The realism paradox: Realism can act as a form of signaling despite being associated with cognitive load
Open accessAbstract
Realistic graphics have been found to result in a worse learning performance than schematic visualizations. These negative results of realism are usually explained by assuming that realistic visualizations induce more cognitive load. Therefore, realism has been linked to the facet of extraneous cognitive load in the model of cognitive load theory. However, recent results indicate that realism may be used to good advantage when it is utilized only in selected parts of visualizations. We tested the hypothesis that realism can be used as a form of signaling. In an experimental study (N = 50), we presented each participant with one realistic and one schematic anatomical visualization. As predicted, retention performance was highest for the realistic components. Furthermore, we found that extraneous load ratings were overall higher when a particularly detailed visualization was shown to participants (although no main effect of realism was found). Our results can be explained in terms of the disfluency effect, which holds that more visually demanding learning materials can in some cases enhance learning. An important implication of the study is that educators may use the degree of realism to focus learners' attention.
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Recent investigations of digital and online learning have brought to light results that can pose a challenge for cognitive load theory.
“recent investigations centering on the new affordances of digital and online learning have brought to light several results that can pose a challenge for the theory (e.g., Brom et al., 2018; Skulmowski et al., 2016; Skulmowski & Rey, 2020b).”
From Understanding Cognitive Load in Digital and Online Learning: a New Perspective on Extraneous Cognitive Load (2022) · cites this paper as Skulmowski & Rey, 2020b
Skulmowski and Rey (2020b) found that when realistic and schematic visualizations are presented alongside each other in a learning task, retention performance for the realistic parts of the learning material is higher.
“For instance, Skulmowski and Rey (2020b) found that when realistic and schematic visualizations are presented alongside each other in a learning task, the retention performance for the realistic parts of the learning material is higher.”
From Understanding Cognitive Load in Digital and Online Learning: a New Perspective on Extraneous Cognitive Load (2022) · cites this paper as Skulmowski & Rey, 2020b
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- Authors
- Skulmowski, A., & Rey, G. D.
- Affiliations
- Chemnitz University of Technology (DE)
- Corresponding author
- Skulmowski, Alexander
- Venue
- Human Behavior and Emerging Technologies
- Publisher
- Wiley
- Published
- 2020-04-07
- Volume
- 2
- Issue
- 3
- Pages
- 251-258
- ISSN
- 2578-1863 (ISSN-L)
- OpenAlex
- W3015459136
- Cited by
- 50
- References
- 51
- Citations by year
- 2026: 10 · 2025: 5 · 2024: 12 · 2023: 9 · 2022: 6 · 2021: 5 · 2020: 3
- FWCI
- 5.56
- Type
- journal article
- Language
- en
- Open access
- hybrid
- doi.org
- Locations
- Human Behavior and Emerging Technologies (publishedVersion, cc-by)
- Topics
- Social Sciences › Psychology › Experimental and Cognitive Psychology › Visual and Cognitive Learning Processes
- Physical Sciences › Computer Science › Computer Vision and Pattern Recognition › Data Visualization and Analytics
- Social Sciences › Psychology › Developmental and Educational Psychology › Innovative Teaching and Learning Methods
- Keywords
- signaling, cognitive load, extraneous cognitive load, cognitive load theory, anatomical visualization, retention, learning performance, attention
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