The theoretical framework of the study

The present study draws upon two fundamental theories to explain and guide the
studied variables the Visual Learning Theory and The Multimedia Learning
Theory, as follows:
A- Visual Learning Theory (VLT)
The Visual Learning Theory is an extension to the broader area for information
processing theories; it focuses on how individuals perceive, encode, store, and
retrieve information, particularly via visual media. This theory was initially
developed in 1987 by Neil Fleming, through his famous VARK model, which
categorized learning styles into four types of preferences: Visual, Aural (Auditory),
Read/Write, and Kinesthetici.
The theory aims to enhance knowledge acquisition and retention by leveraging the
power of visual media as a complementary element to texts, thus contributing to
create more integrated and comprehensive learning experience, while visual
learning theory emphasizes a set of basic principles ii. Most notably, the necessity of
using visual aids such as graphs and charts to simplify complex concepts and
structuring information using visual template such as tables and flowcharts, in
addition to relying on color-coded materials and attractive design of educational
materials plays a crucial role in engaging student’s attention, Studies show that
incorporating visuals makes them more accessible and easier to grasp, especially
when illustrating relationships between ideas or presenting data in a format that is
easy to understandiii.
Visual learning theory emphasizes the use of visual elements like images and
graphics to enhance learning and understanding. Suggesting that organizing
information visually makes it easier for learners to access and recall iv v. The
theory's core idea is that our brains handle verbal and visual information separately,
i
Fleming, N. D., & Mills, C. (1992). Not another inventory, rather a catalyst for reflection. To Improve the
Academy, 11(1), 137–155. [Link]
ii
Brünken, R., Plass, J. L., & Leutner, D. (2003). Direct measurement of cognitive load in multimedia learning.
Educational Psychologist, 38(1), 53–61. [Link]
iii
Pashler, H., McDaniel, M., Rohrer, D., & Bjork, R. (2008). Learning styles: Concepts and evidence. Psychological
Science in the Public Interest, 9(3), 105–119. [Link]
iv
Walker, C. L. (1996). Visual learning through Hypermedia. CSUSB ScholarWorks.
[Link]
v
Patton, W. W. (1991). Opening Students’ Eyes: Visual Learning Theory in the Socratic
Classroom. SSRN Electronic Journal. 15 (1): 1-18. [Link]
which can be integrated to form cohesive mental models, this helps learners
understand better and get more involvedvi.
In the field of media, visual learning theory was becoming increasingly important,
especially considering the rapid development of digital media, which has reshaped
educational environments through introducing new patterns of teaching and
learning that required for innovative theoretical approaches vii. Visual literacy is one
of the main pillars of this theory. as it is necessary to understand and explain the
vast amount of visual elements used in modern media, such as pictures, videos, and
charts, which are used widely in educational contexts to impart complex
knowledge more effectivelyviii.
Visual methods have increasingly stood out as effective educational tools in
diverse learning environments, especially within global contexts. As they help
promote cultural awareness and foster critical thinking by questioning familiar
assumptions and exploring the connections between various cultural phenomena ix.
Furthermore, integrating visual learning into media content strengthens the concept
of active learning, as it allows learners to interact more deeply with educational
materials and use what they've learned in real-world contextx.
Put in this context, visual learning theory is a suitable framework to explain one of
the main aspects of this study the impact of the Metaverse environment on the
understanding and retrieval of economic information, as it is known that the
Metaverse provides an immersive digital environment with high visual density,
wherein economic content can be presented through three-dimensional(3D)
models, interactive presentations and visual simulations of financial phenomena,
since these environments allow the possibility of representation of concepts such as
“inflation” or “supply and demand” through animations and dynamic schedules,
which enhances the visual learners’ perception and increases their opportunity of
retrieving this information later.
vi
Torres, J. T. (2017). I see therefore I think. In Advances in educational technologies and instructional design book
series (pp. 62–76). [Link]
vii
Buhl, M. (2012). Digital media Experiences for Visual Learning. In Springer eBooks (pp. 195–214).
[Link]
viii
Çelik, G. (2013). A magical way for educatıon: visual literacy. Science & Philosophy, 1(2), 143–150.
[Link]
ix
Kahn, H. E. (2010). Seeing Beyond: Visual Approaches in Global Learning. Practicing Anthropology, 32(3), 45–
48. [Link]
x
Khadimally, N. S. (2016). Visual Communications and learning. US-China Education Review A, 6(8).
[Link]
Metaverse can also utilizing virtual reality (VR) tools to create “interactive
economic maps” these maps would allow users to know the movement of markets
or the impact of financial crises on different sectors, which allows the learner to
actively participate in a fully visual learning environment, this type of interaction
reinforces the core principle of visual learning theory: construction of strong
mental representations that connect visual form to the conceptual meaning, as it’s a
representations easy to retain in long-term memory then can recalled later during
tests or practical application.