How affective charge and text-picture connectedness moderate the impact of decorative pictures on multimedia learning.

Autor/inn/en	Schneider, Sascha; Dyrna, Jonathan; Meier, Luis; Beege, Maik; Rey, Günter Daniel
Titel	How affective charge and text-picture connectedness moderate the impact of decorative pictures on multimedia learning.
Quelle	In: The journal of educational psychology, 110 (2018) 2, S. 233-249Infoseite zur Zeitschrift PDF als Volltext Link als defekt meldenVerfügbarkeit
Sprache	englisch
Dokumenttyp	online; gedruckt; Zeitschriftenaufsatz
ISSN	0022-0663; 1939-2176
DOI	10.1037/edu0000209
Schlagwörter	Emotion; Pädagogischer Transfer; Multimedia; Ablenkung; Ästhetik; E-Learning
Abstract	Investigated the role of decorative pictures in multimedia learning from texts, focusing on two potential moderation factors: the affective charge and the degree of text-picture connectedness (i.e., the semantic relation of text and pictures). To examine these design features and compare them with a group without pictures, three experiments with secondary school (Experiments 1 and 3) or university (Experiment 2) students were conducted. For this, decorative pictures consistent with those in instructional texts about South Korea (Experiments 1 and 2) or the human body (Experiment 3), were tested in a 2 (positively vs. negatively charged) X 2 (weakly vs. strongly connected to the text) between-subjects design with an additional control group. Learning performance, affective responses, and cognitive processes were measured. Results show that students with either positive or strongly connected pictures outperformed students with negative or weakly connected pictures. In comparison with the control group, strongly connected positive pictures enhanced learning and weakly connected negative pictures impaired learning. Although negative pictures were shown to increase task-irrelevant thoughts and extraneous cognitive load, weakly connected pictures increased the perception of intrinsic cognitive load. It is concluded that incorporating decorative pictures within multimedia materials is beneficial for learning when pictures are positive or strongly connected to the content of the text rather than negative or weakly connected. This is explained by an increase of task-irrelevant thoughts for negative pictures and an increase of perceived task complexity for weakly connected pictures. Moreover, it is argued that including strongly connected, positive pictures support learning, whereas negative, weakly connected pictures inhibit learning in contrast to a text-only condition. (ZPID).
Erfasst von	Leibniz-Institut für Psychologie, Trier
Update	2019/3