Abstract
The 30 college students in an audio-visual education class were used as subjects, and their visual iconic presentations (VIPs), scores of a paper test (PT) and learning strategies (LS) were researched by questionnaire method. Thereon, each VIP was evaluated by education major students with visual expertise as the visual intelligibility (VI), and the relationships between variables were investigated. As results, the author found a stronger correlation between VI and LS scores than between the others. In addition, the organizational visual (Or) in VIPs was the most effective visual design strategy for increasing intelligibility. Also the result indicates that the level of LS is a more useful for inferring the competence of visualization than conventional paper test data.
