Supporting Learning with AI-Generated Images: A Research-Backed Guide - MIT Sloan Teaching & Learning Technologies
Suggestions and examples for using AI-generated images in meaningful ways to support learning, without adding confusing or distracting images. Consider cognitive load and the purpose of your images.
A study by Sung and Mayer (2012) suggests that any graphic in a learning experience will fall into one of these three categories:
Instructive images: These visuals directly support learning and facilitate essential cognitive processing of core concepts. For example, a diagram illustrating Porter’s Five Forces can help students better understand this business strategy framework.
Decorative images: These graphics enhance aesthetics but don’t influence learning. For example, an image of a business handshake can be visually appealing but won’t support or obstruct students’ understanding of negotiation strategies.
Distracting images: Sung and Mayer call this category “seductive” images. While these visuals may relate to the topic, they impede learning because they require extraneous cognitive processing. As an example, consider a complex organizational chart of a full corporation in a lesson on team leadership. The image connects broadly to the lesson but also highlights a lot of irrelevant details, distracting students from the key concepts.