Exploring Dual Coding for Students

Dual coding involves presenting information using both visual imagery and words. By presenting the same information in two modalities, you will benefit from two different ways to remember the information, and will make stronger connections with prior learning and knowledge.


Learning Outcomes

After completing this module, you will be able to:

  1. Explain the principle of dual coding
  2. Describe how dual coding improves learning
  3. Identify the barriers to using dual coding
  4. Demonstrate how to use interactive learning tools to support dual coding

Understanding Dual Coding

Dual-coding theory proposes that the brain processes visual and verbal information separately and simultaneously. When a concept is presented using both images and text or speech together, you encode both representations of the concept, resulting in more thorough processing and deeper retention of the information. People tend to remember images better than text, and so by incorporating images along with text, learners are more likely to recall the information as a result of having both visual and verbal cues.

The science of learning demonstrates that using multiple representations (e.g. images, text, and speech) of information creates multiple, connected memories for that information, resulting in more durable learning than if you used only one representation.

Two pathways are shown. One begins with a book, travels through an ear into a box labelled "Verbal Processing" before ending in the brain. The second pathway begins with a camera, travels through an eye into a box labelled "Non-verbal Processing" before ending in the brain. The two paths meet at a lit lightbulb inside the brain.


Dual Coding - Video

The following two-and-a-half minute video is an introduction to dual coding. It explains what dual coding is and how this strategy supports your learning. You can find this video at the following link Tactic 5: Dual Coding Video

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Dual Coding - Video Transcript

INTRODUCTION  SCREEN [Music] – Dual Coding

Student 2:

Hey, what are you up to?

Student 1:

I’m studying for next week’s quiz.

Student 2:

Are those your notes? [pause] Why did you draw all over them?

Student 1:

The pictures help me to learn. It’s called dual coding.

Student 2 [confused]:

Dual coding?

Student 1:

Yup. Here, I’ll show you. When I say the word “apple”, what comes to mind?

Student 2:

A shiny red apple…

Student 1:

Uh-huh. Now look over there. What pops into your mind?

Student 2 [slowly]:

The word “tree”.

Student 1:

Exactly! Our brains automatically connect words with pictures or shapes or colours, and other things that already make sense to us.

Student 1:

Dual coding theory says that images and words are processed in our brains through different pathways. When I see a picture of an apple [DD1]  at the same time as I hear the word apple, my brain creates two separate memories for “apple”. This makes it more likely for me to remember that concept later and makes it easier to remember too!

Student 1:

So, when I draw a picture to explain something or write a description of an image from the course, I’m giving my brain two different, but connected ways to remember that information.

Student 2:

I get it. Dual coding is sort of like a mnemonic that uses a picture to remember a word.

Student 1: 

Exactly!  A mnemonic helps us remember something by making a rhyme or an acronym out of the words.

Student 2 [laughing]:

Ha ha!  That’s how I remember connecting words using the acronym fanboys!

Student 1:

Fanboys?

Student 2: 

Yep – fanboys: “for”, “and”, “nor”, “but”, “or”, “yet”, and “so”. The first letter of each of these words combine to make the word “fanboys”. To help me remember that these words can be used when I’m writing to connect two ideas, I picture a paper fan with the word FANBOYS spread across it.

Student 1: 

You can also use colours to help you remember.

Student 2: 

What do you mean?

Student 1: 

What colour comes to mind when you think about water?

Student 2: 

Blue.

Student 1: 

Why?

Student 2: 

The ocean looks blue.

Student 1: 

Since you already think about blue and water together, you could put all your study notes for water on blue cue cards. Your brain will make the connection between what you already understand, which is that blue represents water, and the new information you’re learning or studying about water.  This will make it easier to retrieve the information from your memory.

Student 2:

Wow! So when I draw pictures, create mnemonics, or use colour-coding I’ll remember that information better. Dual coding is great!

Narrator: 

Use text and images together to better understand a topic and maximize your learning through dual coding.

END SCREEN [Music] – This project was made possible with funding by the Government of Ontario and through eCampusOntario’s support of the Virtual Learning Strategy. Created by Durham College.


Dual Coding - Infographic

This infographic will help you to understand how you can use dual coding to enhance your learning:

Dual Coding Infographic.pdf

Attribution- Creative Commons-NonCommercial-NoDerivs by The Learning Scientists


Barriers to Dual Coding

In this section we explore some of the barriers that prevent you from engaging in dual coding.

Resistance to Using Dual Coding

Challenges You May Face Using Dual Coding


Customizable Tools to Support Dual Coding

This tool has been designed to be customizable by your professor, and can be embedded directly into your course content.

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Flip Cards

Flip cards can be used to promote dual coding by including both an image and text to describe the same topic.

Flip Cards Exemplar

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Front Top Header Front Content Back Top Header Back Content

Question

What type of processing system is represented by this image?

An open book with writing on the pages

Answer

The verbal processing system.

Question

What type of processing system is represented by this image?

A camera

Answer

The non-verbal processing system

A somewhat round red fruit with a brown stem and a green leaf

Apple

Settings

The following setting(s) are available, please type 'y' for yes or 'n' for no in the following space provided:

  1. Randomize the flip cards when the page is loaded or refreshed by the learner? Type y for yes or n for no.  y

    Tips for Using Flip Cards

    • Answer the questions either verbally or in writing before you flip the card to check your answer. By consciously answering the question, you will recall information rather than merely recognize the answer.

    References

    Photography on this page used with permission from the Durham College Online Photo Database.

    Boser, U. (n.d.). Science of learning: Research meets practice – dual coding. The Learning Agency Lab. https://www.the-learning-agency-lab.com/learning-strategies/dual-coding/

    Clark, J.M., & Paivio, A. (1991). Dual coding theory and education. Educational Psychology Review, 3(3), 149-210. https://doi.org/10.1007/BF01320076

    The Learning Scientists. (n.d.). Dual coding. The Learning Scientists. https://www.learningscientists.org/dual-coding

    Weinstein, Y., Madan, C.R. & Sumeracki, M.A. (2018). Teaching the science of learning. Cognitive Research: Principles and Implications, 3(2). https://doi.org/10.1186/s41235-017-0087-y

    Weinstein Y., & Smith, M. (2016, September 1). Learn how to study using... dual coding. The Learning Scientists. https://www.learningscientists.org/blog/2016/9/1-1