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The Role of Colour in Educational Materials and Its Influence on Learning Environments: A Cognitive Psychology Perspective for Educational Planning.

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Title: The Role of Colour in Educational Materials and Its Influence on Learning Environments: A Cognitive Psychology Perspective for Educational Planning.
Authors: Imas, Mustaffami1,2, Embong, Abdul Hanis1 hanis.embong@umt.edu.my, Mokhtar, Wan Khairul Aiman Wan3, Ibrahim, Abdullah2, Zulkpli, Rus Auni2
Source: International Journal of Special Education. 2026 Special Issue, Vol. 41, p990-999. 10p.
Subject Terms: *Cognitive psychology, *Student engagement, *Teaching aids, *Instructional systems design, *Instructional systems, Information design, Long-term memory
Abstract: The strategic use of colour in educational texts has long been recognised as a means of enhancing learner engagement, memory retention, and conceptual understanding. Drawing on cognitive psychology, this study analyses how colour functions not merely as a visual embellishment but as a cognitive tool that directs attention, encodes information, and reduces extraneous cognitive load. The paper employs content analysis of selected educational materials, examining patterns of colour application in headings, diagrams, and textual highlights. Findings indicate that colour plays a dual role: it fosters motivational appeal by stimulating learners’ interest, while also supporting cognitive processes by improving information organisation and recall. However, the study also highlights potential risks of cognitive overload when colour is applied excessively or inconsistently. By situating the discussion within broader debates on instructional design and learning sciences, this article contributes to pedagogical scholarship by emphasising the need for intentional, evidence-based colour strategies in educational publishing. The implications extend to curriculum designers, textbook writers, and digital learning developers seeking to optimise visual design for improved learning outcomes. [ABSTRACT FROM AUTHOR]
Copyright of International Journal of Special Education is the property of International Journal of Special Education and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Education Research Complete
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  Data: The Role of Colour in Educational Materials and Its Influence on Learning Environments: A Cognitive Psychology Perspective for Educational Planning.
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  Data: <searchLink fieldCode="JN" term="%22International+Journal+of+Special+Education%22">International Journal of Special Education</searchLink>. 2026 Special Issue, Vol. 41, p990-999. 10p.
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  Data: The strategic use of colour in educational texts has long been recognised as a means of enhancing learner engagement, memory retention, and conceptual understanding. Drawing on cognitive psychology, this study analyses how colour functions not merely as a visual embellishment but as a cognitive tool that directs attention, encodes information, and reduces extraneous cognitive load. The paper employs content analysis of selected educational materials, examining patterns of colour application in headings, diagrams, and textual highlights. Findings indicate that colour plays a dual role: it fosters motivational appeal by stimulating learners’ interest, while also supporting cognitive processes by improving information organisation and recall. However, the study also highlights potential risks of cognitive overload when colour is applied excessively or inconsistently. By situating the discussion within broader debates on instructional design and learning sciences, this article contributes to pedagogical scholarship by emphasising the need for intentional, evidence-based colour strategies in educational publishing. The implications extend to curriculum designers, textbook writers, and digital learning developers seeking to optimise visual design for improved learning outcomes. [ABSTRACT FROM AUTHOR]
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  Data: <i>Copyright of International Journal of Special Education is the property of International Journal of Special Education and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
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              Text: 2026 Special Issue
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