The positive effect of integrated illustrations on transfer is stronger for students who lack experience in the text's domain (meteorology) than for high-experience students¶

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 transfer advantage of the integrated group over the separated group was stronger for students who lacked experience in meteorology than for high-experience students. → 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?

In the lightning-text experiments with college students, the authors report the integration benefit was "stronger for students who lacked experience in meteorology than for high-experience students." No moderator effect size is printed in the available text.

"The integrated group generated approximately 50% more creative solutions on transfer problems than the separated group, and this pattern was stronger for students who lacked experience in meteorology than for high-experience students."

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 — related
• Instructional guidance that helps novices can become redundant or counterproductive as expertise grows. — a broader claim this one bears on