We believe that children learn better visually. Illustrations and animations are such an effective way to learn because visualization helps to clarify meaning while making new words more memorable, and more fun.Studies focused specifically on vocabulary learning show that illustrations increase children’s interest and motivation, and foster engagement., 
Illustrations also lead to better interpretation and retention of newly acquired content. 
Words such as sympathetic and dehydrated (adjectives), or reflect and influence (verbs) are more challenging for children to learn than concrete nouns (such as table or apple) because they have more abstract meanings. Their abstractness makes adjectives and verbs more difficult to grasp.
This is why in Epic Word Adventure we teach these words through the power of visuals! We turned our most challenging words into short character-led animations that convey the essence of what they mean, ensuring that children will grasp the meaning while also having fun.
- Animations are particularly effective because the motion directs children’s attention to important details. Animations tell a story that captures the meaning of a new word in the most lively and engaging way.
Hilarious illustration is at the heart of everything we do. To make the most of Mrs Wordsmith resources, take time to enjoy our illustrations and animations as a family — talk about what you see and what makes it funny — this will help the meaning stick. Check out our illustrations for yourself!
- Ahikpa, J. N. (2011). The effectiveness of still vs. animated cartoon pictures on learning second language vocabulary. (M.A. dissertation).
- Park, S., & Lim, J. (2007). Promoting positive emotion in multimedia learning using visual illustrations. Journal of Educational Multimedia and Hypermedia, 16(2), 141-162.
- Anglin, G,J., Towers, R.L., & Levis, W.H. (1996). Visual message design and learning: The role of static and dynamic illustrations. In D.H. Jonassen (Ed.), Handbook of research for educational communications and technology (755-794). New York: Simon & Schuster Macmillan.
- Graham S. A., San Juan V., and Vucatana E. (2009). The acquisition of words. In E.L. Bavin and L.R. Naigles (Eds). The Cambridge Handbook of Child Language (369-387). Cambridge: Cambridge University Press.
- Bus, A.G., Takacs, Z.K., Kegel, C.A.T. (2014). Affordances and limitations of electronic storybooks for young children’s emergent literacy. Developmental Review, 35, 79-97.