Images are generally more evocative than words, more precise and potent in triggering a wide range of associations, thereby enhancing creative thinking and memory. However, before any image offers the potential for increased learning, a need for external aids to visualisation must be established. If internal imaging does not take place, then evaluate the effectiveness of including a picture. If the use of text alone succeeds in creating adequate internal imaging, the inclusion of external visuals will probably not result in any additional learning gains. One could argue that adding such visuals may add aesthetic quality and render the material more attractive to users.
Users often regard material as being of higher quality if images are present.
However, there is always the potential that unnecessary visuals may distract. Care needs to be taken when using visuals for aesthetic reasons. The misuse of a single visual element can cause misrepresentation of information and become a barrier to content and impede learning, even if the program overall may, in all other aspects, follow the principles of instructional design. Each have their own set of implications and considerations. That is not to say, however, that educational materials need not be exciting.