As student audiences become ever more sophisticated, they yearn for increasing amounts of visual stimulation alongside the traditional text-based approach of content delivery. The first step in a sequence of learning and memory events is for the learner to attend to a viable stimulus (Gagne, 1973; Keele, 1973; & Bransford, 1979). Following successful attention to viable stimuli, the Information Processing Theory (Atkinson & Shiffrin, 1971) holds that the learner relates new knowledge to existing information in the short term memory. If the information is determined to be of subsequent value, the learner transfers the information into the long-term memory, where knowledge is permanently stored. Following this logic, it seems apparent that significant effort should be expended to make sure that the first step -viable stimuli- is provided to the viewer. Students already want stimulation to be ever more visual in nature, and if the predictions of Martin Van der Werf and Grant Sabatier (2009) come true, students in the near future will expect an educational menu from which they can select, assemble, and remix their academic brew of choice; a choice, one assumes, to be guided at least partly by the visual attractiveness of the material.