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Prevent Visual Noise In Learning Environments

The video presents some examples and explanations of cognitive "attention."

The description refers to how the brain processes information it collects from the senses. There are three aspects of attention:

1. Directing and focusing our attention

2. Maintaining attention to the selected detail

3. Control our attention

Humans acquire the ability to focus their attention and shift it from one particular item to another in the early stages of childhood.

The ability to maintain attention over increasing periods is related to age and experience.

Today we have come to recognize that in some aspects of the environment, the guidance of an adult (parents and early childhood educators) impact the acquirement of attention skills.

Without attention, learning is not possible (processing new information and constructing it with prior knowledge).

But, that does not mean that what is not in the attention is not processed.

Mind/Shift presents an article claiming that focusing attention explained the difference between students' success; this effect was higher than socioeconomic characteristics.

see-"Age of Distraction: Why It's Crucial for Students to Learn to Focus."

We often hear the phrase "visual noise," and as educators, we strive to control it when organizing the learning environment.

"Visual noise" is the redundant details that should not be at the center of the learner's "attention" and interfere with learning the desired content or topic.

Visual noise can be both a level of intense and overwhelming color and a level of poor (and trivial) materiality that interferes with the learner's sense of well-being in the classroom. Some are also relevant to the online learning environment. Students can reject these learning environments, saying that "This environment does not respect me," "I do not feel connected nor emotionally belong to this place ").

The narrator's recommendations regarding the child's control over his feelings and his ability to focus on a particular individual for learning,

In the same way that we know how to create an atmosphere of order and harmony regarding emotional components (a calm and containing tone in addressing the learners, quiet and confident speech, eye contact that says "I am with you" "I am mindful to you"),

In the same way, the physical and visual learning environment must transmit visible order and visual structure that has an internal logic that meets the observer's expectations.

Visual order and organization promote the learner's sense of security, reduce the burden on their visual information processing system, and allow them to concentrate on a learning task.

In her book "Color in Educational Buildings," Professor Rachel Zeba describes the common situation of teachers and kindergarten teachers' lack of intention on the subject of color, for example.

The following is a simple exercise to examine (and analyze) "visual noise" in your physical or virtual learning environment:

1. Find a broad point of view where you can show the whole environment in one comprehensive view (in a virtual environment, look at the entrance screen for the environment, for example).

2. Visually analyze the shapes and colors that appear in front of you. Try to outline how space is organized.

3. Try to sort the shapes and colors and check - does the existing colors and shapes make sense? Is there color-coding that indicates meaning?

4. Visual overload can result mainly from a lack of logic in the organization, from an organization that does not link content to form and color.

Aesthetic aspects - a space with the values ​​of culture and aesthetics.

Did you find the importance ​​of aesthetics in the area?

for example-

1. Repetition of colors

2. Various levels of tones of the same color (instead of a variety of bright colors regardless of them)

3. Harmonious color combination

4. An atmosphere that stems from interesting textures (meaning and connection to the content).

Good luck, 21st-century teachers.

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