PSYCHOLOGICAL AND PEDAGOGICAL JUSTIFICATION FOR THE USE OF VISUALIZATION IN THE DEVELOPMENT OF AN ONLINE COURSE IN THE DISCIPLINE "FOREIGN LANGUAGE" FOR STUDENTS OF A NON-LINGUISTIC UNIVERSITY

Fedkova O.S.

Ural Federal University named after the first President of Russia B.N. Yeltsin
620002, Mira St., 19
Yekaterinburg, Russia
e-mail: olga2201.fedkova@yandex.ru

Introduction

The modern higher education system operates in the context of digital transformation, which is increasing the role of the digital educational environment as a space for integrating new pedagogical technologies. The requirements of the Federal State Educational Standard of Higher Education (FSES HE) are focused on developing universal and professional competencies, fostering student independence, and personalizing educational trajectories. For engineering students, key competencies include the ability to process professionally relevant information, understand technical documentation, and engage in intercultural communication to participate in international projects and scientific conferences.

However, the lack of contact teaching in a non-linguistic university limits the communicative practice necessary for the development of professional competencies. This leads to a number of problems in foreign language teaching for students majoring in non-linguistic fields: 1) low motivation due to insufficient engagement; 2) cognitive overload due to the increasing volume of educational information; 3) difficulties understanding and long-term retention of concepts; 4) lack of language practice.

As a result, the gap between professional competency requirements and actual learning outcomes is widening. The use of digital resources can be an additional learning tool, aimed at student independent work in accordance with the principles of a personalized approach. The digital educational environment requires innovative foreign language teaching methods to develop professional competencies. One of the leading methods in digital learning is visualization, which should ensure effective learning. However, digital resources are often overloaded with verbal information, which duplicates the problems of classroom learning, causing cognitive overload and, consequently, low motivation and productivity. When developing digital educational resources, it is advisable to follow the principles of a multimodal approach based on the use of visualization in learning and aimed at multichannel information perception. It is also necessary to consider the functioning of the cognitive systems of attention, perception, memory, and the patterns of sequential and step-by-step knowledge acquisition, which should facilitate the personalization of digital learning.

The relevance of this study stems from the challenges of online learning, such as decreased attention and motivation, cognitive overload, and difficulties with long-term retention. These issues can be addressed through the use of visualization on digital platforms, following the principles of a multimodal approach in the context of personalized education.

The aim of this study is to provide a psychological and pedagogical justification for the use of visualization in teaching a foreign language to engineering students majoring in non-linguistic fields at a university in a digital educational environment. The objectives of the study are: 1) to theoretically justify the feasibility of using visualization in developing an online course in "Foreign Language"; 2) to identify ways to overcome difficulties in teaching a foreign language through visualization within the framework of developing an online course; 3) to develop a pedagogical design for the online course, highlighting the goals and stages of learning, taking into account visualization; 4) to develop the structure of the educational module of the online course based on visual means within the framework of a multimodal approach.

Methods

The study utilized theoretical analysis of psychological and pedagogical literature on the topic of online course research and pedagogical design. The underlying theory behind the creation of the online course in "Foreign Language" was the concept of multimodal learning, which aims to promote multichannel information perception through a combination of verbal and nonverbal means. Multimodality theory has evolved over many years and has been shaped by the contributions of researchers from various fields.

A. Paivio describes two memory subsystems: verbal (words) and figurative (visual images), which must be activated simultaneously for better memorization (summation hypothesis) [16, p. 55]. Concrete images in combination with words strengthen mental representations. A. Paivio's main idea is that visual stimuli are remembered better than verbal ones.

Later, R. Mayer, supplementing A. Paivio’s dual coding theory, formulates 15 principles of multimedia learning (multimedia, segmentation, modality, etc.), which show that visualization should complement verbal text, reducing the cognitive load for knowledge integration [14, p. 133]. R. Mayer’s multimodality theory is based on three key concepts: 1) dual channel of perception (visual and auditory); 2) limited capacity of working memory (overload reduces learning); 3) active processing of information (filtering, organization, integration).

Multimodal learning theory is currently actively developing in the context of digitalization and personalization of education. Researchers V.K. Barashyan and O.B. Simonova note that when designing online foreign language courses, the principles of segmentation, multimedia, spatial and temporal proximity, signaling, and modality are essential, ensuring the logical organization of educational content and supporting learners' cognitive activity. Using Student's t-test to analyze learning outcomes, the effectiveness of using multimedia learning principles and methods in an asynchronous online course on "Foreign Language" was demonstrated [1].

A study of the psychological factors involved in learning material revealed that presenting information in the form of diagrams and comics, compared to traditional text, significantly enhances students' ability to analyze, synthesize, and evaluate what they have learned [6]. These findings suggest that structured visual information, including infographics and visual models, is superior when it comes to quickly capturing and retaining learner attention.

Data from modern psycholinguistics confirms that visual supports serve as an effective tool for overcoming ambiguity and facilitating the interpretation of textual material [9]. In particular, as demonstrated by specialized experiments, the integration of polycode formats, where verbal content is conceptually combined with infographic elements, significantly improves the quality of perception and memorization of educational information [10].

It should be noted that neurodidactics, an integrative discipline that combines knowledge from neuroscience and pedagogy, is currently actively developing, driven by trends toward personalizing the educational process. The application of a neurodidactic approach is particularly relevant for the digitalization of education, as the use of educational resources in the digital space requires the development of new methodological foundations for teaching, taking into account data on the mental processes of perception, attention, and memory. Within the framework of digital neurodidactics, N.O. Verbitskaya identifies a number of neurodidactic principles and emphasizes that the effectiveness of learning in a digital environment largely depends on the emotional and motivational state, stress level, and the presentation of educational information through the use of multiple sensory channels. According to N.O. Verbitskaya, the basis for effective online learning is multisensory perception and the rational alternation of periods of concentration with pauses for rest [2].

As part of a psychological and pedagogical justification for the use of multimedia content in a digital educational environment, researchers A.A. Prokhorova and E.E. Vinogradova examine modern visualization tools in detail, assessing their potential for developing students' foreign-language communicative competence. The study emphasizes that, in the context of the digitalization of education, visual aids are being transformed from a passive means of illustration into an active cognitive tool that restructures students' cognitive activity. The use of a variety of visual interactive elements and gamification allows for the adaptation of complex lexical material to students' individual cognitive styles (visual, auditory, and kinesthetic learners), increasing overall learning motivation and engagement. The results of the study showed that working with digital visualization tools in a virtual educational environment is positively perceived by students and promotes the acquisition of foreign-language terms during the stages of vocabulary introduction and consolidation [11].

The use of visualization in digital learning through gamification and interactive methods helps increase motivation, alleviate linguistic anxiety, create a positive emotional environment and conditions for active speech practice, and implements the principles of neurodidactics (plasticity, innate curiosity, and the emotional impact of learning content). It has been established that the quality of problem-solving is enhanced by the production of dopamine, serotonin, norepinephrine, and endorphins [5]. Analyzing the latest neurophysiological research data, A.A. Konovalov emphasizes the importance of incorporating emotional context into the memorization process, considering it a prerequisite for the effective assimilation of educational material [7].

Thus, the use of visualization in multimodal learning is an important component of online course development and helps overcome learning challenges related to cognitive overload, lack of motivation, comprehension, and long-term retention. Table 1 highlights ways to overcome learning challenges using visualization tools and interactive H5P elements of the Moodle platform, taking into account R. Mayer's principles of multimodality.

Table 1. Ways to overcome difficulties in learning a foreign language through visualization

Learning disability	Description of the problem	Principles of multimodality	Visualization solution method	H5P
Cognitive overload of working memory	Verbal information redundancy, loss of 20–30 % during memory retention (Mayer, 2009)	The principle of multimedia; the principle of consistency; the principle of segmentation	Infographics; mind maps; concept maps; word clouds; frame maps; multimedia presentations; screencast videos; whiteboards	Interactive Video; Course Presentation; Image Hotspots; Accordion; Interactive Book; Timeline; Audio; Glossary
Low motivation	Lack of emotional engagement, verbal overload without visual support	Attention management principle; personalization principle	Illustrations and photographs; animation; video materials; hypertext visual environments; gamification using interactive visualization	Questionnaire; Interactive Video; Question Set; Drag the Words; Drag and Drop; Find Multiple Hotspots
Long-term memory	Abstractness of grammar and vocabulary, passive learning	The principle of multimedia; the principle of signals; the principle of modality	Interactive learning modules; gamification using interactive visualization; visual tests; mind maps; concept maps; multimedia presentations	Dialogue Cards; Interactive Book; Multiple Choice; Question Set; Fill in the Blanks; Drag the Words; Drag and Drop; Find Multiple Hotspots; Questionnaire; Glossary
Lack of language practice	Static texts, excess test tasks	The principle of generative activity	Infographics; visual aids for speech development; visual projects and case studies	Essay; Speak the Words; Speak the Words Set; Audio Recorder; Dictation; Questionnaire; Question Set

In accordance with the second objective of the study, a pedagogical design of an online course in the discipline "Foreign Language" for students majoring in engineering was developed. The taxonomy of B.S. Bloom was chosen as the basis for constructing the pedagogical design. It represents a hierarchical structure of the step-by-step assimilation of knowledge from simple understanding to practical application in accordance with the cognitive levels of learning from the lowest to the highest: 1) Remembering; 2) Understanding; 3) Applying; 4) Analyzing; 5) Evaluating; 6) Creating [13]. The application of this structure in the context of teaching a foreign language is determined by the stage-by-stage development of speech skills from receptive (the ability to perceive, understand and analyze information) to productive (the ability to communicate interculturally in oral and written forms).

Table 2 defines the objectives of foreign language learning at each stage of B.S. Bloom's taxonomy, highlighting the interactive visual elements of the Moodle platform within the framework of constructing the pedagogical design of the entire course and each individual module.

Table 2. Pedagogical design of the online course "Foreign Language (Professional)" based on Bloom's taxonomy

Bloom's level	Learning objectives	Interactive multimodal elements of H5P
Memorization	Primary acquisition of the meaning of a lexical unit and the connotations of its use	Dialogue Cards; Interactive Video; Course Presentation; Image Hotspots; Audio; Guess the Answer; Interactive Book
Understanding	Interpretation of texts, recognition and reproduction of the sound and graphic form of lexical units	Multiple Choice; Question Set; Fill in the Blanks; Dialogue Cards; Drag the Words; Drag and Drop; Find Multiple Hotspots
Application	Use in the context of speech situations; development of skills for consciously constructing speech utterances in oral and written forms of foreign language communication	Essay; Speak the Words; Speak the Words Set; Audio Recorder; Dictation; Questionnaire; Question Set
Analysis	Identifying semantic links; using synonyms and antonyms in speech; classifying vocabulary by topic	Summary; Essay; Crossword; Question Set; Questionnaire; Sort the Paragraphs; Find the Words; Column
Evaluation	Accuracy and appropriateness of the application of the studied vocabulary in oral and written forms of speech	Summary; Essay; Crossword; Dictation; Question Set; Questionnaire
Creation	Solving practice-oriented communication problems in social and professional communication; modeling real work and social situations	Summary; Audio Recorder; Structure Strip; Speak the Words Set; Questionnaire

Results

The study was conducted through the development of an online course in "Foreign Language (Professional)" for A2-level engineering students using tools and interactive H5P elements from the LMS Moodle educational platform. The planned learning outcomes were identified according to Bloom's Taxonomy levels, from the lowest (identify and reproduce the basic vocabulary on engineering topics) to the highest (create your own written and oral communications, such as reports, project descriptions, and presentations, using varied and accurate professional vocabulary). A modular-thematic course plan was developed for a hybrid learning format with 50 % online lessons, which compensates for the lack of language practice in the context of a shortage of face-to-face teaching load. Each module topic was built on the principles of multimodality using the "sandwich" rule, which provides a universal framework for engagement in online learning [12]. This creates a predictable pace, directs focus, and eliminates monotony and excessive workload.

The first stage of a foreign language lesson is "The Hook," an introductory component designed to encourage students to actively use the target language through an emotionally significant and challenging stimulus that creates a communicative need and sets the stage for further language learning. Goals: motivation, engagement, problem-setting, and topicalization. Formats: short video (1–3 min.), engaging question, and infographic.

The next stage of the lesson is "Immersion," which aims to impart basic knowledge, explain key concepts, and demonstrate illustrative examples. The following formats are used: text accompanied by relevant infographics (mind maps, illustrations, diagrams), an interactive presentation, a brief audio explanation of key terms and examples, and a video using the vocabulary being studied. Mayer's principles of multimodal learning: 1) segmentation—short logical micro-blocks and step-by-step delivery; 2) multimedia—a combination of verbal and visual information; 3) spatial proximity—text and corresponding images are located on the same slide; 4) attention management—alternating focus (text + diagram → short video explanation).

The third stage is "Consolidation and Transition," during which students apply acquired knowledge in practical activities, assess their understanding of the material, and synthesize key ideas for further development of the topic. Formats include: an interactive quiz using visualization and gamification, interactive tasks using visualization (Multiple Choice, Question Set, Fill in the Blanks, Dialogue Cards, Drag the Words, Drag and Drop), an online quiz for formative assessment, a practical assignment, and a visual summary of key ideas.

The course material is presented visually using Moodle platform tools: Book, Text and Media, Hyperlink, Glossary, Test, and Assignment. Student project work is facilitated using collaborative presentation tools: Wiki, Database, Glossary, and Lightbox Gallery. Communicative practice is facilitated through Moodle's BigBlueButton video conferencing service.

Conclusion

The study identified the methodological potential of using visualization in teaching foreign languages to engineering students in a digital educational environment. An analysis of A. Paivio's dual coding theory, R. Mayer's principles of multimedia learning, and relevant psychological and pedagogical literature provided a theoretical justification for combining visual, textual, and interactive forms of information presentation when designing an online course in "Foreign Language (Professional)" for engineering students at a non-linguistic university. The study identified the key challenges of teaching foreign languages at a non-linguistic university and proposed ways to overcome these challenges through the use of visual aids and interactive elements of the digital environment.

In line with the stated objectives, a pedagogical design for an online course in the discipline "Foreign Language (Professional)" was developed. It is based on the principles of a multimodal approach and a step-by-step organization of educational activities in accordance with the levels of Bloom's taxonomy. This involves the systematic development of speech skills from the perception and understanding of information to its analysis, evaluation, and independent application in professionally oriented communication.

The developed structure of the educational module, using interactive H5P elements from the Moodle platform, reflects the potential of using visualization as a tool for pedagogical design of digital educational environments in foreign language teaching. Interactive videos, infographics, visual quizzes, and gamification elements are considered tools that potentially expand the methods of presenting information to develop professional and communicative competencies and enhance the motivation and engagement of engineering students.

Prospects for further research are related to the testing of the developed online course in the educational process of a technical university, as well as the subsequent analysis and evaluation of its effectiveness in the context of developing professionally oriented foreign language communicative competence in engineering students.

Literature

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References

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3. Gnedykh DS. The effectiveness of assimilation of educational information by students in the context of e-learning: author's dissertation.... candidate of psychological sciences: 19.00.07. St. Petersburg, 2015. 22 p.
4. Ilina V.Yu. Development of foreign language skills at cognitive levels according to Blum's taxonomy: the use of artificial intelligence in the design of learning tasks. Philology. Social and national variability of language and literature: Proc. of the X Intern. scientific congress, Simferopol, April 10–11, 2025. Simferopol: Arial Printing House, 2025, pp. 541–546.
5. Kostromina SN, Bordovskaya NV, Iskra NN. et al. Neuroscience, psychology, and education: problems and prospects of interdisciplinary research. Psychological journal, 2015, vol. 36, no. 4, pp. 61–70.
6. Kostromina SN, Gnedykh DS. Texts, schematics, or comics: the feasibility of using various forms of electronic visualization in teaching psychology. Pedagogy and Psychology of Education, 2017, no. 1, pp. 92–106.
7. Konovalov AA. The phenomenon of professional development of teachers: neurodidactic aspect. Professional education and labor market, 2024, vol. 12, no. 4(59), pp. 42–54. DOI: 10.52944/PORT.2024.59.4.004.
8. Krokhin AL. On the cognitive theory of multimedia learning (CTML) of R. Mayer and the relationship between the verbal and visual components of a lecture presentation of mathematical disciplines. New educational technologies at the university: collection of papers from conference participants, Ekaterinburg, February 18–20, 2014. Ekaterinburg: UrFU, 2014, pp. 807–816.
9. Petrova TE. Policode text in studies of the St. Petersburg school of psycholinguistics. Cognitive science in Moscow: new research: conference materials, Moscow, June 23–24, 2021. Moscow: Buki Vedi, Institute of Practical Psychology and Psychoanalysis, 2021, pp. 334–338.
10. Petrova TE, Riehakaynen EI, Kuznetsova AS et al. Keyword identification in verbal and nonverbal patterns. Socio- and psycholinguistic studies, 2017, no. 5, pp. 149–156.
11. Prokhorova AA, Vinogradova EE. Using digital visualization tools in technical students’ work with foreign-language professional terminology. Bulletin of Perm National Research Polite Technical University. Problems of Linguistics and Pedagogy, 2025, no. 1, pp. 84–96. DOI: 10.15593/2224-9389/2025.1.8.