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Dual Coding Theory and Education
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Dual coding theory (DCT) explains human behavior and experience in terms of dynamic associative processes that operate on a rich network of modality-specific verbal and nonverbal (or imagery) representations. We first describe the underlying premises of the theory and then show how the basic DCT mechanisms can be used to model diverse educational phenomena. The research demonstrates that concreteness, imagery, and verbal associative processes play major roles in various educational domains: the representation and comprehension of knowledge, learning and memory of school material, effective instruction, individual differences, achievement motivation and test anxiety, and the learning of motor skills. DCT also has important implications for the science and practice of educational psychology — specifically, for educational research and teacher education. We show not only that DCT provides a unified explanation for diverse topics in education, but also that its mechanistic framework accommodates theories cast in terms of strategies and other high-level psychological processes. Although much additional research needs to be done, the concrete models that DCT offers for the behavior and experience of students, teachers, and educational psychologists further our understanding of educational phenomena and strengthen related pedagogical practices.
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... This is the basis of the dual code theory which suggests that we can process visual and auditory information simultaneously (J. M. Clark & Paivio, 1991), although faculty are generally unaware of this principle (Wissman & Leontyev, 2024). Dual coding theory has helped to inform instruction with improved outcomes in language learning (Luo, 2022;L. ...
... This is based on dual coding theory which explains our ability to encode information from different senses about the same experience at the same time using the episodic buffer (J. M. Clark & Paivio, 1991). ...
... The theoretical basis for GOs can be traced to dual coding theory and cognitive load theory. Dual coding theory posits that information is processed through two channels: verbal and non-verbal (Clark & Paivio, 2020). GOs leverage this theory by combining visual and textual elements to enhance comprehension and retention. ...
This study attempted to examine: 1) the professional competencies in English reading comprehension of student teachers before and after instruction using a task-based learning approach combined with graphic organizer techniques, 2) the professional competencies in English writing of student teachers before and after the same instructional method, and 3) the self-assessment of these competencies before and after the intervention. The sample comprised 30 student teachers majoring in Early Childhood Education and Mathematics at the Faculty of Education of a university located in Thailand during the academic year 2023. These participants were obtained through cluster random sampling using sections as the sampling units. The research employed an experimental design, specifically a one-group pretest-posttest design. The experiment began with a pretest, followed by 18 instructional sessions aimed at enhancing the professional competencies in English reading and writing through a task-based learning approach combined with concept graphic organizer techniques. Key research instruments included: 1) three learning units for developing professional competencies, 2) tests measuring these competencies, and 3) self-assessment questionnaires. Data were analyzed using basic statistics, including mean, standard deviation, and paired t-tests. The results revealed that: 1) the professional competency in English reading of student teachers significantly improved after the intervention (p < 0.05), 2) the professional competency in English writing also significantly improved post-intervention (p < .05), and 3) student teachers' self-assessments of their competencies in both English reading and writing were significantly higher after the intervention (p < 0.05).
... Keterbatasan AG dalam memahami hubungan antara informasi verbal dan simbolis juga dapat dijelaskan melalui teori dual coding Clark & Paivio (1991), yang menyebutkan bahwa siswa yang gagal menghubungkan representasi verbal dengan simbolik mungkin mengalami kesulitan dalam pemrosesan informasi matematis yang kompleks. Hal ini menunjukkan perlunya penguatan lebih lanjut pada kemampuan siswa AG untuk menghubungkan konsep verbal dengan simbolis dalam konteks matematis. ...
This study aims to analyze the mathematical representation ability of SMA Negeri 1 Sungai Kakap students on Pythagorean theory material using visual, symbolic, and verbal strategies. The method used was quantitative descriptive with the research subjects of 36 students in class X. The collection method included questionnaires, reports, and documentation. The instruments used for data collection in this study are mathematical representation test questions and interviews. Data analysis techniques are carried out with quantitative data analysis techniques and descriptive analysis techniques. Based on the test results, it shows that students' mathematical representation skills need to be improved, with an achievement rate of 43% with a medium category. Students' visual representation ability was only 36%, while verbal and symbolic representation was much higher, at 42% and 50%, respectively. In general, students can answer the questions correctly, but there are errors in interpreting and translating the representation between visual, symbolic, and verbal. These findings point to the need for improved understanding and translation between different forms of mathematical representation to improve understanding of the concept of the Pythagorean theorem.
... The finding that the AI-generated image learning group exhibited a shorter time to reach a diagnosis compared to the video lecture group, particularly for chalazion images, aligns with the dual coding theory and picture superiority effect. The dual coding theory, which suggests that visual and verbal information is processed separately, has long been proposed 11 . Moreover, the picture superiority effect, which states that visual information is more quickly and easily memorized than textual information, has been reported 12 . ...
Sebaceous carcinoma is difficult to distinguish from chalazion due to their rarity and clinicians’ limited experience. This study investigated the potential of AI-generated image training to improve diagnostic skills for these eyelid tumors compared to traditional video lecture-based education. Students from Orthoptics, Optometry, and Vision Research (n = 55) were randomly assigned to either an AI-generated image training group or a traditional video lecture group. Diagnostic performance was assessed using a 50-image quiz before and after the intervention. Both groups showed significant improvement in overall diagnostic accuracy (p < 0.001), with no significant difference between groups (p = 0.124). In the AI group, all 25 chalazion images showed improvement, while only 6 out of 25 sebaceous carcinoma images improved. The video lecture group showed improvement in 19 out of 25 chalazion images and 24 out of 25 sebaceous carcinoma images. The proportion of images with improved accuracy was significantly higher in the AI group for chalazion (P = 0.022) and in the video group for sebaceous carcinoma (P < 0.001). These findings suggest that AI-generated image training can enhance diagnostic skills for rare conditions, but its effectiveness depends on the quality and quantity of patient images used for optimization. Combining AI-generated image training with traditional video lectures may lead to more effective educational programs. Further research is needed to explore AI’s potential in medical education and improve diagnostic skills for rare diseases.
... For autistic students abstract mathematical processes such as rearranging equations can produce a barrier to learning in science (Shurr et al., 2021). Presenting equations and their applications in duel coded forms (Clark and Paivio, 1991) along with novel uses of mathematical manipulatives, were presented in key stage three lessons with mainstream and autistic students in a mixed ability class. ...
Pedagogical approaches to developing mathematical proficiency for autistic students in a key stage 3 mainstream science curriculum. Mathematical skillsets in science are a cornerstone of the educational curriculum in science, specifically referring to data analysis, graphical and algebraic representation, quantitative rearrangements of proportional equations such as = and = ,* (DfE, 2018). For autistic students in a mainstream curriculum, this can present difficulties as approximately 25% of students with autism may have a mathematical learning difficulty (Williams, 2008, as cited in Gevarter et al., 2016). In addition, students with autism without a specific mathematical disability may have difficulties interpreting word problems and contextualising mathematical reasoning (Gevarter et al., 2016; Cox and Jimenez, 2020; Bullen et al., 2022). Overcoming both mathematical, communication, and inherent information processing difficulties associated with autism in a mainstream classroom may present additional difficulties in practice due to the wide range of needs present and the difficulty in meeting mutually exclusive requirements to learn (McDougal, Riby and Hanley, 2020). This paper describes a reflective analysis of three applied strategies to develop mathematical fluency in autistic pupils in a key stage three mainstream science curriculum. Modelling mathematical manipulatives in order to duel code Information conceptually, explicit metacognitive branched-chain approaches, and abstract to representative visualisation in procedural rearrangement, were applied to key stage three science lessons in a mainstream school. This school accepted autistic pupils across the range of subjects and sets available, however this study specifically refers to teaching key stage three physics classes Mid-January to mid-April 2022 that contained an element requiring mathematical skill. These lessons were filmed using an encrypted cloud system supported by the school to be later reviewed by the author. Approaches across the range of classes were qualitatively assessed via this cloud-based system to produce 'detailed information … that might be missed in standardised experimental testing' (McDougal, Riby and Hanley, 2020), without relying on memory and to engage in discussions with colleagues to further develop reflective perspectives. Policy within this school supported this reflective practice by dedicating time to group and individual development, in addition to supplying formative 'WalkThru' suggestions, which provided the basis for the development and incorporation of these three approaches, (WalkThrus, 2022).
___________________________________________________________________ This study investigated the challenges in oral presentations, strategies to improve these skills, and the influence of lecturers in enhancing students' oral presentation abilities. The researcher employed quantitative research. Descriptive and inferential statistics were applied using SPSS to analyze data from a sample of 200 EFL students out of 400 at a university in Cambodia. The questionnaire was slightly adjusted to align with the study's objectives and context. The findings indicate that EFL students face obstacles such as insufficient time to prepare for presentations, presentation nervousness, and discomfort with peer judgment. The results of an independent sample t test revealed no significant difference between genders, t (198) = 1.062, p = 0.289, while one-way ANOVA revealed that there was a statistically significant difference in oral difficulties among the different class levels (f (3, 196) = 3.294 & p=.022). There was no statistically significant difference among the different class levels in terms of coping strategies (f (3, 196) =2.220 & p=.087), and there was a statistically significant difference among the different class levels (f (3, 196) = 4.328 & p= .006). Additionally, EFL learners employ various strategies to enhance their oral presentation skills, including observing others, building confidence, using visual aids, and relying on concise notes rather than scripted content. Educators play a crucial role in students' improvement by allowing ample preparation time, promote supportive environments, and providing constructive feedback. Understanding these specific challenges in oral presentations enables educators to effectively adjust instructional approaches with greater precision.
This study aims at investigating the effect of using dual coding theory to develop Iraqi EFL college
students` performance in reading comprehension. To achieve the aim of the present study, the following
hypothesis has been put: There is no statistically significant differences at (á≤0.05) between the mean scores
of the experimental group who is taught composition writing according to dual coding theory and that of the
control group who is taught according to the traditional way in the post test of reading comprehension. Thus,
an experiment design was adopted. The sample of the study was Purposive sample consisted of 120 students
from 2nd year class\English department\college of basic education\University of Diyala (60 students as an
experimental group which are taught composition writing by the use of dual coding theory and 60 students
as a control group which are taught writing composition according to the traditional way during the academic
year 2018 -2019). Meanwhile, the subjects of both groups are matched according to their age, level of
parents’ education, and their scores in the reading comprehension at the pre-test. Reading comprehension
test (pre& post) have been designed and the validity of the tests and the lesson plans has been obtained by
exposing them to jury members in the fields of EFL and linguistics. The reliability of the tests has been
secured by using Coder Richardson formula found to be (0.88) which indicates high reliability. Statistical
analysis of data achieved through using the t-test indicates that there are statistically significant differences
between the mean scores of the two groups in favour of the experimental group in the post test. The researcher
concludes that using dual coding theory enhances students’ performance in reading comprehension and
provides them opportunities to actively develop skills. That enables them to locate, gather, analyze, critique
and apply information in a wide range of contexts as they develop understanding and the researcher suggests
using it to make another study for other stages and other subjects.
There are reports indicating that the ability to speak more than one language provides an individual with a cognitive advantage, however, there are also existing pieces of literature arguing there is no ‘bilingual advantage’ (van den Noort et al., 2019). This study investigates the ‘bilingual advantage’ by using reading and video comprehension tests to assess cognitive ability between 80 participants (63 monolinguals and 17 bilinguals). Research suggests that subtitles facilitate comprehension too (Latifi, 2014): this relationship was explored within the video comprehension task. Results found no significant difference in comprehension ability between language groups, suggesting there is no bilingual advantage. Although there was an improvement in video comprehension when subtitles were present, it was not a significant effect. Directions for future research were discussed.
Emerging evidence has demonstrated the close association between relational reasoning (RR) and mathematical performance. While mathematics is a discipline with multiple representations, prior investigations on the RR–mathematics relation mainly relied on nonverbal tests of RR. The role of RR in linguistic contexts to mathematics achievement was rarely explored. With a newly developed verbal test of RR for children, the present study attempted to examine the contribution of nonverbal and verbal RR to mathematics achievement. Sixth graders in Hong Kong (n = 235) were assessed on their nonverbal and verbal RR, numerical operations, and mathematical problem solving. The novel verbal test of RR showed satisfactory psychometric properties. A structural equation model was subsequently estimated. With the effect of cognitive abilities and literacy skills (working memory, spatial skills, and reading comprehension) accounted for, results indicated that while nonverbal RR was significantly associated with both mathematics achievement outcomes, verbal RR significantly predicted numerical operations but not mathematical problem solving. The above findings provided preliminary evidence of the contribution of verbal RR to mathematics achievement. Implications and future directions will be discussed.
Current theories of the structure of cognitive abilities are critically examined and found to lack adequate description of the processes underlying the abilities. An alternative model, Luria's theory of simultaneous and successive syntheses, is presented and discussed. This model of information processing is supported by a number of factor analytic studies of cognitive abilities and then related to data from studies of memory, imagery, and language. Finally, a model of
abilities in terms of a structure-process distinction is proposed.
The Kaufman Assessment Battery for Children—Second Edition (KABC-II, Kaufman & Kaufman, 2004) measures the cognitive abilities and mental processing of children and adolescents between the ages of 3 years 0 months and 18 years 11 months. Administered individually, this clinical instrument consists of 16 subtests (plus a Delayed Recall scale) and provides examiners with a Nonverbal scale composed of subtests that can be administered in pantomime and responded to motorically. The Nonverbal Scale is especially useful for children who are hearing impaired or have limited English proficiency (Kaufman, Kaufman, Kaufman-Singer, & Kaufman, 2005).
