A practice article reports that the studies it cites found better post-test outcomes from words with relevant pictures than from words alone, especially with spoken words¶

Claim · All claims
Evidence · 1 study · review r2 · q2
Currency · newest study 2022 · not yet checked against its sources · not reviewed by a person
Evidence quality · No study behind this claim is a peer-reviewed article with a DOI: it rests on a source with no registered publication record (a web page, book or unpublished report). It is kept because 4 design pages cite it; treat it as a lead to check, not an established finding.

Subclaims¶

q2 i? Studies cited by the article demonstrated improved post-test learning outcomes when both words and pictures were presented instead of words alone, with Herrlinger et al. (2017) finding learning improved especially when words were delivered orally. → Marjorie Ceballos 2022

Evidence¶

Ceballos & Nutta 2022¶

Ceballos, M., & Nutta, J. W. (2022). Emergent bilinguals and multimedia instructional design: Applying the science of learning principles to dual language instruction. Education Leadership Review, 23(1). ERIC EJ1380081

q2 · i? · review · r2

A practice-to-theory article (the authors' own term), not a review of its own: it reports improved post-test outcomes for the multimedia principle (Frumuselu et al., 2015; Issa et al., 2013) and the Herrlinger et al. (2017) biology-text finding quoted here. No effect sizes printed.

"Herrlinger et al. (2017) found that learning improved when learners were presented with a biology text that used both words and pictures, particularly when words were delivered orally."

Discussion¶

Learner Variables¶

• Oral Language — outcome: instruction changes it

Related Claims¶

• Multimedia Principle Improves Learning — related
• Adding relevant pictures or graphics to text improves learning from it, with a small pooled effect on reading comprehension, though whether dual coding explains the benefit is disputed — related
• In one 37-student classroom experiment, recall and retention differ across media combinations in the direction Dual Coding Theory predicts — related
• Multimedia Principles Benefit Novices — related
• On-screen text that duplicates the narration of a diagram can hurt learning, but spoken–written redundancy is not harmful on average and helps over spoken-only presentation in some conditions — related
• Congruent pictures paired with text facilitate reading comprehension better than text alone or pictures alone — possibly the same claim (merge candidate)
• Presenting words as spoken narration rather than on-screen text alongside graphics improves learning — related
• Voice-based multimedia settings (animation+voice and picture+voice) produce better learning performance than picture+text — related