Algorithm visualizations graphically illustrate how algorithms work. In prior ethnographic studies of a computer science course in which students were required to construct and present their own algorithm visualizations, we observed that visualizations based on storylines tended to stimulate increased audience interest and involvement. This observation, coupled with the empirical research that substantiates the value of stories as mnemonic devices, raises an interesting research question: Do visualizations with storylines actually help students remember the procedural behavior of an algorithm better than visualizations that do not involve storylines? To investigate this question, we conducted an experimental study that compared the memorability of algorithm descriptions involving differing degrees of spatial and verbal embellishment. The study failed to detect significant differences. We reflect on our lack of significant results, and suggest two alternative paths for future research into the value of story-based algorithm visualization.