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Previous studies suggest that realism can overwhelm learners, but a growing body of research demonstrates that realistic details can enhance learning. In the first experiment (\n                    <jats:italic>n<\/jats:italic>\n                    \u2009=\u2009107), it was assessed whether learning using realistic visualizations can be distracting and therefore particularly benefits from pre-training. Participants learned the anatomy of the parotid gland using labeled visualizations. While pre-training did not have an effect, a more realistic visualization enhanced learning compared to a schematic visualization. In the second experiment (\n                    <jats:italic>n<\/jats:italic>\n                    \u2009=\u2009132), a schematic diagram was compared to a more realistic style featuring basic depth cues, and a highly realistic visualization containing a detailed surface. Regarding retention performance, no significant differences were found. However, an interesting pattern regarding subjective cognitive load ratings emerged: the schematic version received the highest cognitive load ratings, while the version featuring simplified shading was rated as least demanding. The version containing simplified depth cues also elicited lower cognitive load ratings than the detailed visualization. The two experiments demonstrate that fears concerning a detrimental effect of realistic details should not be over-generalized. While schematic visualizations may be easier to visually process in some cases, extracting depth information from contour drawings adds cognitive demands to a learning task. Thus, it is advisable that computer-generated visualizations contain at least simplified forms of shading, while the addition of details does not appear to have a strong positive effect.\n                  <\/jats:p>","DOI":"10.1007\/s10339-024-01183-3","type":"journal-article","created":{"date-parts":[[2024,3,21]],"date-time":"2024-03-21T05:02:14Z","timestamp":1710997334000},"page":"351-361","update-policy":"https:\/\/doi.org\/10.1007\/springer_crossmark_policy","source":"Crossref","is-referenced-by-count":12,"title":["Are realistic details important for learning with visualizations or can depth cues provide sufficient guidance?"],"prefix":"10.1007","volume":"25","author":[{"ORCID":"https:\/\/orcid.org\/0000-0002-1682-021X","authenticated-orcid":false,"given":"Alexander","family":"Skulmowski","sequence":"first","affiliation":[],"role":[{"vocabulary":"crossref","role":"author"}]}],"member":"297","published-online":{"date-parts":[[2024,3,21]]},"reference":[{"key":"1183_CR1","doi-asserted-by":"publisher","first-page":"24","DOI":"10.1038\/s41539-021-00103-w","volume":"6","author":"G Brod","year":"2021","unstructured":"Brod G (2021) Toward an understanding of when prior knowledge helps or hinders learning. npj Sci Learn 6:24. https:\/\/doi.org\/10.1038\/s41539-021-00103-w","journal-title":"npj Sci Learn"},{"issue":"1","key":"1183_CR2","doi-asserted-by":"publisher","first-page":"182","DOI":"10.1037\/0022-0663.98.1.182","volume":"98","author":"KR Butcher","year":"2006","unstructured":"Butcher KR (2006) Learning from text with diagrams: promoting mental model development and inference generation. 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