Abstract
Considering the popularity of instructional textbooks, it is a bit surprising that few research studies have examined how pictorial illustrations affect learning from texts. This article takes a look at the research that has been done, notes its diversity of purpose, approach, and methodology, and identifies some shortcomings. The author offers some ideas for future research and suggests that the work might be undertaken by a new type of researcher, one who has traditional research skills as well as the concerns of instructional development specialists.
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