Session No. 544
A Picture is Worth a Thousand Words
Linda M. Tapp, ALCM, CSP
SafetyFUNdamentals
Madison, NJ
Introduction
Even the newest of safety trainers know visual aids are an important part of safety training. When
trainees are illiterate or have English as a second-language, graphics and photos are even more
important. Image based communication has been growing in popularity although images have
always been an important part of communication – even the cavemen drew pictures! Today,
images are used to communicate everywhere and often as a primary method of communication.
Images are more popular than ever. Some of the fastest growing social media applications are
image based. Pinterest and Instagram are just two examples. To understand why this is so,
consider the following. In 2010, Google CEO Eric Schmidt said that we now create more
information in two days than we created from the dawn of man up until 2003. With so much
information readily available to all of us, you can see why it is so hard to get people’s attention –
and to get them to remember what they have heard or seen. As the adage goes, “A Picture is
Worth a Thousand Words” and using visuals can greatly add to your message. If someone has the
choice to look at an image in an effort to gain understanding of something, or read a paragraph or
more of text, the visual option will be much more inviting.
Visual aids are an effective means to express and analyze complexity in ways that words
alone cannot. (Chambers) Visuals help distribute the load since verbal and visual information is
believed to be processed differently by the brain so by effectively using both visuals and lecture
you can help trainees avoid being overwhelmed by providing them with various ways to digest
the information. (Dirksen)
Visuals are also important because we are often unable to produce detailed and accurate
descriptions. Language differences can make this more difficult. Additionally, describing
something accurately might require specialized vocabulary (technical jargon) that can further
confuse trainees. When we share information only through words, we risk losing information or
erroneous unclear information being delivered and the potential consequences grow
exponentially.
What happens in safety training? Often the training class is delivered verbally and
hopefully, some type of visual aid is also used. This may be a video, slides with graphics or a flipchart. It is frequently assumed that students already know or remember specific information. The
assumption the trainee already knows something specific can result in information not being
given at all.
Presenting information with visual aids helps establish and maintain attention. Visuals can also
provide information in a form that the trainee can quickly and easily interpret. Many safety
trainers attempt to clarify what they say by adding an illustration or two and these can be very
effective.
Humans first and foremost process the world visually. Non-humans may use smell, their
hearing or even radar as their primary way of getting information. Humans are made to be
sophisticated seeing machines and although we use all of our senses to understand the
information presented to us in various forms, our eyes are our most important tool. Colin Ware,
author of Information Visualization: Perception for Design, explains that we are able to acquire
more information through our visual system than we do through all other senses combined and
this is because visualizations contain certain characteristics called pre-attentive attributes, which
our eyes perceive very quickly and our brains process without any real action on our part – like
force feeding for the mind.
Philippe Kahn of LightSurf Technologies said “If a picture is worth a thousand words, then
a picture with text is worth 10,000 words.” Fortunately, we don’t need to choose between the two.
The strongest images are supported by descriptions as well as narratives.
Are all images created equal? Unfortunately, they are not. Good visuals aids are easily
recognizable, and easily and universally understood. (Hodgdon) A good visual should appeal to
the audience while effectively providing knowledge that enables a clear understanding. A good
visual aid should also aid in retention. It should impart memorable knowledge. For the purposes
of safety training, the first priority of a visual is comprehension followed by the ability to aid
retention. Finally, appeal is important. Many trainers may be using visuals strictly for decoration.
Although this will not hurt the training class, it will not help it either and an opportunity is lost to
increase comprehension (Clark). “Decorative graphics are the shallowest type of instructional
visual, and should be used with some caution” (Dirksen) as they may also distract from the real
message. (Thalheimer) In addition to images that are purely decorative it is wise to avoid visual
clichés such as an image of hands shaking to represent working together or cooperation.
Lefever, the author of The Art of Explanation: Making Your Ideas, Products, and Services
Easier to Understand, says that good visuals should not be noisy and should be simple. For
example, at his company, the figures they use in communication messages do not have faces
because it would be considered “noise”. The brain notices the emotions or look on the face of the
image and starts processing it, taking away from the core message. At his company, their goal is
to have people see themselves in the figure. Review your images for extraneous information and
eliminate what’s not needed.
Create Your Own Images and Other Resources
A few of the reasons images are so popular now include the ease of reaching a wide audience, the
diminishing time requirements to create and share them, and ease of creation. The oldest colored
drawings known to man required a lot of skill, took a very long time and were seen by very few
people since they were in the darkest caves in northern Spain. It now requires much less skill to
make a visual aid. Anyone can do it. With a wide variety of tools available, the creation of visual
aids can also be very fast. Finally, technology also allows our visual communications to be seen
by as many people as we would like. It is extremely easy to share most visual aids amongst a
wide audience.
When creating a visual aid, it is best to start with a small piece of content and gradually add
more to it. Beware of complex visuals. If your visual aid contains too much information the
person will look away. The best types of visuals have limited information and can be understood
with a quick glance. Eliminate unnecessary elements whenever possible. As stated by Lefever
above, you want to avoid “noise.”
It is expected that some safety trainers may have some reservations or even creative anxiety
around creating their own visual aids. After all, most safety trainers probably have not had
training in drawing or graphic design. Visual aids do not have to be perfect. They just need to do
the job they were meant to do. The most important thing is that the visual aid is easily understood
- it doesn’t have to be beautiful. It is more important that it’s a tool for making information clear.
Dan Roam, author of two books on communicating through visuals, says that almost any
idea can be visualized by anyone by using six basic types of drawings because there are six basic
pathways along which our brains process imagery. He reasons that we can draw just six pictures
to create any idea we can think of. Roam’s six types of problems and associated visuals include:
1. Who and what problems
Who and what problems are challenges that relate to things, people and roles. An example in
safety training may be a class where you need to describe the different training and
authorities of different classes of personnel in your facility with respect to electrical work
(awareness level, authorized, etc.) By using images of each group and the type of electrical
work they may be doing (changing a light bulb or working with high voltage), you are able to
represent different kinds of people and make the training story oriented.
2. How much problems
How much problems occur in situation where we need to discuss numbers. Safety trainers
could use a chart to show how many near miss reports were filed or how many more lost time
accidents occurred in a given year but a visual representing the same thing will be more
memorable. For example, if you want to show how long the average lost time injury is, try
showing a generic calendar month with weeks highlighted or if the average time is long, try a
pie chart where each quarter represents a season. If the average time out is 6 months, showing
a pie chart where half of a year is lost will be better than simply saying the average is 6
months.
3. When problems
When problems relate to scheduling and timing or topics that you would want to express with
a timeline. A topic like CPR often involves particular timing. Try using a large diagram of a
clock and mark off the progression of steps with the associated time for each.
4. Where problems
Where problems are challenges that relate to direction and how things fit together. Safety
training often talks about “where” – emergency exits, eyewash locations, hazardous waste
storage areas and hearing protection required areas are just a few examples. Instead of
providing a list of the areas, maps showing these are more visual and more memorable.
Where also refers to “where have I seen this before?” You want an image that is
recognizable.
5. How problems
How problems are challenges that relate to how things influence one another. Flowcharts
with visuals are a good way to show these relationships. If you are providing an information
session after a serious accident, a flowchart showing the factors that led to the incident will be
understood better than a paragraph retelling it.
6. Why problems
Why challenges are related to helping others to see the big picture. You are helping them to
understand why it is important to them. Multiple-variable plots can be an effective way to
explain the “why.” In Roam’s book The Back of the Napkin, he goes into great detail about
how to create these plots. Safety training topics that include multiple data points are good
candidates for multivariate plots.
Often, if we can address all six areas, we can cover just about everything related to the idea.
Infographics
Infographics are usually poster like visuals that bring information together in a unique and
interesting way. Instead of reading an article, you can often gain the same relevant information
just by reading over and studying a well-designed infographic. Although infographics do contain
text, they are primarily visual aids meant to get your attention. The visual components of an
infographic, and how the different components work together, can greatly aid in the
understanding and retention of the material. One of the first infographics was by Florence
Nightingale when she found she was getting nowhere with Parliament with her pleas about the
poor health and hygiene of British troops. She developed an infographic to get them thinking a
new way about the disease and once they were able to visualize the problem, they took action.
In Infographics, the authors state “graphics are able to extend the reach of our memory
systems” so they are also important in retention of the information presented. “Visualizations do
this by instantly and constantly drawing upon non-visual information that’s stored in our longterm memory (Ware). Our brain is able to recall things that are familiar to us so we can quickly
see and comprehend many visuals. If we use visual aids in safety training that are least somewhat
familiar to the trainees, they will be more effective.
Using Visuals in Safety Training Games and Activities
Most experienced safety trainers know the importance of incorporating opportunities for
interactive class involvement into their training classes. There are a wide variety of games and
activities available. These games and activities can be a great addition to safety training classes if
the activity is well planned and is directly related to the class content. While interactive activities
are a great addition to training classes, most of these activities are based on the premise that the
trainees can read and write English. This is where a visual aid can be extremely effective.
The challenge of providing safe workplaces for non-English speakers has been recognized
by industry professionals and government organizations alike. According to the Occupational
Safety and Health Administration, language barriers contribute to about 25% of all workplace
fatalities. Groups such as OSHA have dedicated a great deal of time and money to providing
education and materials for Spanish speakers since this is the fastest growing demographic in
America. Additionally, statistics have shown that these non-English speakers have a greater
number of workplace accidents.
This leads to another group that is largely overlooked. These are illiterate American
workers who are native English speakers. Illiteracy is a big problem in many areas of the United
States. A five-year, $14 million study conducted by the United States government interviewed
over 26,000 adults. The study proved that more than 92 million people (more than 47% of U.S.
adults) cannot read and write well enough to hold an above-poverty-level-wage job. This study
also proved that more than 40% of employees in U.S. businesses are functionally illiterate.
Still, many interactive safety training games and activities rely on the ability of the trainees
to read and write. A great safety training game for most classes is Safety Bingo where key words
and phrases related to the class topic make up the squares on the bingo card. (This activity has
been discussed and shared in previous PDC Proceeding papers on safety training games).
Unfortunately, employees who cannot read or write English will have difficulty playing, and thus
learning, from this game. Whenever any safety training activity is used, it is very important to
make sure that the activity is a good match for trainees and this includes making sure that it is
easily understandable for everyone in the class. If there are any doubts about the ability of your
trainees to read or write, games and activities should be selected that rely on visual aids instead.
A few suggestions for safety training games and activities that can be used with trainees
who do not read or write English well, either because they are non-native English speakers or
because they are illiterate, are described later in this paper.
Rule 1 of using visual aids, as described in The Visual Marketing Revolution by Stephanie
Diamond is to recognize the power of visual persuasion. Visuals persuade. Educational
researchers at the Department of Labor tell us that over 83% of our learning happens visually.
Since the information we are providing to trainees is so important and can even mean the
difference between life and death, it is imperative that we incorporate visual learning into our
training materials.
One way to include visuals in your training classes is to use participatory mapping and
modeling. In participatory mapping and modeling, trainees will draw and analyze their own maps
and models. One application of this method in safety training would be to have trainees make
their own evacuation maps or a map of the location of emergency showers and eyewashes.
Matrices are another popular way to add a visual element to your training class. A great
application of matrices in safety training is the use of scoring and comparing different items.
In a simple 6x6 chart, you could list different types of gloves vertically and different
chemical hazards across the top rows. You could ask trainees to score how effective each type of
glove would be in protecting against each of the hazards shown. After the trainees have had a
chance to work on the matrix (preferably in teams) you could complete a larger blank version
together with the trainees input. The final version could then be reproduced and used as a visual
reference in the future.
Diagrams can be used to explain how something works or to show timelines. For example,
if you break down the steps of a facility’s lock-out/tag-out procedure and associate each step with
an image, these separate images placed side by side in order form a visual diagram of how lockout/tag-out procedures should be executed.
Venn diagrams are one of the first types of diagrams many children learn in school. Venn
diagrams show the relationships between different groups and these can be useful for many
training topics. For example, if you were presenting a class on asbestos hazards and wanted to
show the various factors for increasing the risk of cancer, you could make a Venn diagram with a
factor in each circle. The area where the factors interact would show higher risk.
Ranking items is another effective way to bring a visual component into safety training. It
is important to remember that ranking activities very often do not have a right or wrong answer
and often the rankings provided by the trainees is subjective. The value of ranking activities is the
discussion that follows.
Specific Safety Training Activities Using Images
Safety Lotería: Safety Lotería is a version of a popular Mexican game called Lotería. If you have
played Safety Bingo, you know that the game boards have words or short phrases related to the
class topic. Safety Lotería is like Safety Bingo but instead of words on the game boards, there are
small pictures. The game can be played very simply by the Trainer randomly selecting a picture
and then showing the card with the picture to the trainees. If a trainee has that picture on his or
her card, they mark it off. Just like in regular Bingo, the first person to get all of the pictures in a
line (across or down) marked off, wins. While this is an amusing game, it does not do a good job
of teaching new skills related to safety. To make the activity more educational, the picture
selected should not simply be shown but a hint or even a small riddle should be said that
describes the picture. (If your audience is not English speaking, this description or riddle will
need to be said in the language of the trainees). When the game takes place in this way, trainees
need to think about the class content before selecting the appropriate square on the board. An
effective game in safety training is one that is an equal mix of chance and skill. Without the short
description of the picture, Safety Lotería is all chance. By asking trainees to figure out what
safety picture you are talking about by a short description or question, skill is involved and the
game is more effective as a safety training aid.
Hidden Pictures/Hazard Hunt: Hidden Pictures or Hazard Hunt is a game that includes a small
group working together to identify hazards in a supplied photo or drawing. A photo or drawing
should have at least 6 hazards included and the hazards should not all be obvious. If possible, the
hazards should be related to class content although this is a great game for general safety training
tips such as training on hazard recognition. With most safety training games and activities, it is
recommended that a class of trainees be divided into small groups. When using Hidden Hazards,
each smaller group of trainees can be given a different photo or drawing or they can all be given
the game drawing for comparison purposes. If the same drawing is used, the groups should be
spaced far enough away from each other so that they cannot hear each other discussing and
identifying the hazards. After 10 minutes or so, stop the group discussions and ask each group to
report how many hazards they identified. It is highly likely that the various groups will have
identified a different number of hazards. Start with the groups with the biggest list and ask them
to identify their hazards. If they name something that another team did not include it will likely
lead to lively discussion and that is the purpose of this exercise.
PPE Match Up: PPE Match Up is a good activity to use when providing chemical hazard
awareness training or any training that involves the proper use of personal protective equipment.
Before class, several pairs or pieces of personal protective equipment that is mentioned in the
class should be collected. If possible, samples of various hazardous materials, particularly those
mentioned in the class, should be collected. If a material is too hazardous to bring into the
classroom, then a empty bottle or other container can be used but with a label on it saying
“Pretend Sample for Training Only – (name of material). After you have presented the applicable
training information, divide the training class into teams. Give each team a set of the PPE you
have collected. Assign each team a different color and then place a large sheet of paper in each of
these colors in front of the various hazards you have brought into class. When you say go, each
class will need to put the PPE they have been given in front of the hazard for which it is bet
suited. Each team’s PPE should be placed on the corresponding color paper so it is obvious which
team’s equipment is in front of each of the various hazards. After all teams have finished, go to
each of the different hazards and see what the teams thought was the most important PPE for
providing protection against that hazard. Review the right and wrong selections, and why.
Safety Sequence: Safety Sequence is a good activity for training topics that include a series of
steps or a safety procedure, such as lock out tag out or confined space entry. Safety Sequence
(with pictures) can be a real learning tool. To organize the game, you will need to find a simple
illustration or photo (one you take yourself is fine if the picture is clear and clearly shows the
step) of each step of the procedure. For a simple lock out tag out exercise, the photos you might
want to include would be 1) Determine the Hazards, 2) Notify Others, 3) Isolate Energy Sources,
4) Remove Potential Energy, 5) Verify Lock Out, 6) Perform Work, 7) Prepare to Start up again,
8) Remove locks and tags, 9) Test Equipment, and 10) Notify others when work is complete.
Make copies of these photos or drawings so you can put one step on a small card and make
several sets of cards (one set for each group of trainees). After the material has been presented,
shuffle the cards and give a set to each group. Tell them they have 1 minute to get the cards in the
proper order, with the first step of lock out first in the pile and the last step in the lock out tag out
procedure should be last. After one minute has passed, tell the groups to stop and review the steps
in the proper order. Ask each group if they have the same order or if they disagree. If the groups
complain about having only one minute to do the exercise, begin a discussion about how difficult
it can be to make important decisions when rushed and why it is very important to thoroughly
understand critical safety procedures.
Pin the Pain: Pin the Pin is another exercise that is great with any topic related to chemical
hazards or any topic that covers injury and illness prevention for specific body parts. To play “Pin
the Pain”, you can make a simple line drawing or find a simple body outline that is not copyright
protected. After presenting the class information, give each team a copy of the body outline and a
pack of push pins or small colored stickers and ask them to “Pin the Pain.” Based on the
information you just presented, tell the trainees they are to identify where injury or illness could
occur as a result of improperly working with the chemical or activity you are describing in the
training class. For example, if you were presenting a class on the safe handling of hydroflouric
acid you would expect each group to “Pin the Pain” on the eyes, skin, heart, nose and lungs for
example. After each team has had the chance to “Pin the Pain,” ask them to present their body
outline and explain why they pinned the areas they did.
Make Your Mark: In Make Your Mark trainees are asked to rank how dangerous or how safe an
activity or condition seems to them. To use this activity, you would need several pieces of flip
chart paper hung up around the room and a supply of small stickers. You need to write several
different conditions or hazards on the flip chart paper (one per paper) and distribute an equal
number of stickers (approximately 10) to each trainee. After everything is setup you ask the
trainees to get up and place some of their stickers on each page. The number of stickers they
place on each page should correlate to how unsafe they feel the stated situation is. They can
choose to place none or all ten or a few on each page. After all trainees have completed the
exercise, you will be able to see which condition the class believes to be most dangerous and
which the least and this will lead to class discussion. It also provides a visual aid that shows
trainees how unsafe or safe something is perceived to be as a whole. While they might have
thought an action was relatively risk free, they could begin to look at it differently if the majority
of other trainees marked it as high risk.
One of the easiest ways to add visuals to your training materials is to include images that
express an emotion. If you want to talk about fear or sadness, you will easily be able to find a
visual that expresses these feelings. Visuals that show emotions will fit in with most audiences
but still keep in mind that the trainees must be able to relate to the visual. If you have a class full
of young male construction workers, using an image of an elderly woman in a dress looking
distressed is not going to be as effective as a photo of a young male construction worker looking
upset.
It is extremely easy to find humorous visuals online. If they are free for you to use, and you
think they would appeal to your trainees, using a few of them can be a good way to engage
learners. Humor focuses trainees’ attention and helps trainees to relax, thus making it easier for
them to learn. It is important to remember that what one person finds funny another person may
not, so humorous visuals must be used with caution. If you have any doubt that what you have
selected will be appreciated, leave it out.
To get started creating visual aids, consider using a whiteboard, wall-sized Post-it notes or
even legal pads for small groups. To get your image so that you can use it digitally in a
PowerPoint presentation for example, you can use a plug-in tablet, a mobile tablet like an iPad or
a scanner. To use the scanner you need to draw the image first, go over it in black marker to make
it darker and then scan it to a memory card or computer.
Taking, editing and sharing photos has gotten more and more convenient and simple with
every new smartphone and tablet. Fortunately, photos can be extremely effective in training
classes. They tend to draw the attention of trainees, especially if the photos are of people they
know and taken in surroundings in which they are familiar. Photos can be printed and shared,
added to slides or documents or annotated and laminated and made into signs or other visual
references.
If you choose not to attempt to create your own visual aids, there are numerous websites
that can help you. Below is a short list of paid and unpaid services you can evaluate for your
purposes.
Piktochart: Piktochart is a site where you can create your own infographics or hire someone
through the site to do it for you
Fiverr: Fiverr is a website where you can hire anyone to do just about anything for only five
dollars. While many of the offerings are simply amusing, you can also get custom graphics,
illustrations, infographics and more made for you very inexpensively.
Visual.ly: A group that will help you “visualize your data” but also a place to get ideas and view
infographics created by others.
SaftEng.net: A network for safety professionals that offers a membership which provides access
to thousands of safety-related photos
IStock, DepositPhotos and DollarPhotoClub: Just a few of the many stock image resources
available
According to Visualisation in Participatory Programmes (1993), 83% of what we learn is
through sight. We see good images everyday and everywhere so there is no excuse to limit
ourselves to generic clip art. It’s easier than ever to create visuals to enhance training content.
Additionally, the number of employees that need good safety training will only continue to grow.
This is especially challenging since much of this group may not read or write or even speak
English very well or at all. By relying more on visual aids to get our message across, safety
training will be more effective for everyone.
Bibliography
Adamy, David. 2000. Preparing and Delivering Effective Technical Presentations. Boston:
Artech House.
Brandt, Richard C. 1986. Flip Charts: How to Draw Them and How to Use Them. San Diego,
CA: Pfeiffer.
Brown, Sunni. 2014. The Doodle Revolution: Unlock the Power to Think Differently. Penguin
Group USA.
Chambers, Robert. 2002. Participatory Workshops: A Sourcebook of 21 Sets of Ideas and
Activities. London: Earthscan Publications.
Clark, Ruth Colvin., and Lyons C. Chopeta. 2011. Graphics for Learning: Proven Guidelines for
Planning, Designing, and Evaluating Visuals in Training Materials. San Francisco: Pfeiffer.
Cummins, T., “Reading Between the Lines”, The New Zealand Forest Industries Magazine,
June 1999.
Diamond, Stephanie. 2013. The Visual Marketing Revolution 26 Rules to Help Social Media
Marketers Connect the Dots. Indianapolis, IN: Que.
Dirksen, Julie. 2012. Design for How People Learn. Berkeley, CA: New Riders.
Duarte, Nancy. 2010. Resonate: Present Visual Stories That Transform Audiences. Hoboken, NJ:
Wiley.
Fairbanks, D. 1997. Accelerated Learning, Alexandra, VA: ASTD.
Gerard, Alexis, and Bob Goldstein. 2005. Going Visual: Using Images to Enhance Productivity,
Decision-making and Profits. Hoboken, NJ: John Wiley & Sons.
"Herbert William Heinrich." Wikipedia. Wikimedia Foundation, 22 Feb. 2014. Web. 24 Feb.
2014. (http://en.wikipedia.org/wiki/Herbert_William_Heinrich)
Hodgdon, Linda A. 1995. Visual Strategies for Improving Communication. Troy, MI:
QuirkRoberts Pub.
Lankow, Jason, Josh Ritchie, and Ross Crooks.2012. Infographics: The Power of Visual
Storytelling. Hoboken, NJ: John Wiley & Sons.
LeFever, Lee. 2013. The Art of Explanation: Making Your Ideas, Products, and Services Easier
to Understand. Hoboken, NJ: John Wiley & Sons.
Lucas, Robert W. 2000. The Big Book of Flip Charts: A Comprehensive Guide for Presenters,
Trainers, and Team Facilitators. Boston: McGraw-Hill.
Meier, D. 2000. The Accelerated Learning Handbook, New York: McGraw Hill.
Pike, R. 1994. Creative Training Techniques Handbook. Minneapolis, Lakewood Books.
Presenting Effective Presentations with Visual Aids. U.S. Department of Labor, OSHA Office of
Training and Education, May 1996. Web. 12 Feb. 2014.
(https://www.osha.gov/doc/outreachtraining/htmlfiles/traintec.html)
Reynolds, Garr. 2009. Presentation Zen Design. Berkeley, CA: New Riders.
________. 2011. The Naked Presenter: Delivering Powerful Presentations With, or Without,
Slides. Berkeley, CA: New Riders.
Roam, Dan. 2011. Blah Blah Blah: What to Do When Words Don't Work. New York:
Portfolio/Penguin.
Roam, Dan. 2008. The Back of the Napkin: Solving Problems and Selling Ideas with Pictures.
New York: Portfolio.
Siegler, M. G. "Eric Schmidt: Every 2 Days We Create As Much Information As We Did Up To
2003." TechCrunch. n.p. (Retrieved 14 Jan. 2014.)
(http://techcrunch.com/2010/08/04/schmidt-data/)
Tapp, L. “Accelerated Learning Methods for Safety.” Presented at the ASSE Professional
Development Conference, June 2005.
________. “It's All Fun and Games: Twenty Five Activities to Make Training Great.” Presented
at the ASSE Professional Development Conference, June 2006.
________. 2006. SafetyFUNdamentals: 77 Games and Activities to Make Training Great! Cherry
Hill: Ennismore Publishing, 2006.
________. “From Warm Up to Wrap Up.” Presented at the ASSE Professional Development
Conference, June 2007.
________. “No Reading or Writing Required.” Presented at the ASSE Professional Development
Conference, June 2008.
Thalheimer, W. (2004, April). Bells, whistles, neon, and purple prose: When interesting
words, sounds, and visuals hurt learning and performance— a review of the seductiveaugmentation research. (Retrieved January 10, 2014 from http://www.worklearning.com/seductive_augmentations.htm)
Tompkins, N. “Overcoming Language Barriers for Effective Safety Training.” Supervisory
Management, April 1995.
Ware, C. 2013. “Information Visualization: Perception for Design,” Elsevier.