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The Status of AudioVisual Instruction
The Meaning of "Visual Instruction"
THE somewhat frequent misinterpretation of the term, visual instruction, seems to warrant brief consideration of its common meaning. In the evolutionary process of adapting illustrative materials to classroom and other instruction, "visual" instruction seems to be in the second stage. The original designation, "visual education," has been discarded by many inasmuch as it seems to designate a special field in education, rather than a set of materials and simple rules for their effective use, co-ordinated with all educative activity.
In the early stages of the development of the use of visual aids, it was thought that the eye was all-powerful in the educative process. Some were enthusiastic enough to state that 80 to 85 per cent of all we know is learned through the eye. Others surmised that it would not be long until texts would be replaced by pictorial substitutes for the printed word. Later, it was found that some of these speculations were a bit extravagant, if not absurd, and that the other senses are very important in receiving a clear impression of the material to be learned. It was found that the sense of touch aided materially in giving correct concepts of objects, specimens, models. The sense of smell became important in many situations. In other cases, taste came to the rescue. And the sometimes unadorning ear has been recognized as highly important to learning.
A more sane analysis of the true factors affecting learning has developed another term — "visual-sensory aids" — which seems to be in favor among the leaders in this field. The term is applied to all materials used in the classroom, or in other teaching situations, to facilitate the understanding of the written or spoken word. The most important, is the visual, but it is interlinked with the other senses in such a way that it would be difficult to separate one from the other or to determine the exact separate contribution of each. In fact, there are few psychologists who would attempt so to control all other factors that the true learning power of each of the senses might be segregated and measured. Perhaps, after all, there is no good reason for becoming unduly concerned over the matter.