Visual learning simply means learning by seeing. It is a learning style where individuals learn best by seeing information presented through images, diagrams, charts, graphs, and other visual aids, rather than through text or audio/auditory methods. Various studies report that 75 of all information processed by the brain are derived from visual formats. Furthermore, visual information is mapped better in students’ minds (Williams, 2009). It can then be said that learners understand information better in the classroom when they see it. Visual information is presented in different formats, such as images, flowcharts, diagrams, video, simulations, graphs, cartoons, coloring books, slide shows/Powerpoint decks, posters, movies, games, and flash cards (Rodger et.al. 2009).

CHARACTERISTICS OF VISUAL LEARNING

Some characteristics of visual learning include;

Visual Preference: Learners are more receptive to diagrams, maps, pictures and concepts presented in pictorial forms other than verbal form have a strong preference for seeing information, making them more receptive to learning when concepts are presented visually.
Learning through Seeing: in this method of learning, learners learn and retain information more effectively when they can see them in forms of images, videos etc.

Visual learners are very observant: Visual learners are often very observant and they pay close attention to details, including body language and facial expressions.
Strong Imagination: visual learners have strong imagination power and often think in pictures.

Examples of Visual Learning:

Using maps to understand geography.
Following videos or a recipe with pictures in home management practical.
Learning a new skill through a demonstration.
Understanding concepts through charts and graphs.

References

Rodger et.al. (2009).Engaging Middle School Teachers and Students with Alice in a Diverse Set of Subjects.SIGCSE09, March 3-7, 2009.

Williams, R, (2009). Visual Learning Theory. http://www.aweoregon.org/research_theory.html.

https://files.eric.ed.gov/fulltext/EJ1112894.pdf