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

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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]
Copyright of Australasian Journal of Educational Technology is the property of Australasian Journal of Educational Technology (AJET) and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Education Research Complete
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  Data: <searchLink fieldCode="JN" term="%22Australasian+Journal+of+Educational+Technology%22">Australasian Journal of Educational Technology</searchLink>. 2019, Vol. 35 Issue 3, p166-178. 13p. 3 Color Photographs, 2 Charts, 1 Graph.
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  Data: *<searchLink fieldCode="DE" term="%22Ability+testing%22">Ability testing</searchLink><br />*<searchLink fieldCode="DE" term="%22Exposition+%28Rhetoric%29%22">Exposition (Rhetoric)</searchLink><br />*<searchLink fieldCode="DE" term="%22Short-term+memory%22">Short-term memory</searchLink><br />*<searchLink fieldCode="DE" term="%22Comprehension%22">Comprehension</searchLink><br />*<searchLink fieldCode="DE" term="%22Learning+management+system%22">Learning management system</searchLink><br /><searchLink fieldCode="DE" term="%22Response+inhibition%22">Response inhibition</searchLink>
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  Label: Abstract
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  Data: 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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  Data: <i>Copyright of Australasian Journal of Educational Technology is the property of Australasian Journal of Educational Technology (AJET) and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
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              Text: 2019
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