The study aims to analyze visualization as a methodological technique used during lectures in higher educational institutions. An empirical study of visualization as a methodological technique for lectures was conducted using an online questionnaire using the Google forms service. The purpose of the questionnaire was to determine the frequency of visualization used in lectures, its positive effects, and to clarify the problems associated with its use. The results indicate that this methodological technique is actively used during the lecture activities of Russian teachers. Teachers and students note that time-saving and information saturation are the main advantages of visualization. Much less priority is given to such positive effects as facilitated perception, memorization, and interactivity, which are particularly important for students. The study results can be used in teaching didactics and other pedagogical disciplines related to educational methods and approaches in higher education. The results of monitoring visualization application in lectures at Russian universities can be used in further empirical studies on this topic.