Cited by 1,051Visual and Cognitive Learning ProcessesEducational Strategies and EpistemologiesScience Education and Pedagogy

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When is an illustration worth ten thousand words?

Mayer, Richard E., Gallini, Joan K.·1990·Journal of Educational Psychology

DOI 10.1037/0022-0663.82.4.715

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Abstract

In three experiments, students read expository passages concerning how scientific devices work, which contained either no illustrations (control), static illustrations of the device with labels for each part (parts), static illustrations of the device with labels for each major action (steps), or dynamic illustrations showing the "off " and "on " states of the device along with labels for each part and each major action (parts-and-steps). Results indicated that the parts-and-steps (but not the other) illustrations consistently improved performance on recall of conceptual (but not nonconceptual) information and creative problem solving (but not verbatim retention), and these results were obtained mainly for the low prior-knowledge (rather than the high prior-knowledge) students. The cognitive conditions for effective illustrations in scientific text include appropriate text, tests, illustrations, and learners. The two major media for communicating scientific infor-mation to students are words and pictures. In spite of the traditional bias toward verbal over visual forms of instruction, a growing research base suggests that text illustrations can have important effects on student learning (Levie & Lentz,

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Alexander, P. A., & Judy, J. E. (1988) · Review of Educational Research · doi:10.3102/00346543058004375 · Cited by 728

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Background
The Effect of Using Concept Mapping on Developing EFL Students' Writing Skills
Ahmed, B. (2020) · گۆڤاری زانستە مرۆڤایەتیەکانی زانکۆی گەرمیان · doi:10.24271/garmian.207114 · Cited by 1
“Maps are also much easier to follow than verbal or written descriptions (Mayer & Gallini, 1990).”
Background
Is Flipped Classroom Enough? Teaching Simulation Using In-Class Flip Model
Ahmed, F. (2020) · Proceedings of SW21 The OR Society Simulation Workshop · doi:10.36819/sw20.032 · Cited by 1
“The idea of any sort of visual enhancement ( over text based illustration) has been shown to increase student learning in many early studies ( Mayer and Gallini, 1990).”
Background
A Research-based Approach
Ainscow, M., Chapman, C. J., & Hadfield, M. (2019) · Routledge eBooks · doi:10.4324/9780429273674-8 · Cited by 2
AUTOMATIC AID SYSTEM TO ENHANCE THE READABILITY OF SCIENTIFIC PAPERS
Ulisses, J., Redondo, R. D. D., & Fernández-Vilas, A. (2019) · EDULEARN19 Proceedings · doi:10.21125/edulearn.2019.0657 · Cited by 1
“In [13] experiments student performance was evaluated on appropriate tests, such as explanative recall and problem solving, and on inappropriate tests, such as non-explanative recall and verbatim retention.”
Method
Seeing Polaris: A Call to Integrate Visual Images into Coaching Action Plans
Prywes, Y., & Mah, E. (2019) · Philosophy of Coaching An International Journal · doi:10.22316/poc/04.1.04 · Cited by 1
“In contrast, consider the following image: Research has shown that it takes less mental effort to interpret a visual representation of information than to read this same information conveyed via text (Hooijdonk & Krahmer, 2008; Mayer & Gallini, 1990).”
Background
Computer-based visualizing: learning from science texts by means of self-generated computer-based drawings
Lorenz, L. (2019) · doi:10.17185/duepublico/70107 · Cited by 1
“The GTDC is based on Mayer’s Generative Theory of Textbook Design (Mayer, Steinhoff, Bower, & Mars, 1995; Mayer & Gallini, 1990), which has evolved into the Cognitive Theory of Multimedia Learning (CTML; Mayer, 2001, 2005, 2009).”
Method
Examining the Use of Visual Performance Feedback in Drug Treatment Court
Festinger, D., Dugosh, K. L., & Porta, J. M. D. (2018) · Experimental and clinical psychopharmacology · doi:10.1037/pha0000166 · Cited by 1
“…demonstrated that visual diagrams are superior to verbal explanations for learning and retention of complex information (Glenberg & Langston, 1992; Mayer & Gallini, 1990) and that two-dimensional visual representations (e.g., Venn diagrams, flowcharts, graphs) are generally more computationally…”
Background
Les illustrations interactives dans le manuel scolaire numérique en France : usages et impacts sur l'appropriation
Nikitopoulos, C. (2017) · theses.fr (ABES) · doi:10.70675/ec63f1dcz622bz4289zafa3z80439a97193d
Developing a Religious E-program for Student Self-learning of Culture and Translation
Shih, C.-L. (2017) · doi:10.17507/tpls.0712.05 · Cited by 1
“Many scholars (Mayer, 1989; Mayer & Gallini, 1990; Mayer & Anderson, 1991, 1992; Mayer et. al., 1996) claim that multimedia learning has a lot of benefits.”
Background
Creating videos to assist students’ understanding of the graduate recruitment process
Bradshaw, N.-A. (2016) · doi:10.21100/compass.v8i12.274 · Cited by 1
“There is evidence to suggest that there is a connection between memory retrieval and visual cues (Shepard and Cooper, 1982; Mayer and Gallini, 1990).”
Background
Analysis of Processes in Understanding about Illustrated Science Text forHigh Science Achievers and Low Science Achievers with Types of Biological Knowledge
정, 애., & Lee, K. (2016) · doi:10.15717/bioedu.2016.44.1.155 · Cited by 1
Visualization Skills in Engineering Education: Issues, Developments, and Enhancement
Ali, D., Patil, A. S., & Nordin, M. S. B. (2012) · IGI Global eBooks · doi:10.4018/978-1-4666-0243-4.ch011 · Cited by 1
The Learning Effects of Different Types of Illustrations in Middle School Science Materials: Focused on learning materials used in ‘digestion and circulation’
권, 이., Jeong, E., & 유, 형. (2012) · doi:10.15812/ter.51.2.201208.185 · Cited by 1
An Analysis of Illustrations in Middle School Science Textbooks - Focused on the Unit ‘Digestion and Circulation' -
권, 이., Jeong, E., & 유, 형. (2011) · doi:10.15717/bioedu.2011.39.4.517 · Cited by 1
Effect analysis of pointer presentations on multimedia e-learning materials based on dual channel model
Ando, M., & Ueno, M. (2011) · Educational technology research · doi:10.15077/etr.kj00007561986 · Cited by 1
The Role of Cognitive Map on Influencing Decision Makers' Semantic and Syntactic Comprehension, and Inferential Problem Solving Performance
Kwon, S., Lee, K.-C., & Mustapha, E. E. (2011) · Asian Conference on Intelligent Information and Database Systems · doi:10.1007/978-3-642-20042-7_54 · Cited by 1
“The design of the experiment was motivated in part by research undertaken by Mayer and his colleagues [16], [ 37 ].”
Method
Effectiveness of Interactivity for Enhanced Undergraduate Learning
Evans, C., & Palacios, L. (2010) · IGI Global eBooks · doi:10.4018/978-1-61520-749-7.ch020 · Cited by 1
マルチメディアマニュアルにおける画像,字幕,ナレーションの提示タイミングと分かりやすさの関係
島田, 英., & 北島, 宗. (2009) · doi:10.15077/jjet.kj00005755622 · Cited by 1
Study effort versus distinctiveness in the recollection of veridical and illusory memories
Pilotti, M., Chodorow, M., & Leonardo, T. (2009) · Cognitive Processing · doi:10.1007/s10339-008-0241-z · Cited by 1
“Accordingly, one may ask whether learning about the ‘‘hippocampus’’ by seeing a picture of it alongside the text that discusses the concept can improve students’ ability to later recall the word ‘‘hippocampus’’ in response to the query ‘‘What structure of the limbic system of the human brain is chiefly responsible for…”
Background
Can Eye Movements Reveal Visual Preference?
King, L. (2009) · Hawaii International Conference on System Sciences · doi:10.1109/hicss.2009.615 · Cited by 1
“Graphic representations accompanying text can improve retention of main facts by making concepts less abstract and emphasizing main points, see for example [12, 13, 15-18].”
Background

Authors: Mayer, R. E., & Gallini, J. K.
Affiliations: University of California, Santa Barbara (US)
ORCID: Mayer, Richard E.
Venue: Journal of Educational Psychology
Publisher: American Psychological Association (APA)
Published: 1990-12
Volume: 82
Issue: 4
Pages: 715-726
ISSN: 0022-0663 (ISSN-L)
1939-2176
DOI: 10.1037/0022-0663.82.4.715
OpenAlex: W2150069692
Cited by: 1,051
References: 26
Citations by year: 2026: 8 · 2025: 71 · 2024: 19 · 2023: 17 · 2022: 29 · 2021: 39 · 2020: 30 · 2019: 34 · 2018: 38 · 2017: 40 · 2016: 30 · 2015: 34 · 2014: 37 · 2013: 63 · 2012: 39
FWCI: 8.84
Type: journal article
Language: en
Open access: closed
Locations: Journal of Educational Psychology (publishedVersion)
Topics: Social Sciences › Psychology › Experimental and Cognitive Psychology › Visual and Cognitive Learning Processes
Social Sciences › Psychology › Developmental and Educational Psychology › Educational Strategies and Epistemologies
Social Sciences › Education › Science Education and Pedagogy
Keywords: illustration, scientific text comprehension, prior knowledge, conceptual knowledge, creative problem solving, memory retrieval, expository texts, science learning

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