Brody, P. J. (1982). Affecting instructional textbooks through pictures. In D. H. Jonassen (ed.), The Technology of Text, 301-316.

«Conclusion. Although their instructional value has often been assumed, pictures have the potential to make significant contributions to instructional textbooks. In addition to their traditional decorative role, pictures can excite the learner, explain difficult concepts, and expand the written narrative. Furthermore, there are indications that in addition to aiding in the acquisition of information, pictures can affect intellectual skills and processes.

In spite of the fact that this chapter focused on some of the ways that the potency of instructional textbooks can be increased through the use of pictures, a clear conception of which pictorial elements, either alone or in combination, affect learning from instructional textbooks is missing. For the most part, information concerning these elements must be pieced together from disparate studies which are only tangentially concerned with the picture-text relationship.

Yet, some suggestions for increasing the instructional effectiveness of pictures placed in instructional textbooks can be offered:

1. Pictures should be referred to in the written narrative.
2. Captions can help students understand the relevance of the pictures.
3. Photographs and realistic detailed drawings are usually preferred to simpler formats such as line drawings. However, preference is not always related to student achievement.
4. Within limits, students will spend more time examining complex images.
5. Pictures containing dynamic images are generally more interesting than those which contain static images.
6. Placement of pictures should be based on the function the picture is to serve.

The need is clear: the increasingly visual nature of modern life, new economic realities, and increasing frustration with modern educational practices all demand more effective instructional materials. The question is whether or not instructional materials designers, supported by an expanded research base, will increasingly consider pictures for their instructional, rather than their decorative, capabilities.» (p. 315-6)