design choice for everyone in the room.