Learning with erroneous visualizations modulates retention depending on perceptual richness and test type
Studying with erroneous examples appears to require a certain level of realism to be an effective method. Exposing learners to inaccurate visualizations such as those generated by artificial intelligence tools may not be problematic as long as this fact is disclosed.
Authors
- Alexander Skulmowski (ORCID: https://orcid.org/0000-0002-1682-021X)
- Theresa Dechamps (ORCID: https://orcid.org/0009-0001-3734-761X)
Institutions
- Karlsruhe University of Education (DE)
Publication Details
- Journal
- Trends in Neuroscience and Education
- Published
- 2025-05-23
- DOI
- https://doi.org/10.1016/j.tine.2025.100256
- Primary Topic
- Visual and Cognitive Learning Processes
- Type
- article
- Field-Weighted Citation Impact
- 0.00
Funders
- Ministerium für Wissenschaft, Forschung und Kunst Baden-Württemberg