Using Photographs to Teach About Sports Medicine Injuries

Anna R. Mahaney

Department of Education, University of West Georgia

MEDT 7490: Visual and Media Literacy for Teaching and Learning

Dr. Bertha D’Alba

November 12, 2023

 Using Photographs to Teach About Sports Medicine Injuries

I have often used pictures in my instruction to help students visualize organs and

structures in the human body. I have yet to, however, always present the pictures with relevant

information in proximity to the photograph. When teaching about the body, students need

graphics to understand better what a structure or organ looks like and how it functions. I want to

make sure that the pictures I present to my students are relevant and make an impact on their

learning. Using photographs of injuries to help students understand the method of injury and the

injured structures is my goal when teaching sports medicine.

Article I: Eye-Tracking Students’ Attention to PowerPoint Photographs in a Science

Education Setting

Authors: David A. Slykhuis, Eric N. Wiebe, and Len A. Anneta

This research study used eye-tracking technology to determine how long a student spent

looking at a photograph in a PowerPoint presentation. The photographs were embedded in the

PowerPoint presentation, and each photograph was given a classification of decorative

photographs or complementary photographs. The classification of decorative photographs did

not have a caption or reference to them in the text on the slide. The complementary photographs

did have a caption, were directly referenced in the text, and added new information that was not

in the main body of the text. The eye-tracking technology determined how long each student

spent looking at each image and also tracked how many times the student transitioned between

the text and the photograph.

Summary of the review of the literature:

One area of literature the authors used was how PowerPoint is used in the classroom and

how it is sometimes overused. They looked at how PowerPoint is sometimes used with text only
and how some educators use text and pictures. Another area they looked at was the classification

of photographs. They classified them into four categories: decorative, illustrative, explanatory,

and complementary. They only used the categories of decorative and complementary in their

study with tracking eye movement when looking at PowerPoint slides. Through their study, they

found that students spent significantly more time looking at complementary pictures than they

did at decorative pictures. They confirmed that students spend more time viewing relevant

photographs.

Analysis of methodology:

In this quantitative study, the participants in the study were fifteen preservice teachers.

They were split into two groups: one group of seven viewed PowerPoints with voiceover

narration, and the other viewed a PowerPoint without narration. The slides contained text only,

graphic only, and text with a static graphic. They also used an eye-tracking lab where each

participant was given a visual acuity test. Each participant was instructed to proceed through the

presentation at their own pace. The eye-tracking technology tracked the eye movement of each

participant and how long they looked at text or an image.

Summary of results:

They confirmed that students focus more on relevant images when looking at a

PowerPoint presentation than on text alone. Participants looked longer at complementary

photographs, which contained a direct reference in the text, and the caption added new

information. Participants did not spend as much time looking at decorative images that did not

have a caption or a reference to them in the text. They determined that students do not spend

much time looking at pictures that are added just to have an image,
and they spend more time on relevant images.

Opinion about the research:

Using eye-tracking technology gave validity to the research. The technology could

analyze eye movements and how long a participant looked at an image. The number of

participants was small; therefore, a larger sample would yield better results. They could improve

the study by using participants of different ages to see how younger participants compared to

older participants. They could expand the research to other methods of delivering the

instruction, like using an application like Flipgrid.

What I learned from the study:

I learned that images are a powerful tool when presenting information. However, how

the images and information are presented can affect the learning process. As I have learned

about the Dual Coding Theory, it is better to use an image and text than an image or text alone.

The brain can only interpret a certain amount of information, so making the instruction concise

and relevant is very important. This literature confirmed that using images, like photographs, is

relevant and helps students learn if they are presented with relevant text and captions.

Article II: Literature Review: Using Pictographs in

Discharge Instructions for Older Adults with Low Literacy Skills

Authors: Jeungok Choi

This literature study used literature was searched in a database to find articles related to

using pictographs to help older healthcare patients understand discharge instructions. They

explored evidence that supported using pictographs to determine how using pictographs could

help discharged older adults with low literacy skills return home with success. The literature
review showed that using pictographs in healthcare settings can potentially improve outcomes

for older adults with low literacy skills.

Analysis of methodology:

In this narrative literature review, they reviewed and analyzed 44 articles. When using a

database to find the articles, only peer-reviewed articles were selected for the review. Several

keywords were used, including pictogram, pictograph, cartoon, illustration, and video, in

conjunction with discharge, education, and instruction. Studies that included using visual aids in

adult education were used. The original search yielded 700 studies. These studies were

considered and examined, and 44 articles were included in the narrative literature review.

Summary of results:

Through this study, they found that older adults can understand discharge instructions

better when the instructions not only contain text but contain visuals as well. Images can depict

static images, but not for more complex instructions. They found that older adults can make

connections through the use of text and visuals, thus decreasing the cognitive load and improving

recall of discharge instructions. They found that patients could better apply the knowledge when

visual aids accompanied the text. They determined that pictograph-based education in discharge

instructions could improve the understanding of discharge instructions for older adults with low

literacy skills. However, they did find that further research is necessary.

Opinion about the research:

The keywords used in the database search yielded a good sample of articles. A sufficient

number of articles, 44, were used in the review. They had a good variety of articles; some

involved only women, others had a variety of ages, and others studies had nonliterate
participants. Research could be improved by choosing participants and conducting their own

research on selected participants.

What I learned from the study:

This study confirmed my belief that using pictures can improve learning. While using

pictures can help students in my sports medicine class, this study showed me that they can help

my lower-level students retain information. This study showed that older adults, who may have

difficulty retaining information about what they need to do after discharge, can retain

information better if the text has pictures nearby. While my students are not older adults, they

can benefit from showing them pictures and using them, along with text, to help them learn

anatomy and apply that knowledge to sports injuries.

Article III: The Constructive Use of Images in Medical Teaching: A Literature Review

Author: Elizabeth M. Norris

This literature review looks at how various images are used in teaching and how using

images can enhance learning of medical concepts. They define images as an illustration that

resembles the discussed topic, although they can be a graphic representation like a table, graph,

or diagram. They explore images as icebreakers, points of focus, concept maps, metaphors, and

pattern recognition. They also explore using images to help observation skills.

Summary of the review of literature:

The literature review discusses many avenues for using images. Images may be used in

teaching as an ice breaker to introduce material and may provide a “light bulb” moment that the

student will always remember. One image could be used to show the objective of the entire

lesson. Images can also be used to illustrate observation skills and gain attention, such as a

patient in a trauma presentation. Additionally, images can be used to brighten up a dull topic.
They found that using pictures and images the effect of text or the spoken word, citing the dual

coding theory of memory.

Analysis of methodology:

The literature review was done using a database and searching the phrase “use images

teaching.” The host database was EBSCO. They used papers that were written in English and

had the full text available. The search produced 138 responses, and 25 papers were used in the

literature review. The topics in the review were derived from the topics identified in the 25

papers.

Summary of the results:

They found that images are more effective than just using words and can decrease the

number of text slides used in a presentation. They deduced that if a well-constructed image is

used in instruction and at the proper time, it can supplement the written word. Using high-

quality images with lectures can motivate students and help with memory and understanding.

Images can improve observation skills by having students observe pictures of medical conditions

and illnesses based on how the patient presents. The overall consensus was that the proper use

and timing of images can improve student attention, understanding, and memory of the

information.

Opinion about the research:

This literature review provided relevant information about using images in teaching

content. It addressed several ways images can teach concepts, such as medical curriculum,

observation skills, metaphors, pattern recognition, and concept maps. The review also included a

portion on obtaining permission to use images, which is essential so that the person creating the
content receives recognition and proper permission is obtained. The review could be improved

by using more full-text articles and providing more information on each topic.

What I learned from the article:

The article did confirm that using images in teaching helps students learn better. I

learned that using images of patients can help improve students' observation skills. I also learned

that having students draw images after instruction can improve their retention of information. I

plan to use the strategy of showing sports medicine injuries to my students and use observation

skills to determine the injury, the mechanism of injury, and what structures are involved in the

injuries. I also plan to incorporate drawing after instruction to improve the retention of

information.

Reflection

This assignment confirmed that using photographs in my sports medicine class can

improve engagement and retention of difficult concepts. I learned that using images to

supplement discharge instructions is important for the older population and those with low

literacy levels. Learning this helps me understand that using photographs or other images in the

classroom benefits all students. I had difficulty locating peer-reviewed articles that related to my

topic. Still, I found some that gave me insight into using photographs or images in my sports

medicine classes. This assignment allowed me the opportunity to not only learn more about

using photography in my classes it also helped me with the research skills needed to find articles

for assigned topics.

 References

Choi, J. (2011), Literature review: using pictographs in discharge instructions for older adults with low-

literacy skills. Journal of Clinical Nursing, 20: 2984-2996. https://doi.org/10.1111/j.1365-

2702.2011.03814.x

Norris, E. M. (2012). The constructive use of images in medical teaching: A literature review. JRSM

Short Reports, 3(5), 1–8. https://doi.org/10.1258/shorts.2012.011158

Slykhuis, D. A., Wiebe, E. N., & Annetta, L. A. (2005). Eye-Tracking Students’ attention to PowerPoint

photographs in a science education setting. Journal of Science Education and Technology, 14(5–

6), 509–520. https://doi.org/10.1007/s10956-005-0225-z