Triggering situational interest by decorative illustrations both fosters and hinders learning in computer-based learning environments.

Autor/inn/en	Magner, Ulrike I. E.; Schwonke, Rolf; Aleven, Vincent; Popescu, Octav; Renkl, Alexander
Titel	Triggering situational interest by decorative illustrations both fosters and hinders learning in computer-based learning environments. Gefälligkeitsübersetzung: Auslösen von situativem Interesse durch dekorative Illustrationen fördert und hindert Lernen in computergestützten Lernumgebungen gleichzeitig.
Quelle	In: Learning and instruction, (2014) 29, S. 141-152Infoseite zur Zeitschrift PDF als Volltext Link als defekt meldenVerfügbarkeit
Sprache	englisch
Dokumenttyp	online; gedruckt; Zeitschriftenaufsatz
ISSN	0959-4752; 1873-3263
DOI	10.1016/j.learninstruc.2012.07.002
Schlagwörter	Wissen; Stimulation (Psy); Schüler; Interesse; Lernen; Motivation; Lehrmethode; Unterweisung; Bild; Geometrie; Computerunterstütztes Verfahren; Engagement
Abstract	Examined whether decorative illustrations in computer-based learning trigger interest and engagement in learning or distraction. In a prestudy, 87 8th grade students (mean age 13 years) evaluated decorative illustrations (i.e., having little or no relationship to the text content) for interest, for feeling-related items (exciting, entertaining, boring), and value-related items (useful, worthless, unimportant). In the main study, 52 8th grade students (mean age 13 years) worked on a geometry lesson with and without interesting decorative illustrations (26 participants in each condition). An immediate paper-pencil posttest (consisting of 2 near transfer tasks and 2 far transfer tasks) and a delayed posttest with 6 additional problems were completed. Results indicate that both cognitive and motivational aspects should be considered when analyzing design features in multimedia learning environments as well as individual differences regarding students' prior knowledge. Seductive, decorative illustrations appeared to hinder students with low prior knowledge (near transfer results). In students with high prior knowledge, however, decorative illustrations had a positive effect triggering a situational interest that indirectly effected performance in the posttest. Students with high prior knowledge may have enough working memory available to cope with the additional cognitive load induced by the decorative illustrations. (ZPID).
Erfasst von	Leibniz-Institut für Psychologie, Trier
Update	2026/3