In the mental integration task, low-span and high-span groups showed no significant static-vs-dynamic differences (d = 0.09 and d = 0.03)¶
Claim · All claims
Evidence · 1 study · causalr2·q3·i0negligible
Currency · newest study 2022 · not yet checked against its sources · not reviewed by a person
Subclaims¶
Reading the evidence codes
q is the design tier, i the impact, n the sample, and the kind with its r
the rigour judged within that kind: what each code means.
This claim: no standardized effect is recorded in observations/ for it yet, so no benchmark reading is possible.
q3 i0 Performance did not differ between static and dynamic visual designs for the low-span group (d = 0.09) or the high-span group (d = 0.03). → Tim Kühl 2022
Evidence¶
Tim Kühl 2022¶
Tim Kühl, Benedict C. O. F. Fehringer, Stefan Münzer. (2022). Unifying the Ability-as-Compensator and Ability-as-Enhancer Hypotheses. Educational Psychology Review. https://doi.org/10.1007/s10648-021-09650-5
q3 · i0 · causal · r2
Illustrative subgroup analyses in the N = 77 experiment. For the high-span group 'the same was true', t(19) = 0.17, p = .433, Cohen's d = 0.03, [−0.61, 0.67]; both printed effect sizes are below d = 0.2.
"For the low-span group, performance did not differ between the static and the dynamic visual design, t(34) = 0.73, p = .765, Cohen's d = 0.09, CI = [−0.39, 0.56]."
Discussion¶
Learner Variables¶
- Spatial Ability — moderator: an instructional effect differs with it
Related Claims¶
- In the mental integration task, the static-vs-dynamic difference was descriptively largest for the medium-span group but only marginal (d = 0.20, p = .062) — related
- The mental integration task showed no general advantage of the dynamic over the static visual design in overall accuracy — a broader claim this one bears on
- Contiguity effects show no statistically reliable difference between static and dynamic presentation of visual information — a broader claim this one bears on
- In a visual-spatial integration task, the interaction between visual-spatial working memory capacity and visual design is quadratic, with the inverted-U progression more strongly accentuated for the dynamic design — related
- Dynamic visualizations compensate vocational-school students with low general reasoning when learning with analogies — related
- Dynamic visualizations benefit vocational-school students with lower visual-spatial ability more than those with higher visual-spatial ability — related
Page metadata
| Field | Value |
|---|---|
type |
claim |
id |
low-high-span-no-design-difference-study1 |
title |
In the mental integration task, low-span and high-span groups showed no significant static-vs-dynamic differences (d = 0.09 and d = 0.03) |
description |
In the mental integration task, low-span and high-span groups showed no significant static-vs-dynamic differences (d = 0.09 and d = 0.03) |
status |
review |
evidence_strength |
moderate |
newest_evidence |
2022 |
generated |
by process:wiki-ingest on 2026-10-21 |
trust |
unverified — no one has confirmed this page's content |
sources |
1 — tim-kühl-2022 |
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