Fun with Images: An Analysis of the Role of Visual Literacy in Facilitating Easy and Enjoyable Learning with a Focus on Future Prospects

5.2.1 Frequency of Use

The researchers aimed to determine the frequency of using these tools. Therefore, respondents were asked questions on a 3-point scale, with answers ranging from 1 (“Every Day”) to 3 (“Sometimes”). The results showed that 83.3 % of students agreed that ICT tools and other Teaching Learning Materials (TLMs) are used frequently. Meanwhile, 10.7 % indicated that the equipment is used occasionally and 6 % stated it is utilized infrequently (see Figure 2).

Figure 2:

Frequency of use of ICT tools.

5.2.2 Visual Aids on Student Engagement

The researchers aimed to understand students’ perceptions of how effectively visual aids engage students in the teaching-learning process, using a five-point scale ranging from strongly disagree (1) to strongly agree (5). The mean and standard deviation (SD) for five different aspects were calculated based on students’ responses during the interviews, as shown in Table 2. The mean scores reflect the overall level of agreement with each statement, with higher values signifying more favourable perceptions. The standard deviation (SD) indicates the extent of variation in the responses, with larger SD values pointing to a wider range of opinions.

The data on the use of visuals to simplify and ease learning (mean score of 4.51) shows that participants strongly believed that images helped to clarify concepts that might otherwise be difficult to grasp. Respondents expressed enthusiasm for using various visual learning teaching materials (LTMs) in classrooms, as reflected by the mean score of 4.43 for the effectiveness of visual aids in making learning enjoyable. The statistics (mean score of 4.31) indicate that respondents held a favourable opinion of visual tools, believing they serve as ice-breakers and encourage participation in classroom discussions.

Regarding the use of multimedia to arouse curiosity (mean score of 4.18), students collectively felt that watching educational videos improved their understanding of concepts and motivated them to explore the subject further. However, a mean score of 3.07 was recorded for the use of different visual representations, such as charts and maps, in helping students comprehend abstract concepts, suggesting that students were less positive about the efficacy of these visual aids.

These results demonstrate the significant potential of visual learning teaching materials to enhance student focus, acting as ice-breakers in classrooms, fostering curiosity, and promoting classroom discussion. The researchers are hopeful that these findings will offer valuable insights into the potential for incorporating visual learning teaching materials into the elementary school curriculum, helping various stakeholders in the education sector make informed decisions to create a more learner-centric curriculum.

5.5.1 Learning New Concepts

The researchers tried to explore the factors that contribute to a more effective learning process. The findings show that 97.6 % of students prefer watching videos to learn new concepts while 95.2 % favor static images with captions. Additionally, 89.3 % of students find learning activities enjoyable, 25 % enjoy having teachers explain concepts, and 6 % prefer reading books (see Figure 5). The findings underscore the significance of integrating multimedia tools and interactive activities into the learning process to enhance student engagement and effectiveness in their classes.

Figure 5:

Learning new concepts.

5.5.2 Cognitive Benefits of Visual Learning

Table 4 suggested that the respondents generally held favorable opinions about the cognitive advantages of visual learning. The idea that graphical aids facilitate rapid and efficient comprehension of concepts received the highest mean score (4.63), indicating strong support for the use of diverse visual aids in educational settings. Students also strongly endorsed the use of visual aids to establish connections between images and knowledge, with a mean score of 4.29. This suggests that integrating more visual tools into regular classroom instruction could be beneficial.

The use of visual aids in creating mental maps received a mean score of 3.86, reflecting generally positive but somewhat lower opinions. A slightly lower score (mean score of 3.51) was given to the idea that visual aids promote critical thinking and problem-solving skills, suggesting less favorable views on these specific benefits.

The results show that pupils’ experiences with the use of visual aids in instructional activities were generally favorable. They believe that the visual aids assist in their efficient and speedy acquisition of concepts, and they feel comfortable using them. They are not entirely clear, though, if the visual aids promote critical thinking abilities and aid in the creation of mental maps. These results can give educators, parents, and policymakers important information about how visual learning might improve primary school learning and make it more enjoyable for kids.

5.6.1 Acquiring New Words

Learning English as a second language has been challenging for students who are living in the rural areas. However, a new instructional method that utilizes various visual teaching learning materials, such as flashcards, charts, videos, comic strips, and graphic novels, is significantly helping students to quickly and easily acquire a new language. The visual cues present in infographics help the learners to follow the content easily and comprehend the meaning without the assistance of teachers. According to the statistics, 90.5 % of students concluded that visual cues make it easier and faster for them to learn a non-native language (see Figure 6).

Figure 6:

Help in learning second language.

5.6.2 Most Helpful Aid in Learning Second Language

More specifically, the researchers aimed to identify which visual components are most effective in aiding second language acquisition. The results revealed that students preferred picture books 96.4 % of the time, followed by videos at 95.2 %. Image flashcards were rated as extremely helpful by 85.7 % of the students. Computer games were preferred by 21.4 % of students, while 67.9 % enjoyed creating chart papers (see Figure 7). Therefore, integrating these visual components into language instruction can significantly improve learning outcomes and cater to diverse student preferences.

Figure 7:

Help in learning second language.

5.6.3 Visual Elements in Language Learning

When the researchers asked the pupils about their perception regarding the use of visual elements in language learning, most of them reported that visual elements are highly effective in understanding the contextual meanings of any topic, with a mean score of 4.59, as shown in Table 5. Further, they expressed a positive attitude toward visual associations, such as picture dictionaries, which were perceived as the most valuable for acquiring and retaining new vocabulary (mean score of 4.32). Interestingly, they also held a positive opinion that the use of visuals reduces anxiety when learning a second language, with a mean score of 4.14. Notably, visual tools were rated as moderately effective in improving listening and speaking skills (mean score of 3.32) and in following instructions in a second language (mean score of 3.29). Infographics were considered somewhat helpful for understanding grammar rules, receiving the lowest mean score of 3.24.

Therefore, the study established that visual elements play an important role in improving language learning, particularly in understanding contextual meanings and aiding vocabulary retention. The results also show that integrating visual elements into language learning can be a useful strategy, though additional techniques may be needed to develop their abilities such as speaking, listening, and grammatical understanding.

6.1.1 Decoding Book Covers

Book covers are packed with immense potential to grab a child’s attention instantly. They are themselves pieces of art that are often ignored in classrooms. A book cover tells a visual tale that needs to be decoded. Teachers may introduce children interesting book covers and ask what the children think about them and whether they like them or not. They can also be asked to guess the theme/story/mode from the cover. This will not only act as an ice breaker in the classroom but also will initiate curiosity and foster thinking abilities in children. Children can be shown Lewis Carroll’s Alice’s Adventures in Wonderland (illustrated by John Tenniel) (Carroll 2014), for instance, and asked whether they enjoy the cover, what they see on it, or perhaps if they can guess what the young girl and the rabbit are talking about (Figure 10). Similarly, the cover art for A.A. Milne’s Winnie the Pooh (illustrated by E.H. Shepard) (Milne 1992) will be enough to capture the kids’ interest and spark a class debate.

Figure 10:

Book Cover art from Lewis Carroll’s “Alice’s Adventures in Wonderland” Illustrated by John Tenniel.

6.1.2 Using Infographics

Infographics, like charts, diagrams, etc. simplify complex information and make it easy to understand. A youngster may respond to, comprehend, and remember complex information more readily when it is presented visually. For instance, flow charts can be used to explain how rice is grown and diagrams can be used to teach about the water cycle. Instructors may ask that students make their own infographics to help their peers understand the subject. This exercise will allay their fears, encourage creativity, instil confidence, and, most importantly, improve their ability to express themselves visually.

6.1.3 Using Comics and Graphic Novels

Animations can be used to make lessons more interesting. Cartoons inherently captivate children. O’Neil (2011, 216) argued that children can follow the story more easily thanks to the “colour, lines, and shapes.” Along the way, they will acquire new vocabulary. Ellis (2018) emphasizes the importance of challenging children with visual images (particularly those found in picture books) to develop emotional literacy by deciphering body language, gestures, and facial expressions. Even though textbook visuals are included in the current curriculum, comic book styles should be introduced, as images can often convey meaning where words cannot. For instance, Abanindranath Tagore’s Bhut Patrir Deshe has straightforward monochromatic images that convey a thousand words (Figure 11). Children’s imaginations can be stimulated by the artwork of Upendrakishore Ray Chowdhury from any of his short stories like “Tuntunir Boi,” “Norohori Das,” etc. They can be educated about the effects of climate change on corals through the use of Sanket Pethkar’s striking depiction in Lubaina Bandukwala’s “Coral Woman,” etc.

Figure 11:

Illustration from Bhut Patrir Deshe by Abanindranath Tagore.

6.1.4 Mime

Mime is a useful technique for improving observational skills. Without making any sound, a student acts out a scenario, object, action, etc., leaving it up to others to guess. This method engages students and helps them understand nonverbal cues. Drama provides a setting for students to explore a range of emotions and attitudes and see how they can be expressed in more nuanced, nonverbal, and non-written ways. It helps students study characters and discover how posture and gesture can be interpreted to reveal information about relationships (Stafford 2010).

6.1.5 Idea Web

Another intriguing visual technique to improve recall and facilitate conceptual understanding is the idea web. Teachers might assign students to create a web using the main concepts from the subject they learned. For instance, students may be asked to illustrate important ideas using a variety of connectors after learning about different energy sources. Here’s an example of how to start a class conversation on a variety of topics that stem from a single topic. The teacher might write “ice” and ask the class to think of other words that go with it. This allows the class to talk about topics like Antarctica, igloos, icebergs, winter, and much more (Figure 12).

Figure 12:

Mind map on “Ice.”

6.1.6 Pictorial Bulletin Board

On the pictorial bulletin board, children may be asked to paste newspaper images, photographs from magazines, leaflets, or anything that may grab their attention. This bulletin board can be used to initiate discussion on a range of topics including social, ethical, or environmental issues. This bulletin board could have a theme; for instance, students can be instructed to gather newspaper images or photographs of historical or contemporary issues, paste them in the bulletin board, and display it in class. A wide range of concerns can be brought to children’s attention with this pictorial bulletin board. Teachers may ask students to comment on the photographs or to explain what they see and whether they grasp the meaning of the visuals or other details.

6.1.7 Interactive Video Games Session

Playing is the most natural way a child learns. It is an activity that combines thought, language, and fantasy (Bruner 1983). In the age of technology, video games hold immense potential that lets a player know the “grammar of doing and being” (Squire 2006, 19). Video games present real life problems that encourage a child to think, confront, and overcome a hurdle. Players can analyze a situation and make decisions about how to proceed while playing a video game. It is not possible to teach certain concepts in a more engaging way than through games. Teachers may get pupils ready to play video games by providing them with the necessary skills. Learners can access simple gaming experiences on websites and software such as Kahoot, PBS Kids, Tux4Kids, and GCompris.

6.1.8 Animations and Educational Videos

Animation media can be used to build vocabulary and teach correct pronunciation, especially in the second language (here, English). Students will benefit from practicing their pronunciation and will be more motivated to learn the English language as a result. Because they can view vivid images and repeat the animation media while learning, students will be able to recall the terminology more readily. For children, it serves as the cornerstone of the English language (Kittidachanupap et al. 2012). Teachers may use educational videos available on sites like Nat Geo Kids, Nasa Kids, PBS, YouTube Kids, and Starfall that make learning more engaging by delivering attractive videos.

6.1.9 Visual Lexicon

Visual lexicon is a fun way to pick up new vocabulary. It facilitates children’s ability to connect the word and image. Children’s word recall is improved since the word and visual are connected. Children can more easily associate the word “zebra” with its visual, for instance, when they see a picture of a zebra. To help kids understand subjects better, teachers can utilize picture books, charts, and flashcards. Students could be invited to make their own visual lexicon chart so they can play the game “guess the word from the image”.

6.1.10 Pictorial Storytelling

This is a fun project that will stimulate kids’ imaginations. Instructors might show pictures to their students and ask them to make up a tale or describe what they perceive in the picture. Kids can convey their opinions with the aid of the pictures. It will help in developing their critical thinking and creative skills. For instance, students might be given a picture of a village fair and asked to describe what they observe. Teachers may also assist students in creating digital stories using texts, images, GIFs, voiceover, music etc. to narrate experiences, present historical events, or share a variety of stories in a multimodal form. In this way students will learn to the importance of images, colors, perspectives, sounds etc. and how these can be used to convey messages.

6.1.11 Graphical Expression

Drawing is a significant form of communication. Youngsters can be tasked with creating posters, ads, and visual stories about relevant subjects, enabling them to convey their ideas in different ways; for example, students can be asked to create a newspaper advertisement for a pen or illustrate a narrative about issues like coral bleaching or plastic pollution. To make it more creative, teachers could encourage their pupils to use different layout styles, colors, fonts, and emoticons. Children may be given carefully chosen advertisements or sample posters before the activity to give them a sense of how it works. When children have the opportunity to draw, perform, or write about what they are learning, they will naturally begin to make meaning through transduction (Kress 2003).

6.1.12 Curriculum Integration

The importance of visual literacy in today’s infographic world is beyond belief. Therefore, teachers must prepare the students to be effective communicators in the visual medium so that they become future ready. Policymakers, teachers, and other stakeholders involved in educational sector must come together to work and think of innovative ways in which visual literacy can be integrated to the elementary school curriculum so that learning becomes more enjoyable for children. In this regard, case studies and pilot projects can be introduced to collect additional data for the purpose of developing cutting-edge solutions.

6.2.1 Field Trips

Field trips are highly effective because students gain first-hand experience with real-life situations. They can be taken to nearby locations such as a library, bank, post office, factory, or museum and after the visit the teacher may ask questions like what they saw or what they liked or disliked about the place. Additionally, students can design fictitious settings, such as a bank, post office, or library, and role play in it. This session will not only help children understand how real life works but also hone skills like observation and evaluation.

6.2.2 Visual Diary

Students may be asked to keep a visual diary just like an ordinary journal and jot down anything they may come across their mind in a pictorial way. This will usher their creative potential and help in self-reflection. Children may find drawing a better way to articulate their thoughts that is hardly possible in words which will give them a safe niche to articulate what they feel. Besides that, mind mapping, illustrating, sketching, doodling etc. will help in memory retention and other cognitive and motor skills.

6.2.3 Nature Hunt

Children learn better when they observe the real world. A nature hunt can be an exciting activity to increase the observation skill in children. Students can collect anything they find in the natural setting, from pebbles, sands, or grains to leaves or feathers. Back in class these findings can be used to initiate discussions on a range of topics; for example, pebbles and sands can be used to explore how soil is formed, food grains can be used to start discussion on food crops, and seashells can be used to initiate discussion on marine animals etc.

6.2.4 Analysing Murals and Street Art

Street art and murals are powerful media. Often, they are drawn to address social, cultural, and environmental issues. These art forms contain powerful messages. Teachers may teach youngsters the importance of these art forms, how to address an issue visually through graffiti or wall arts. For example, issues like child trafficking or plastic pollution can be presented through graffiti to spread awareness.

6.2.5 Decoding Signs and Symbols

Signs and symbols carry socio-cultural, contextual meanings. These meanings can be conveyed independent of textual message; for example, traffic police show hand gestures to manage traffic and various symbols are used on a map to denote topographical features. There are several mudras (hand gestures) in Kathak, a classical dance form of India, that convey layers of meaning. Students can be taught to recognize these signs and symbols and interpret them. This activity will help them to decode meaning underlying the symbols, critically analyze them, grasp the meaning, and communicate visually.

6.2.6 Photo Journaling

Images are enmeshed in complex webs of meaning, and part of their value lies in the ability to decipher meaning from visual elements, which can be incorporated into teaching (Rowsell, McLean, and Hamilton 2012). Photographs can be a powerful tool for learning about light, angles, and perspectives, honing the skills of comprehension and literary interpretation (Wiseman, Mäkinen, and Kupiainen 2015). Additionally, images of various objects, locations, people, and cultural events can be used to initiate productive classroom discussions on a range of subjects. Students may be taken on photography tours. This will give them opportunity to choose frames to capture daily happenings.

6.2.7 Watching Films

Film watching can be an engaging tool to help children to learn about a range of things. Pupils will be able to interpret the storytelling of movies by analyzing various elements like composition, cinematography, movements, dialogs, and so forth. When a teacher trains a student to look at a film in a different way by asking questions and pointing to different ideas, he/she actually prepares them to think about a story told visually in different way and take it seriously. Students can watch, for instance, Satyajit Ray’s short, silent film Two (1964), Goopy Gyne Bagha Byne (1969), or Charlie Chaplin’s The Circus (1928), as well as films from Studio Ghibli like My Neighbor Totoro (1988) and “Kiki’s Delivery Service” (1989).

6.2.8 Exploring Folk Art

Folk art can be an engaging visual literacy strategy. Students can be taken to local artists to learn about their craft which will foster their artistic imagination and self-expression. For instance, students can be taken to a local pottery shop to see how artwork is created from a lump of mud or can be taken to a local weaver to see and learn firsthand how fabrics are woven, colored, and prepared for sale in the market. India has a numerous art village like Bishnoi Village (Jodhpur, Rajasthan), Kalamkari Village (Srikalahasti, Andhra Pradesh), and Madhubani Village (Bihar) that nurture various folk-art forms. Students must be acquainted with this rich treasury of creative works. This will not only make pupils aware of the local art heritage but also pique their curiosity and creativity.

6.3.1 Art Education

Art education can be introduced into the primary school curriculum to expose students to various art forms. This approach not only enhances their perception of shapes, colors, and salience but also helps them interpret a range of meanings. For instance, students can be shown Somnath Hore’s painting “At the Night Meeting” (1955) to learn about the Tebhaga Movement of peasants in West Bengal or Nikolai Roerich’s “The Himalayas” can be a rich treasure that teaches students from an explorer-painter’s viewpoint the beautiful amalgamation of awe-inspiring ranges, monks, Buddhist architectures, folklores, flora, and fauna with the play of light and shadow.

6.3.2 Representing Tradition

Culture and tradition have a lot to teach us. Understanding one’s customs and cultural traditions fosters self-esteem and bonds people together. Simultaneously, in a period of growing cultural globalization, education about diverse cultures and customs fosters tolerance and empathy while also allowing us to recognize variety. Ellis (2018) emphasizes how crucial it is to provide children with opportunities to develop their intercultural literacy and nature literacy by exposing them to images that represent various cultures or images from natural world.

Nothing would be more ideal than a graphic presentation of these cultural components which would be a more entertaining and interesting approach to study the world. For example, cultural representation programs can be organized where students gather data on a particular festival, custom, or any aspect of a culture, for example Durga Puja of West Bengal (India), Hornbill Festival of Nagaland (India), Brazilian Carnival, or Parintins Folklore Festival, etc. and collect images from the internet and create posters, make art and craft items, and arrange culture exhibitions. A costume party may also be arranged, offering a fun way to explore different lifestyles and practices around the world.

6.3.3 Organizing Art Fairs

Art fairs give students not only a unique visual treat but also a multifaceted learning environment to cultivate their artistic abilities, train their eyes to appreciate various art forms, and learn from them. Students will be inspired to explore with their own creative expression as they learn a variety of techniques of expressing thoughts and feelings. Teachers can host art fairs featuring regional artists and encourage them to share their work with pupils while also instructing them on the background and methods of creation of the art form they are practicing.

6.3.4 Exploring Locality

In this activity, students get the chance to explore their neighborhood and gather objects such as stones, leaves, pamphlets from marketplaces, or anything else that piques their curiosity. Back in the classroom, they will discuss what they have collected; for example, bags made from old newspaper may be used to start a discussion on sustainability.

6.3.5 Picture Postcards

This is an exercise that teachers can plan where kids compose postcards to their loved ones using visual language. It will assist kids in finding creative methods to express themselves. They will be able to communicate visually what they find difficult to communicate using words.

6.3.6 Visual Campaign on Social Issues

Students can be sensitized on social or environmental issues by asking them to make posters. This will give them an opportunity to express, react, and be vocal in a visual way; for example, students can be tasked to make posters on child marriage, plastic pollution etc.

6.3.7 Folk Theatre

Students can have a multisensory experience with folk theatre. It is a wealth of customary stories, iconography, cultural symbols, performing methods, and so forth. These theatres frequently use ornate gestures and graphical storytelling techniques, such as dance and drama, to help their audiences understand range of emotions. India has a rich history of folk theatre, such as that of Jatra in West Bengal and Nautanki in Uttar Pradesh, which teaches children how powerful and dynamic visual language can be.

6.3.8 Orientation Program

As the world grows more visually oriented, it is imperative that educators improve their skills to build a more cutting-edge learning environment. Educators must have the abilities necessary to support students in comprehending and producing visual content as well as to respond to their various inquiries and information needs. A teacher who excels in visual literacy may present material in a more engaging and dynamic manner which will enhance student learning and make learning more cohesive. To introduce teachers and other education stakeholders to visual literacy programs, as well as other tools and strategies that are being used globally on visual literacy, various orientation programs, seminars, etc. can be arranged at different levels.