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The purpose of the volume is to explore the theory, development and use of visual displays and graphic
organizers to improve instruction, learning and research. We anticipate five sections that address (1)
frameworks for understanding different types of displays, (2) research-tested guidelines for constructing
displays, (3) empirically-based instructional applications, (4) using displays to promote research and theory
development, and (5) using displays to report test and research data to improve consumer understanding.
Authors represent a variety of perspectives and areas of expertise, including instructional psychology,
information technology, and research methodologies.
The volume is divided into four sections. Section 1 provides a conceptual overview of previous research,
as well as the contents of the current volume. Section 2 includes theoretical perspectives on the design and instructional uses of visual displays from
major theorists in the field. These chapters discuss ways that visual displays enhance general cognition and information processing. Section 3 provides
eight chapters that address the use of visual displays to enhance student learning. These chapters provide examples of how to organize content and use
visual displays in a variety of ways in the real and virtual classroom. Section 4 includes three chapters that discuss ways that visual displays may
enhance the research process, but especially improved data display.
About the author
Gregory Schraw, University of Nevada - Las Vegas, USA.
Matthew T. McCrudden, Victoria University of Wellington, New Zealand.
Daniel Robinson, Colorado State University, USA.
