THE ROLE OF VISUALIZATION OF EDUCATIONAL MATERIAL IN TEACHING STUDENTS WITH DIFFERENT TYPES OF COGNITIVE STYLE

Abstract

The article examines the role of visualization of educational material in teaching students with different types of cognitive style. The aim of the study is to identify how the use of visualization, including diagrams, diagrams and infographics, affects the learning outcomes of students with a predominance of visual-spatial, verbal-logical and mixed cognitive style.

As part of the work, a training experiment was implemented in which two formats of presenting theoretical material were compared: traditional text and text with advanced visual support. Analysis of the data obtained shows that visualization helps to improve the academic performance of all groups of students, however, the most pronounced increase in results is observed among students with a visual-spatial style, somewhat less among students with a mixed style and relatively moderate among students with a verbal—logical style.

The article discusses the pedagogical implications of the identified patterns, the need for a differentiated approach to designing educational materials, taking into account the cognitive characteristics of students, as well as the limitations of research and the direction of further scientific research.