Visual design, cognitive load and EAL learners
Visual learning tools have become increasingly popular in education. One approach that has gained particular attention is the use of sketchnotes, visual summaries that combine words, icons and diagrams. In principle, sketchnotes can be very helpful for learners.
They can:
- support comprehension
- highlight key ideas
- create memorable visual associations
- help learners organise complex information
For teachers working with EAL learners (English as an Additional Language), this seems especially appealing. Visual support can make new language and concepts more accessible. However, in practice, not all sketchnotes improve understanding. In fact, some may unintentionally make learning more difficult rather than easier.
Recently I experimented with generating three versions of the same sketchnote. The difference between them illustrates an important principle in learning design.
When visuals create cognitive overload
The first version deliberately crammed as much information as possible onto one page:
Multiple icons.
Arrows in every direction.
Different fonts.
Very little white space.
At first glance it looks engaging and creative. But cognitively it is demanding. This relates to Cognitive Load Theory (Sweller, 1988), which reminds us that learners can only process a limited amount of information at one time. When materials contain too many competing elements, working memory becomes overloaded. Instead of supporting understanding, the design itself becomes another problem the learner must solve.
Why signalling matters
A second principle from learning design is the Signalling Principle. Learners understand material more easily when the structure of information is clear. Effective signalling might include:
- clear headings
- logical grouping of ideas
- consistent visual cues
- enough space between sections
When everything on the page is emphasised (highlighted text, arrows, colour blocks, icons) then nothing stands out.
White space is not wasted space.
It is one of the most powerful tools for helping learners see what matters.
Dual coding works best when visuals are simple
A third idea often associated with visual learning is Dual Coding Theory (Paivio).
The principle is simple: combining words and visuals can strengthen understanding and memory. But this works best when visuals are clear and purposeful. If the visual layer becomes complex, learners have to decode the illustration itself before they can understand the idea it represents. In other words, the visual becomes another layer of cognitive work rather than a support.
Why this matters particularly for EAL learners
These issues are even more significant for learners working in an additional language. EAL learners are often:
- processing unfamiliar vocabulary
- interpreting grammatical structures
- connecting language with subject content
This already requires significant cognitive effort. If the visual design of materials is dense or confusing, it adds extraneous cognitive load, effort that does not contribute to learning. Instead of supporting language development, the learner’s attention is divided between:
- decoding the language
- decoding the visual layout
The importance of signal-to-noise ratio
A useful concept from information design is the signal-to-noise ratio. In learning materials:
Signal = the information that supports understanding
Noise = decorative or distracting elements that do not contribute meaning
Effective teaching materials maximise signal and minimise noise. Sometimes this means resisting the temptation to include:
- too many icons
- decorative strokes and arrows
- multiple fonts
- unnecessary visual embellishment
Clarity often comes from removing elements rather than adding them.
When sketchnotes work well
None of this means sketchnotes should be avoided. When designed thoughtfully, they can be extremely useful learning tools. Effective sketchnotes typically:
- focus on a small number of key ideas
- use simple illustrations
- organise information clearly
- include plenty of white space
- guide the learner’s attention deliberately
In other words, they support comprehension rather than competing with it.
Sometimes less really is more
For teachers supporting multilingual learners, the goal is not to make materials more visually impressive. The goal is to make them more cognitively accessible. Sometimes the most effective design is the simplest one.
Less visual noise.
More attention available for language.
A reflective question for teachers
Next time you look at a sketchnote or visual summary, it might be worth asking:
Is this helping learners understand the idea… or asking them to decode the design?