Informative pictures relate to poorer word problem-solving performance, with negative effects from g = −1.08 to −0.08¶

Claim · All claims
Evidence · 1 study · review r3 · q2 · i3 large
Currency · newest study 2026 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i3 Both reviewed studies of informative pictures found negative effects on performance, ranging from g = −1.08 to −0.08. → Terhi Vessonen 2026

Evidence¶

Terhi Vessonen 2026¶

Terhi Vessonen, Heidi Hellstrand, Pirjo Aunio, Anu Laine. (2026). Pictures in Mathematical Word Problems: A Systematic Review on the Role of Task and Student Characteristics. Educational Psychology Review. https://doi.org/10.1007/s10648-025-10112-5

q2 · i3 · review · r3

Systematic review synthesis of two studies using combined representational-informative pictures (one static, one dynamic). The review reports "These negative effects ranged from g = −1.08 to −0.08", attributing harm to split-attention between text and picture.

"Both of the studies showed informative pictures to have negative effects on students' performance. These negative effects ranged from g = −1.08 to −0.08."

Discussion¶

Related Claims¶

• Representational pictures relate to better word problem-solving performance only with relatively simple tasks, with the largest effects for first-position-of-the-unknown problems — related
• Decorative pictures show consistently null effects on elementary schoolers' word problem-solving performance regardless of task characteristics — related
• Cognitive skills are the most probable student characteristic to modify picture effects: low math performers do better without representational pictures, low reading-comprehension students better with them — related
• Some studies found that presenting more than two representations negatively impacted learning and problem-solving, especially for students with low prior knowledge. — related