Sometimes when viewing a complex visual, it's helpful to have a visual pointer to draw the eye (and the brain) to the parts most relevant to the instructional goal. This is especially true when learners cannot control the rate of presentation such as in a video lesson. Because working memory capacity is limited, any device that helps the learner focus on important elements of the instruction can improve learning. In this chapter, we present research, psychological rationale, and examples to support the following guidelines:
Use cueing visuals to draw attention to important instructional content when the display is complex and presentation rate is not controlled by the learner
Use color ...