Abstract

This study proposes a pedagogical model that integrates the grammar of visual design developed by Kress and van Leeuwen into multimedia communication education. Grounded in social semiotics and systemic functional linguistics, the model foregrounds three meaning-making functions of images: representational, interactive, and compositional. The article demonstrates how these functions can be operationalized as principles of visual thinking to support students in analyzing and designing multimedia communication products in a purposeful and reflective manner. In doing so, the study underscores the pedagogical value of visual grammar as an effective theoretical and instructional framework for undergraduate multimedia communication training.

Keywords: Communication education, multimedia communication, multimodality, social semiotics, visual grammar