Al-Hikmah University Journal

The expediency of 3D-graphic on photographs, name prearrangement, and approbation of graphic iconicity’s for verbs and prepositions were appraised in an introductory adult pedagogy of 3 age groups. A mixed-group design was used, in each age group, quasi of the adults were randomly allotted to 1 of 2 orders of iconicity formats. The 52 adults were asked to guess the connotation of the iconicity’s and approbated a target iconicity among thwarts given the spoken tag. 3D-graphics iconicity’s were more transparent than static iconicity’s while this was more apparent for verbs. But there was no difference between 3D-graphics and static prepositions. Verbs were approbated more accurately compared with prepositions, but there was no difference between iconicity formats. Older adults guessed name, and approbates iconicity’s more expeditive than younger adults. 3D-graphic augments photographs and name prearrangement, specifically for verbs, which reduces the didactic burden that emanates with nontransparent (photographs) iconicity’s. 3D-graphics does not enhance approbation accuracy. An evolving expediency was experiential for each measure. Limitations and inferences were underscored.