The decorative images' seductive effect in e-learning depends on attentional inhibition.

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Bibliographic Details
Title:	The decorative images' seductive effect in e-learning depends on attentional inhibition.
Authors:	González, Federico M.¹ fmgonzalez@psi.uba.ar, Saux, Gastón², Burin, Debora³
Source:	Australasian Journal of Educational Technology. 2019, Vol. 35 Issue 3, p166-178. 13p. 3 Color Photographs, 2 Charts, 1 Graph.
Subject Terms:	Ability testing, Exposition (Rhetoric), Short-term memory, Comprehension, *Learning management system, Response inhibition
Abstract:	Two studies sought to replicate and extend the seductive effect of decorative pictures in expository text comprehension to an e-learning environment. In the first study, undergraduate students read and answered questions about two texts, with and without decorative, irrelevant images, in an e-learning course. The presence of decorative images had a small detrimental effect on comprehension. In the second study, participants read more difficult texts (low prior knowledge texts in multiple screens) and completed working memory and inhibitory ability tests. A significant interaction between comprehension and perceptual/attentional inhibitory ability was found: Participants with lower inhibitory capacity were affected by irrelevant pictures. In conclusion, evidence supported the hypothesis of a detrimental effect of irrelevant, decorative images on comprehension in e-learning, particularly for students with low attentional inhibition. [ABSTRACT FROM AUTHOR]
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Database:	Education Research Complete

Description
Abstract:	Two studies sought to replicate and extend the seductive effect of decorative pictures in expository text comprehension to an e-learning environment. In the first study, undergraduate students read and answered questions about two texts, with and without decorative, irrelevant images, in an e-learning course. The presence of decorative images had a small detrimental effect on comprehension. In the second study, participants read more difficult texts (low prior knowledge texts in multiple screens) and completed working memory and inhibitory ability tests. A significant interaction between comprehension and perceptual/attentional inhibitory ability was found: Participants with lower inhibitory capacity were affected by irrelevant pictures. In conclusion, evidence supported the hypothesis of a detrimental effect of irrelevant, decorative images on comprehension in e-learning, particularly for students with low attentional inhibition. [ABSTRACT FROM AUTHOR]
ISSN:	14493098
DOI:	10.14742/ajet.4577