Moderating Effects of Visual Order in Graphical Symbol Complexity: The Practical Implications for Design

Author:

Zhang Nuowen1,Zhang Jing1ORCID,Jiang Shangsong1,Di Xingcheng1,Li Weijun2

Affiliation:

1. College of Furnishings and Industrial Design, Nanjing Forestry University, Nanjing 210037, China

2. College of Mechanical Engineering, Southeast University, Nanjing 210037, China

Abstract

In the field of visual graphic design, complexity plays a crucial role in visual information processing, and it is assumed to be an absolute quantity based on the number of the presenting features and components. However, it remains unclear whether the visual order of the constituent elements in graphical symbol complexity affects cognitive processing, especially memory processing. Our research innovatively generated four groups of novel, meaningless graphical symbols (complex and ordered, complex and disordered, simple and ordered, and simple and disordered) and experimentally manipulated the level of complexity and order in these stimuli. Before the formal experiment, a five-point scale was used to further rule out differences between objective and subjective definitions of these graphical symbols on ratings of complexity, order, concreteness, and familiarity. Then, we used a cue-recall task to compare subjects’ memory performance of those four graphical symbol groups. The analytical results showed a significant interaction between visual order and graphical symbol complexity, with the complexity effect appearing only when the stimuli were in disordered condition and disappearing once the stimuli were ordered. In addition, this study conducted a practical application validation to confirm that increasing the level of visual order is an effective way to improve user experience while maintaining the same level of complexity. The findings can serve as a reference for graphical symbol design, graphic design, and visual communication design.

Funder

National Nature Science Foundation of China Grant

China Postdoctoral Science Foundation

Collaborative Education Program of the Chinese Education Ministry

Publisher

MDPI AG

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