KOTESOL PROCEEDINGS 2016 Cameron Romney 241 Using the Power of Visual Design to Improve Student Learning Cameron Romney Doshisha University, Kyoto, Japan Making great language learning materials is not only about the content but also how that content is presented. Research has shown that visual design influences both student comprehension of the materials and motivation to use the materials. This paper reviews some basic principles of visual design and discusses some of the common visual elements of language learning materials in hopes of offering some best practices regarding visual design with an eye towards improving student outcomes. I NTRODUCTION Making great language learning materials is not only about the content but also how that content is presented. The visual design of the learning materials is the conduit through which meaning is created. Good visual design aids learning; bad visual design impedes learning. As noted by Norman (2004), people are much more likely to engage with material objects that they are attracted to. Whether household objects, cars, clothing, or learning materials, things that are designed well, and are visually appealing, are more likely to create positive emotions in the user. Positive emotions foster learning, and negative emotions hinder it (Reschly, Heubner, Appleton, & Antaramian, 2008). In terms of educational materials, good visual design may not necessarily motivate a student to study, but poor visual design of materials can, and does, demotivate students. In addition to positive emotional reactions, visual design has been shown to improve recall of the content (Diemand-Yauman, Oppenheimer, & Vaughan, 2010; Gasser, Boeke, Haffernan, & Tan, 2005; Lewis & Walker, 1989; Mayer, 2009; Nedeljkovic, Puskarevic, Banjanin, & Pincjer, 2013; Schriver, 1997; Smiley, 2004;) and aid in the comprehension of documents (Diemand-Yauman, Oppenheimer, & Vaughan, 2010; Garofalo, 1988; Gasser, Boeke, Haffernan, & Tan, 2005; Hoener, Salend & Kay, 1997; Jones & Kleckova, 2009; Katzir, Hershko, & Halamish, 2013; Lewis & Walker, 1989; Mayer, 2009; Nedeljkovic, Puskarevic, Banjanin, & Pincjer, 2013; Plass, Heidug, Hayward, Homer, & Um, 2014; Romney, 2004; Sanocki & Dyson, 2012; Schriver, 1997; Smiley, 2004; Walker, 2001). Specific to language learning materials, Hutchinson and Waters (1987) have noted that if learning materials “look boring and scruffy they will be treated as such” (p. 126), and Kelly (1998) has stated that “layout is just as important as, no, even more important than, content” (p. 4). Unfortunately, in the experience of this author, most teacher-writers are unaware of visual design and simply use