Realistic visualizations can aid transfer performance: Do distinctive shapes and descriptive labels contribute towards learning?

Abstract Background Realistic visualizations have been associated with benefits in retention performance, but also disadvantages transfer tasks. details are considered to be helpful for the initial learning of content, not generalization other domains and Objectives The contradictory nature previous evidence needed tested a situation which both concrete surfaces as well different shapes is necessary. Methods Three experiments were conducted assess whether tasks knowledge transferred variations can benefit from realism, shape distinctness, descriptive labels. In Experiment 1, participants learned skull anatomy either schematic or realistic style completed near far tests. 2, realism distinctness fictional bone model was varied. Subjective cognitive load, scores measured. 3 compared how distinct less another affect combination label texts differing semantic descriptiveness. Results Conclusions performance an task raised by visualization across 2 revealed that extraneous load increased when depicted lack distinctness. suggests feature shapes, learners struggle labels tests similarly unspecific