Dual-coding theory for the win (even without Wi-Fi)

“Why does this look like a DMV manual?”

Imagine trying to learn anger management from a wall of text that reads like a tax form. No visuals. No icons. No relief.

Now imagine the same lesson paired with simple, meaningful visuals: a clenched fist next to a definition of physical aggression, a 3-step breathing process laid out in a calming flowchart, a sketched figure pacing a room labeled “impulse control.” Same message. Entirely different experience.

Welcome to the brilliance of dual-coding theory.

What you’ll walk away with

• A clear, science-backed explanation of dual-coding theory
  
  

• Practical techniques you can use inside Edovo’s closed, digital environment
  
  

• Specific strategies to support incarcerated adults facing trauma, shame, and literacy challenges
  

The jargon you actually need to know

What it is: A learning strategy that uses words and visuals together to teach the same idea—so the brain builds two routes to understand and remember it.
What the science says: First introduced by Allan Paivio and expanded by Richard Mayer, dual-coding improves recall, reduces overload, and helps learners transfer information to real-world action.
How to use it on Edovo: Pair icons with key terms. Use labeled diagrams for multi-step processes. Reinforce key ideas visually across multiple pages.

Want proof? Check out this dual-coding overview from The Learning Scientists or explore this foundational explanation from InstructionalDesign.org.

“You expect me to memorize what again?”

Think back to the last time you opened a document that was just blocks of text. Did you zone out? Skim? Check out?

• Reading at a 5th-grade level
  
  

• Carrying untreated trauma
  
  

• Having minimal academic success
  
  

• Trying to learn while navigating isolation or shame

• Reading on a small tablet in a loud and distracting day room

For incarcerated learners, dual-coding isn’t fancy—it’s foundational.

The brain loves a double feature

Let’s say you’re building a course on managing emotional reactions.

Instead of dumping a list of symptoms and strategies in one long paragraph:

• Pair each strategy with an image or icon
  
  

• Turn steps into a simple visual flow (pause → breathe → reflect → respond)
  
  

• Use consistent visual cues across pages, like red = reaction and green = reflection
  
  

This gives learners:

• A visual way to orient themselves
  
  

• A second route to understanding
  
  

• A memory anchor they can recall later—especially when stressed

• Instead of zoning out, they zone in (just like good old Steve Carell)
  
  

What this actually looks like on Edovo

We can’t embed web links or rely on flashy animations—but we can be intentional with visual language.

Inside Edovo, dual-coding looks like:

• Creating images with small icons as your headers
  
  

• Infographics for key concepts  (think infographics like these)

• Repeatable symbols used for navigation, feedback, or check-ins
  
  

• Diagrams that label every step with both words and images
  
  

Design tip: if a Learner can grasp the main idea in five seconds, you’re doing it right.

A low-tech challenge with high-impact results

Grab any lesson you’ve already built. Pick one block of text.
Ask yourself:

• What part of this is hard to visualize?
  
  

• Can I sketch it with shapes, arrows, or simple icons?
  
  

• Would this help someone who reads at an elementary level?
  
  

Visual design is a form of accessibility. On Edovo, it’s also a form of dignity.

Where visuals go wrong

Not all visuals are created equal. The wrong image doesn’t just fall flat—it can confuse, distract, or even derail the learning process. Here’s what to avoid:

1. Clip art that confuses more than it clarifies
   If your learner has to guess what it’s supposed to represent, it’s not helping.
   
   

2. Symbolic images that require interpretation
   A scale for “balance” or a maze for “choices” might look clever—but abstract visuals increase cognitive load, especially for stressed or low-literacy learners.
   
   

3. Overdesigned slides with competing icons
   Too many visuals on one screen = instant overload. Simplicity signals clarity.
   
   

4. Breaking the three bullet point rule
   More than three visual elements on a screen (unless they’re part of a structured list or table) often causes visual clutter. Think in groups of three to guide focus.
   
   

5. Images with no instructional purpose
   If it’s just decoration, it’s a distraction. Every visual should teach something—or it doesn’t belong.
   
   

6. Visuals that contradict the text
   A smiling person next to a definition about stress regulation? That disconnect can erode trust and comprehension.
   
   

7. Low-resolution or distorted images
   Blurry graphics scream “not worth your time.” If it looks cheap, it feels unimportant.

Your visuals should teach. If they don’t, they’re just noise.

Try it out for yourself, which visual would you find easier to look at: 

Test before you rest

Quick self-check:

• Does each image reinforce a specific idea, not just decorate it?
  
  

• If my learner couldn’t read, could they still follow the flow?
  
  

• Would this visual help them use the concept later?
  
  

If yes, you’ve nailed the fundamentals of dual-coding in a closed correctional setting.

Bringing it all together

Here’s what matters: incarcerated adults don’t need more text. They need more access.

Dual-coding turns instruction into connection. It builds comprehension, boosts confidence, and creates paths to real-world action. And on a platform like Edovo, that kind of learning doesn’t just stay on screen—it walks out with them.

TL;DR: Two tracks are better than one

• Dual-coding = pairing visuals with words to deepen memory and understanding
  
  

• It’s essential for adult Learners in corrections, especially those facing trauma and low literacy
  
  

• Works seamlessly inside Edovo’s self-paced, closed digital system
  
  

• Skip the fluff—design visuals that clarify, reinforce, and repeat
  
  

• One image, when done right, can carry the weight of an entire lesson
  

References

Clark, J. M., & Paivio, A. (1991). Dual coding theory and education. Educational Psychology Review, 3(3), 149–210. https://doi.org/10.1007/BF01320076 

Mayer, R. E. (2005). The Cambridge handbook of multimedia learning. Cambridge University Press. 

The Learning Scientists. (2017, March 30). What is the dual coding strategy? https://www.learningscientists.org/blog/2017/3/30-1 

InstructionalDesign.org. (n.d.). Dual coding theory (Paivio). https://www.instructionaldesign.org/theories/dual-coding/

University of Queensland. (n.d.). Dual coding strategy – Cognitive learning design. https://itali.uq.edu.au/files/8034/dual_coding_strategy.pdf

SAMHSA. (2014). SAMHSA’s concept of trauma and guidance for a trauma-informed approach. https://ncsacw.acf.hhs.gov/userfiles/files/SAMHSA_Trauma.pdf
Provides trauma-informed design principles that shape Edovo’s approach to pacing, accessibility, and Learner emotional readiness.