The DOI matches its Crossref record; 1 of the 1 references it cites were found in a registry or an index.
When is an illustration worth ten thousand words?
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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“The findings on the facilitative role of multimedia in learning agree with previous research (e.g., Clark & Mayer, 2011, ch. 4;Mayer & Anderson, 1992;Mayer & Gallini, 1990) in that interactivity and multimedia presentation enhance learning.”
From Readers, Players, and Watchers: EFL Students’ Vocabulary Acquisition through Digital Video Games (2017) · cites this paper as Mayer & Gallini, 1990
Citations
Cites
The Interaction of Domain-Specific and Strategic Knowledge in Academic Performance
Alexander, P. A., & Judy, J. E. (1988) · Review of Educational Research · doi:10.3102/00346543058004375 · Cited by 728
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Items 601–700 of 701
HACIA UN MODELO DE USO DE ILUSTRACIONES EN EL DISCURSO CIENTÍFICO-TÉCNICO
Velasco, J. A. (2007) · Sendebar · doi:10.30827/sdb.v18i0.688 · Cited by 1
Using Multimedia Annotation Tool for the Instructional Cues and Explanations
Hsu, J.-M., Lai, Y.-S., & Yu, P.-T. (2007) · 15th International Conference on Advanced Computing and Communications (ADCOM 2007) · doi:10.1109/adcom.2007.133 · Cited by 1
“But in [11] found that students with low prior knowledge benefited on conceptual recall and problem solving, but not verbatim recall.”
BackgroundDoes Multimodal Presentation Encourage Integration of Multimedia Materials? A Pilot Study
Zolna, J. S. (2007) · Proceedings of the Human Factors and Ergonomics Society Annual Meeting · doi:10.1177/154193120705100305 · Cited by 1
“In a meta-analysis, nine out of nine studies (Mayer, 1989; Mayer & Anderson, 1992; Mayer & Gallini, 1990) demonstrated that adding pictures to words improves transfer with effect sizes larger than 1.”
BackgroundAssessing Information Presentation Preferences with Eye Movements
King, L. A., & Crosby, M. E. (2007) · Lecture notes in computer science · doi:10.1007/978-3-540-73216-7_11 · Cited by 2
“Graphic representations accompanying text can improve retention of main facts by making concepts less abstract and emphasizing main points, e.g., [20, 21, 23-26 ].”
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“…modules outperformed those using text-only presentations on both immediate and two-week delayed tests [24], and dynamic ‘‘parts-and-steps’’ illustrations with synchronized narration consistently improved conceptual recall and creative problem-solving compared to static or no illustrations [25].”
Promoting Scientific Understanding through Animated Multimodal Texts
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In-Class Introduction of the Case Methodology in Comparison to the Lecture Methodology
Ardalan, K. (2018) · Springer eBooks · doi:10.1007/978-3-319-72071-5_11 · Cited by 1
Factors Influencing Learners' Cognitive and Affective Processes in Visual Learning
Zheng, R. Z. (2018) · Advances in educational technologies and instructional design book series · doi:10.4018/978-1-5225-5332-8.ch010 · Cited by 1
“Studies have demonstrated the superiority of visuals over non-visuals (Mayer, 2001; Mayer, Bove, Bryman, & Tapangco, 1996; Mayer & Gallini, 1990).”
BackgroundRamlatchan, M. (2016) · doi:10.25777/7g9b-3402 · Cited by 1
“…with short, two to three minute tutorials (Mayer & Anderson, 1991, 1992; Mayer, Bove, Bryman, Mars, & Tapango, 1996; Mayer & Chandler, 2001; Mayer, Heiser, & Lonn, 2001; Mayer & Gallini, 1990; Mayer & Moreno, 1998, 1999, 2000, 2003; Mayer, Moreno, Boire, & Vagge, 1999; Mayer & Sims, 1994).”
BackgroundMethodAnimation with concurrent narration versus narration in physical education lesson
Ioannou, P., & Bakirtzoglou, P. (2016) · Fizicka kultura · doi:10.5937/fizkul1602135i · Cited by 1
Non-probative Photos Promote the Truth of Positive Claims
Cardwell, B. A. (2015) · Open Access Victoria University of Wellington | Te Herenga Waka (Figshare) · doi:10.26686/wgtn.17009486.v1
“These findings suggest that when images or titles provide context they help people make sense of otherwise ambiguous, obscure, or difficult information (see Mayer & Gallini, 1990).”
BackgroundResultInfluentialErceg, N., Aviani, I., & Mešić, V. (2014) · doi:10.1139/cjp-2013-0302 · Cited by 1
Tang, M., Tran, T., Kim, H.-J., Hund, A. J., & Knaus, K. (2013) · doi:10.18848/1832-3669/cgp/v08i05/56325 · Cited by 1
“For example, previous studies demonstrated that students who lacked prior knowledge showed stronger multimedia effects than students who had higher levels of prior knowledge (Mayer and Gallini, 1990; Mayer et al., 1995; Mayer and Moreno, 1989).”
ResultAC 2009-1855: APPLICATION OF MULTIMEDIA THEORY TO POWERPOINT SLIDES CREATED BY ENGINEERING EDUCATORS
Garner, J., Garner, J., Gaudelli, A., Zappe, S., & Alley, M. (2009) · ASEE Annual Conference & Exposition · doi:10.18260/1-2--5579 · Cited by 1
Effective Characteristics of Learning Multimedia
Luik, P. (2009) · IGI Global eBooks · doi:10.4018/978-1-60566-120-9.ch011 · Cited by 1
Multimedia Learning: The Science of Instruction: Determining What Works in Multimedia Learning
Mayer, R. E. (2009) · Cambridge University Press eBooks · doi:10.1017/cbo9780511811678.004 · Cited by 1
Self-citationEllis, J. T. (2009) · doi:10.31390/gradschool_dissertations.431 · Cited by 1
“40 Mayer and Gallini (1990) reported on the potential of visually-based instruction as a medium for promoting students’ understanding of scientific material.”
BackgroundMultimedia Learning: PRINCIPLES FOR FOSTERING GENERATIVE PROCESSING IN MULTIMEDIA LEARNING
Mayer, R. E. (2009) · Cambridge University Press eBooks · doi:10.1017/cbo9780511811678.016 · Cited by 1
Self-citationMellieon-Williams, F. M. (2007) · doi:10.31390/gradschool_dissertations.1650 · Cited by 1
“A good illustration, as defined by Mayer and Gallini (1990), promotes the reader’s understanding of how a scientific system works—an explanative illustration.”
BackgroundReuter, J. (2005) · doi:10.31390/gradschool_dissertations.3661 · Cited by 1
“Mayer and Gallini (1990) and Mayer and Anderson (1991) suggest that computer animations can be used most effectively when words and pictures are presented simultaneously, as opposed to being separated in time and space.”
BackgroundOn the (non)persuasive power of a brain image
Michael, R. B., Newman, E. J., Vuorre, M., Cumming, G., & Garry, M. (2013) · Psychonomic Bulletin & Review · doi:10.3758/s13423-013-0391-6 · Cited by 99
“(2008) study is not simply the language analog of the McCabe and Castel (2008) study.”
BackgroundLaptop versus longhand note taking: effects on lecture notes and achievement
Luo, L., Kiewra, K. A., Flanigan, A. E., & Peteranetz, M. S. (2018) · Instructional Science · doi:10.1007/s11251-018-9458-0 · Cited by 114
“Mayer (2009) summarized 951Laptop versus longhand note taking: effects on lecture notes… 1 3 this benefit in his multimedia principle: students learn better from words and visual images than from words alone (Mayer and Gallini 1990).”
BackgroundJian, Y., & Wu, C. (2014) · Journal of Science Education and Technology · doi:10.1007/s10956-014-9519-3 · Cited by 37
“Empirical studies have also shown that this method of explanation helps readers significantly when readers are learning scientific concepts (Carney and Levin 2002; Mayer and Gallini 1990).”
BackgroundResultInfluentialEffects of detailed illustrations on science learning: an eye-tracking study
Lin, Y. Y., Holmqvist, K., Miyoshi, K., & Ashida, H. (2017) · Instructional Science · doi:10.1007/s11251-017-9417-1 · Cited by 44
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Diagrammatic Literacy in Secondary Science Education
Kragten, M., Admiraal, W., & Rijlaarsdam, G. (2012) · Research in Science Education · doi:10.1007/s11165-012-9331-0
“This obviously does not imply that previous research on the effect of diagram features like Component type (Holliday et al., 1977), Clustering (Winn, 1991), Process labels (Mayer & Gallini, 1990), etc., is disapproved.”
InfluentialGe, Y.-P., Unsworth, L., Wang, K.-H., & Chang, H.-P. (2017) · Research in Science Education · doi:10.1007/s11165-016-9608-9 · Cited by 18
Oerke, B., McElvany, N., Ohle-Peters, A., Horz, H., & Ullrich, M. (2018) · European Journal of Psychology of Education · doi:10.1007/s10212-018-0375-z · Cited by 6
Kim, B., & Lee, Y. (2011) · The Journal of the Korea Contents Association · doi:10.5392/jkca.2011.986
“멀 티미디어 원리란 학습내용을 언어적 방법(텍스트, 나레 이션)과 시각적 방법(이미지, 동영상)으로 함께 제시할 때 학습효과가 상승한다는 원리이며, 개인차 원리는 개 인의 사전지식 수준이나 시각적 능력 등의 요인에 따라 멀티미디어 사용의 효과가 달라짐을 의미한다[7][8].”
InfluentialA Picture is Worth 1000 Words: Using Graphic Novels to Support Health Professions Education
Marcellas, K. (., Myers, M., & Kurzweil, D. (2026) · The journal of the International Association of Medical Science Educators : JIAMSE · doi:10.1007/s40670-026-02871-9
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Ali, I. M., & Arpacı, İ. (2026) · Education and Information Technologies · doi:10.1007/s10639-026-14087-w
“Visual representations have long played an important role in teaching and learning because they can support attention, recall, and the communication of complex concepts (Larkin & Simon, 1987; Mayer & Gallini, 1990).”
Cheng, X., Chen, H., Ma, D.-M., & Gao, X. (2026) · Acta Psychologica · doi:10.1016/j.actpsy.2026.107371
A Text Complexity Continuum of Multimodality in Science Books
Pratt, S. M., Rich, E., & Coleman, J. (2026) · The Elementary school journal · doi:10.1086/742133
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Lee, H. (2025) · Asia Pacific Journal of Education · doi:10.1080/02188791.2025.2514235
Something’s different: elaboration’s transferrable role for false alarm reduction
Mason, L. A., Miller, A., Hughes, G. I., & Taylor, H. A. (2025) · Cognitive Research · doi:10.1186/s41235-025-00623-8
“Cross-modality presentation has been found effective with multimedia learning (Mayer, 1989; Mayer & Anderson, 1991, 1992; Mayer & Gallini, 1990; Mousavi et al., 1995).”
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Bsdurrek, P., & Meng, M. (2024) · Journal of Technical Writing and Communication · doi:10.1177/00472816241262221
“Novices, in particular, often bene fi t from pictures, but adding pictures has no or even a negative effect on the performance of experts (Kalyuga et al., 1998; Mayer & Gallini, 1990).”
Causal Pattern Diagrams in Science Texts Support Explanation
Subramonyam, H., Adar, E., Shah, P., & Seifert, C. M. (2024) · Proceedings of the 18th International Conference of the Learning Sciences - ICLS 2024 · doi:10.22318/icls2024.106268
“Causal diagrams in science texts support learning through cues highlighting the organization of information (Mayer, 2005); however, illustrations showing system states also improve comprehension, recall, and problem solving (Mayer & Gallini, 1990; Guo et al., 2020).”
BackgroundAmacker, V., Wilhelm, M., Bollmann, S., & Brovelli, D. (2024) · Zeitschrift für Didaktik der Naturwissenschaften · doi:10.1007/s40573-024-00170-7
Incoming CS1 Students' Misconceptions on Arrays
Mazumder, S. F., & Pérez-Quiñones, M. A. (2023) · IEEE Frontiers in Education Conference (FIE) · doi:10.1109/fie58773.2023.10342927
“We aimed to collect the assertions on arrays; these assertions were divided into two sets of components: parts and state changes [12], [50].”
BackgroundMethodKeles, N. (2023) · Kastamonu Eğitim Dergisi · doi:10.24106/kefdergi-2021-0027
“In another study, by labeling the elements in the diagrams, the students understood their functions better (Mayer & Gallini, 1990).”
Yetişkin Öğrenenlere Yönelik Kurs Oluşturmada Yeni Bir Yaklaşım: Grafik Kurs Haritası Tasarlama
Sokmen, N., & Boz, H. (2022) · Turkish Journal of Educational Studies · doi:10.33907/turkjes.1134463
Ayabe, H., Manalo, E., Hanaki, N., Fujita, H., & Nomura, M. (2022) · Frontiers in Education · doi:10.3389/feduc.2022.893829
“Most of them should not be able to visualize it completely (Mayer and Gallini, 1990; Reuter et al., 2015).”
BackgroundInfluentialMarinos, A. (2021) · European Journal of Education Studies · doi:10.46827/ejes.v8i11.3993
“Nor are they in accord with the findings of Mayer, Mayer & Gallini (Mayer Mayer & Gallini, 1990) where they maintain that representations that have to do with pictures and shapes and connecting pictures and shapes with the written text can help the comprehension of the pupils and lead them to the…”
ResultExplainable Hopfield Neural Networks by Using an Automatic Video Generation System
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BackgroundA Content Analysis of Figure Captions in Academic Journals from Four Disciplines
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“In addition, caption-like textual annotations, such as explanatative graphical labels [17] and in-text cues to graphical aids [18], can help facilitate comprehension.”
BackgroundAre Variable, Array, and Object Diagrams in Introductory Java Textbooks Explanative?
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“According to Mayer [2], system topology refers to the portrayal of each major component within the structure of a system; component behaviour shows states that each component can have and portrays how a change in one component’s state effect the states of the other components.”
BackgroundMethodThe composition of practice teaching in special education: A preliminary study
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Chapitre 14. La mémoire des adultes en e-Formation
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RetractedLa interacción entre función y modalidad del lenguaje. Consecuencias teóricas y prácticas
Rodicio, H. G. (2009) · Gredos (University of Salamanca) · doi:10.14201/gredos.22537
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“Consistent with previous studies (cf. Cuevas et al., 2002; Fiore et al., 2003; Mayer & Gallini, 1990; Mayer & Sims, 1994), no significant differences in performance were found on basic factual knowledge assessment.”
ResultAQUISIÇÃO DE VOCABULÁRIO: O EFEITO DE GLOSSÁRIOS ELETRÔNICOS
Foohs, M., Tarouco, L., & Axt, M. (2005) · RENOTE · doi:10.22456/1679-1916.13961
Linckels, S., & Meinel, C. (2005) · Distance Learning · doi:10.1108/dl-07-2005-0003
Lowe, R. K. (1992) · doi:10.1007/bf02356907
“Despite the common assumption that a 'picture is worth a thousand words', compelling theoretical reasons for why diagrams should facilitate learning (Larkin & Simon, 1987), and accumulating empirical evidence that diagrams can improve conceptual recall and problem solving (Mayer, 1989; Mayer & Gallini, 1990 ), our und…”
BackgroundMultiple External Representations (MER)–Based Multi-Agent G-Code Generation for Part Manufacturing
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Dyba, T. G., Rowland, S. L., & Fraser, J. A. (2025) · CourseSource · doi:10.24918/cs.2025.5
“Creating accurate and informative visual representation of scientific concepts is key for understanding and making connections between separate bits of information (21, 31–35).”
Experimentally Testing AI-Powered Content Transformations on Student Learning
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“These content transformations were grounded in pedagogical theories that demonstrate that multiple representations of content can be a powerful way to learn (Mayer and Gallini, 1990; Mayer and Moreno, 1998).”
Marković, M., Đorđević, I., & Jovanović, S. (2025) · Zbornik Radova: Geografski Fakultet Univerziteta u Beogradu · doi:10.5937/zrgfub2573043m
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The Case for Rethinking Multimedia
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“Shepard and Cooper [2] and Mayer and Gallini [3] made the connection between visual clues, the memory process, and the recall of new knowledge.”
BackgroundDer Effekt der Präsentationsform auf die Prognosefähigkeit frühzeitiger Konzepttests
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Identifying and Creating Effective Vodcasts
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“Under particular conditions (appropriate text, test, and learners), explanative illustrations (ones that help students visualize the scientific process) enhance learning (Mayer & Gallini, 1990).”
BackgroundAnders, B. A. (2014) · Advances in educational technologies and instructional design book series · doi:10.4018/978-1-4666-4462-5.ch002
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Janík, T., Najvar, P., & Kubiatko, M. (2013) · Masarykova univerzita eBooks · doi:10.5817/cz.muni.m210-6398-2013
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Adesope, O. (2012) · Advances in educational technologies and instructional design book series · doi:10.4018/978-1-4666-0068-3.ch010
Multimedia Technologies in Education
Cirrincione, A. (2008) · doi:10.4018/978-1-59140-561-0.ch104
Metadata
- Authors
- Mayer, R. E., & Gallini, J. K.
- Affiliations
- University of California, Santa Barbara (US)
- ORCID
- Mayer, Richard E.
- Venue
- Journal of Educational Psychology
- Published
- 1990-12
- Volume
- 82
- Issue
- 4
- Pages
- 715-726
- ISSN
- 0022-0663 (ISSN-L)
- 1939-2176
- 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
About these checks
Registry, retraction, Cites and statistics results are computed, not judged, with one exception: a printed reference that no index lists is read once by a model before it counts as a citation error. Claims are extracted by a model and kept only when their quote appears verbatim in the text; each cited source is then checked, with a model’s help, for whether it says what the claim relies on. Those verdicts can be wrong — read the claim’s quote and the cited source before relying on one.
Statistics and arithmetic are recomputed, not judged.
Confidence bands are shown only for fields calibrated on our annotated test set. None is calibrated yet, so no band is shown.
What counts as a claim ›How we measure confidence ›How we check this ›
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