I can See but I don’t Understand it! Investigating Visual Literacy Skills and Learning Styles among Higher Education Design Students

When using visual material in higher education to teach art or design history, do we as teachers take for granted that the students not only ‘see’ but also ‘comprehend’ what we are talking about? Schnotz (2002) proposes that “it is not enough that learners posses the cognitive schemata of everyday k...

The International Journal of the Humanities: Annual Review

Common Ground Research Networks