The positive effect of integrated illustrations depends on incorporating annotations (captions and labels) into the illustrations rather than on placing illustrations close to corresponding paragraphs¶

Claim · All claims
Evidence · 1 study · causal r? · q3
Currency · newest study 1995 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i? The positive effects of integrated illustrations depended on incorporating annotations (i.e., captions and labels) into the illustrations rather than placing illustrations close to corresponding paragraphs. → Mayer 1995

Evidence¶

Mayer 1995¶

Mayer, R.E., Steinhoff, K., Bower, G., & Mars, R. (1995). A generative theory of textbook design: Using annotated illustrations to foster meaningful learning of science text. ETR&D, 43, 31-41. https://doi.org/10.1007/BF02300480

q3 · i? · causal · r?

Across the three lightning-text experiments, the authors report that benefits of integration "depended on incorporating annotations (i.e., captions and labels) into the illustrations" rather than on physical placement near corresponding paragraphs. No effect size is printed in the available text.

"The positive effects of integrated illustrations depended on incorporating annotations (i.e., captions and labels) into the illustrations rather than placing illustrations close to corresponding paragraphs."

Discussion¶

Related Claims¶

• College students who study integrated annotated illustrations alongside science text generate approximately 50% more creative solutions on transfer problems than students who view the same illustrations separately after reading — possibly the same claim (merge candidate)
• Split Attention Effect Degrades Learning — a broader claim this one bears on