Sketching and viewing animations produced the best understanding of a geoscience text, while the photograph condition produced the worst¶
Claim · All claims
Evidence · 1 study · causalr2·q3·i3large
Currency · newest study 2019 · checked against its sources 2026-10-19 (automated, 1 of 1 entry) · 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 i3 Actual understanding differed significantly across the six instructional conditions, with sketching and animation conditions performing best and the photograph condition worst. → Wiley 2019
Evidence¶
Wiley 2019¶
Wiley, J. (2019). Picture this! Effects of photographs, diagrams, animations, and sketching on learning and beliefs about learning from a geoscience text. Applied Cognitive Psychology, 33, 9-19. https://doi.org/10.1002/acp.3495
q3 · i3 · causal · r2
Experiment with 120 undergraduates randomly assigned to six conditions reading a ~1500-word text on climate change. The ANOVA on the composite outcome measure showed "a significant main effect of condition on performance" with η² = .19, F (5, 114) = 5.16, p = .01.
"An ANOVA with condition as a between-subjects factor and the composite outcome measure as the dependent variable demonstrated a significant main effect of condition on performance, F (5, 114) = 5.16, p = .01, partial eta squared = .19."
Discussion¶
Related Claims¶
- Readers in all conditions except sketching were overconfident, with the most overconfidence in the photograph condition and the least in the sketching condition — related
- Sketching during reading yielded the most accurate comprehension monitoring, with significantly less absolute error than photograph, no-image, and animation conditions — related
- Spatial thinking and generative activity reduced monitoring error while higher interest increased it — related
- A WestEd research bulletin reports a curriculum revision that replaced a decorative photograph in a math problem with a problem-relevant sketch, on the developers' view that such photographs distract students — related
- Multimedia Principle Improves Learning — related
- Related decorative pictures do not increase triggered or maintained situational interest; in Experiment 2 they reduced maintained interest — related
- Cluttered classroom walls distract children and reduce learning, while intermediate-stimulation orderly classrooms support it — related
- Instructional condition did not significantly affect readers' predictive judgments of understanding — related
- Interest ratings were the only significant predictor of readers' predictive judgments of understanding — related
Page metadata
| Field | Value |
|---|---|
type |
claim |
id |
sketching-animation-best-understanding-photograph-worst |
title |
Sketching and viewing animations produced the best understanding of a geoscience text, while the photograph condition produced the worst |
description |
Sketching and viewing animations produced the best understanding of a geoscience text, while the photograph condition produced the worst |
status |
review |
evidence_strength |
moderate |
newest_evidence |
2019 |
source_checked |
2026-10-19 |
generated |
by process:wiki-ingest on 2026-10-15 |
trust |
unverified — no one has confirmed this page's content |
sources |
1 — wiley-2019 |
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