The effects of different types of textual information on visual literacy

93 (Experiment 1 for simple task) and 120 (Experiment 2 for complex task) male high school students in Korea were randomly assigned to four types of groups. In both Experiments 1 and 2, there was no difference between groups in retention of visual materials. In Experiment 1, a simple task, the group that provided the entire image content in writing along with the image showed higher achievement in comprehension of visual materials than the group that provided only the image (p <.05). On the other hand, in Experiment 2, a complex task, the group that provided only images and concept information showed higher achievement in comprehension of visual materials than the group that provided only image (p <.005).