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effectively use them.
Instructional Aid Theory
For many years, educators have theorized about how
the human brain and the memory function during the
communicative process. There is general agreement about
certain factors that seem pertinent to understanding the use
of instructional aids.
• During the communicative process, the sensory
register of the memory acts as a filter. As stimuli are
received, the individual’s sensory register works to
sort out the important bits of information from the
routine or less significant bits. Within seconds, what
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1 Month
2 Months
3 Months
4 Months
5 Months
RETENTION
With Aids
Without Aids
Figure 4-16. Studies generally agree that measurable improvement in student retention of information occurs when instruction is supported
by appropriate instructional aids.
is perceived as the most important information is
passed to the working or short-term memory where
it is processed for possible storage in the long-term
memory. This complex process is enhanced by the
use of appropriate instructional aids that highlight and
emphasize the main points or concepts.
• The working or short-term memory functions are
limited by both time and capacity. Therefore, it is
essential that the information be arranged in useful
bits or chunks for effective coding, rehearsal, or
recording. The effectiveness of the instructional aid
is critical for this process. Carefully selected charts,
graphs, pictures, or other well-organized visual aids
are examples of items that help the student understand,
as well as retain, essential information.
• Ideally, instructional aids should be designed to
cover the key points and concepts. In addition, the
coverage should be straightforward and factual so it
is easy for students to remember and recall. Generally,
instructional aids that are relatively simple are best
suited for this purpose.
Reasons for Use of Instructional Aids
In addition to helping students remember important information,
instructional aids have other advantages. When properly used,
they help gain and hold the attention of students. Audio or
visual aids can be very useful in supporting a topic, and the
combination of both audio and visual stimuli is particularly
effective since the two most important senses are involved.
Instructors should keep in mind that they are often salesmen
of ideas, and many of the best sales techniques that attract the
attention of potential clients are well worth considering. One
caution—the instructional aid should keep student attention
on the subject; it should not be a distracting gimmick.
Clearly, a major goal of all instruction is for the student to be
able to retain as much knowledge of the subject as possible,
especially the key points. Numerous studies have attempted
to determine how well instructional aids serve this purpose.
Indications from the studies vary greatly—from modest
results, which show a 10 to 15 percent increase in retention,
to more optimistic results in which retention is increased by
as much as 80 percent. [Figure 4-16]
Good instructional aids also can help solve certain language
barrier problems. Consider the continued expansion of
technical terminology in everyday usage. This, coupled with
culturally diverse backgrounds of today’s students, makes
it necessary for instructors to be precise in their choice of
terminology. Words or terms used in an instructional aid
should be carefully selected to convey the same meaning
for the student as they do for the instructor. They should
provide an accurate visual image and make learning easier
for the student.
Another use for instructional aids is to clarify the relationships
between material objects and concepts. When relationships
are presented visually, they often are much easier to
understand. For example, the subsystems within a physical
unit are relatively easy to relate to each other through the use
of schematics or diagrams. Symbols, graphs, and diagrams
can also show relationships of location, size, time, frequency,
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Support the lesson objective.
Are student centered.
Build on previous learning.
Contain useful and meaningful content that is consistent
with sound principles of learning.
Appeal to students.
Maintain student attention and interest.
Encourage student participation, when appropriate.
Lead students in the direction of the behavior or learning
outcomes specified in the learning objective.
Provide proper stimuli and reinforcement.
　
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