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. 2012 Winter;11(4):437–447. doi: 10.1187/cbe.12-06-0091

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© 2012 I. M. Kramer et al.CBE—Life Sciences Education © 2012 The American Society for Cell Biology. This article is distributed by The American Society for Cell Biology under license from the author(s). It is available to the public under an Attribution–Noncommercial–Share Alike 3.0 Unported Creative Commons License (http://creativecommons.org/licenses/by-nc-sa/3.0).

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Figure 6. — Keywords and a schematic representation of the activation states of PKA do not prepare for a realistic test image. In an 80-min test protocol, students were provided with one text and one of two different renderings (A or B) of the activation states of PKA (realistic-schematic or schematic). The control group (C) received a list of keywords (icons in a). After roughly 45 min of preparation, the learning documents were removed and replaced with a test in which students were given a realistic version of the same events (icon in b) and were asked to: label molecular structures (activation segment, ATP, catalytic site, etc.; average results in d), describe the events (average results in e), and reply to MCQs (average results in f). At the end of the test, students were asked to indicate whether they regarded the image (or keywords) useful or not (percentage of “yes” replies in g). Notice the dramatic drop in the overall test score (box-and-whisker plot presentation in h) when students had prepared the subject with a schematic representation (B) or a list of keywords (C). Each test group comprised about 40 subjects (c). Marks were out of 20. There are significant differences between the groups (ANOVA, F = 47.82 and p < 0.0001), the impact of the realistic-schematic image is significantly distinguishable from that of a schematic image or a keywords supplement.