Studies show...
CREATIVE DESIGN IN ELEARNING AND ILT DRAMATICALLY BOOSTS RETENTION AND ENGAGEMENT. The Dual Coding Theory (Paivio, 1971) and Mayer's Cognitive Theory of Multimedia Learning (2009) highlight how combining verbal and visual information enhances memory. The Picture Superiority Effect (Nelson, Reed, & Walling, 1976) also shows images are more memorable than text alone. Empirical studies confirm that well-designed visuals capture attention, clarify complex ideas, and make learning materials more engaging and effective, emphasizing the vital role of creativity in educational content.
Chambers, B., Cheung, A., Madden, N. A., Slavin, R. E., & Gifford, R. (2006). Achievement effects of embedded multimedia in a success for all reading program. Journal of Educational Psychology, 98(1), 232-237.
Höffler, T. N., & Leutner, D. (2007). Instructional animation versus static pictures: A meta-analysis. Learning and Instruction, 17(6), 722-738.
Mayer, R. E. (2009). Multimedia learning (2nd ed.). Cambridge University Press.
Mayer, R.E. (2008b). Applying the science of learning: Evidence-based principles for the design of multimedia instruction. American Psychologist, 63(8), 760-769.