No, images don’t always speak for themselves

Regardless of the learning context or level, from high school to professional retraining, I see a lot of visuals. Anatomical diagrams in health training programs, maps in urban planning, photos, graphs, or illustrations of processes in professional courses presented as diagrams. It’s good news that what educators say isn’t always supported only by written text. But let’s be honest: sometimes, we treat visuals like wallpaper. We project them, show them… and hope learners will understand.

Spoiler alert: That’s not how it works. Or at least, not on its own.

A visual becomes a true learning tool when it’s no longer seen as just an illustration, but fully integrated into the learning experience. In this article, I’ll offer concrete ways to activate images: taking them beyond decoration and turning them into real levers for reflection, attention, and memory.

1. The brain and visuals: What research tells us

A well-chosen image isn’t just pretty, it’s useful. It helps structure information, identify connections, and anchor ideas in memory. According to the Dual Coding Theory developed by Allan Paivio (Mental Representations, 1986), combining text and images activates two distinct memory channels, which reinforces information retention. Maps, diagrams, or flowcharts also help build mental models.

But there’s a catch: this only works if we actively engage with the visual. We need to compare, locate, categorize, explain. This transition to action is what transforms an image into a pedagogical tool.

That’s exactly what Wooclap’s “Drag and Drop” or “Find on Image” features allow. And it's backed by the research of Clark & Lyons (2010), who synthesized dozens of applied learning studies: a visual only has impact when embedded in reasoning, identification, or decision-making activities. We no longer ask “Do you remember?” but “Where does this go? What is it called?” This subtle shift invites spatial reasoning and mental projection.

2. From passive viewing to active exploration

“What do you see?” A simple question, but incredibly powerful. It opens the door to analysis, justification, and nuance.

This type of prompting works with all formats. A sketch becomes a survey base. A photo invites a short justification. A map supports a debate. The moment we ask learners to interpret, we create connections. This is the principle behind Visual Thinking Strategies (Housen & Yenawine), a pedagogical method built on shared observation of visual works to build meaning collaboratively.

Wooclap allows you to easily integrate visuals into all question formats. It’s a way to turn images into springboards for learning! And don’t forget accessibility: be sure to add alternative text to any image you insert.

There’s also something powerful about naming. Identifying steps in a process, zones in a diagram, or parts of a system, this activates semantic memory (Baddeley, Eysenck & Anderson, 2020).

In Wooclap, the “Label an Image” and “Matrix” question types let you do just that. A tip: if you’ve ever tried to prepare a visual to label (choosing the image, blurring the words, rewriting them), you know it’s time-consuming. That’s where Wooclap’s AI auto-labeling becomes especially useful.

3. Building shared meaning around a visual

Learning isn’t always an individual experience. When we share what we see, what we understand, and what raises questions, we create collective understanding. Wooclap’s Wall of Images is a great way to make this visible. Each participant shares their perception, turning a projected visual into a shared contribution space. Same image, multiple perspectives, a pedagogical goldmine.

Here’s a concrete example:

• In a training module on professional healthcare practices, the trainer asks each participant to find a royalty-free image that, in their view, illustrates an exemplary care situation. Each person sends their image using Wooclap’s “Open Question” or “Message Wall,” along with a short comment explaining their choice.
• The result: a vibrant gallery, co-constructed, where perspectives complement or challenge one another. This diversity, made visible and discussed, enriches reflection on the values and practices of care.

The image becomes a collective trigger, not just a static support.

Conclusion: from aesthetics to cognition

Not every educational resource needs an image. And not every visual should become interactive. But when it’s relevant, here are my key takeaways:

• Choose visuals that require reasoning, not just observation.
• Vary the types of visuals you use.
• Vary how learners interact with them, even just having them discuss an image with a partner can be highly effective and doesn’t require tech!
• Add instructions that invite naming, comparing, interpreting.
• Use different Wooclap formats for image-based questions: Drag and Drop, Open Question, Label an Image, Polls… (I’ll stop the list here, but it could go on!).
• Leave room for discussion, that’s where learning really happens.

To conclude: make visuals your starting point. Spark debate, invite exploration, prompt decision-making. Then, the image becomes more than a support, it becomes a cognitive lever.