The importance lies in that they help learner better engage with their learning materials. The students assign some fixed meanings to images or might use it assign some universal meanings. In fact, the main contribution of the research work is to classify three important cultural categories in which student interpret images. The three important cultural categories are the universal meaning, the cultural and subcultural meanings and the individual meanings. The universal meaning is that of how students interpret an event with a universal understanding. For example, when lots of people are together having fun, then it could be interpreted as an event.
Cultural and subcultural meanings are the second type which is mostly determined by the geographical location of student and their connection to a certain culture etc. Not all students will hold the same cultural or sub cultural meanings. Finally, there is what is called the individual meanings. The individual meanings are those that are most specific to the individual. These meanings are so personal and so complex that a teacher will not be able to decode themes easily. In the making of a curriculum for students either for language learning or general learning, there might not be much significance. Where researchers like Risager (2011) focused on three dimensions, Kiss & Weninger (2017) focus on dividing cultural interpretation into three categories. The categories have their roots in visual semiotics. This is the unique contribution of their research work.
The researcher has made use of a primary research participation study design. Here the researcher has collated students from different cultural backgrounds to understand the form of cultural connotations they attach to images. Given that researchers collected data for more than 147 students, the sample size appears to have been quite saturated enough for researcher to collect the required data. Researcher has also augmented the primary data with secondary research data.