| Research on educational graphics since the 1970s has resulted in numerous guidelines to help instructional designers plan and use graphics more effectively. In a review of the literature, three concepts emerged that have consistently been shown to affect the instructional efficacy of an educational graphic: attraction, motivation, and communication. A consistent, practical approach to planning and using educational graphics that bridges theory and practice based on combining their outcomes to attract, motivate, and communicate was not found in a review of the literature. This study proposed a tentative conceptual model for planning and using educational graphics that incorporates all three concepts. Using formative research, multiple instances of educational graphics were created based on the model. A connoisseur-based, expert panel of ten educators with extensive professional experience in graphics and design were surveyed in two cycles. During the first cycle, experts were asked questions related to the interrelationships of attraction, motivation, and communication based on the multiple instances. During the second cycle, experts were asked questions directly related to the efficiency, effectiveness, and appeal of the model. The study revealed significant interrelationships among the concepts that affected the perceived instructional efficacy of an educational graphic. The study also exposed how the interrelationships impacted the refinement of a conceptual model for planning and using educational graphics. The model was refined twice during the study. Recommendations include suggestions for using multiple instances in formative research, and guidelines for evaluating the instructional efficacy of an educational graphic. |
