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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
Language: English
Authors: González, Federico Martín, Saux, Gastón, Burin, Debora
Source: Australasian Journal of Educational Technology. 2019 35(3):166-178.
Availability: Australasian Society for Computers in Learning in Tertiary Education. Ascilite Secretariat, P.O. Box 44, Figtree, NSW, Australia. Tel: +61-8-9367-1133; e-mail: info@ascilite.org.au; Web site: https://ajet.org.au/index.php/AJET
Peer Reviewed: Y
Page Count: 13
Publication Date: 2019
Document Type: Journal Articles
Reports - Research
Education Level: Higher Education
Postsecondary Education
Descriptors: Pictorial Stimuli, Electronic Learning, Attention, Inhibition, Illustrations, Reading Comprehension, Undergraduate Students, Difficulty Level, Prior Learning, Short Term Memory
DOI: 10.14742/ajet.4577
ISSN: 1449-5554
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.
Abstractor: As Provided
Entry Date: 2019
Accession Number: EJ1220264
Database: ERIC
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  Data: The Decorative Images' Seductive Effect in E-Learning Depends on Attentional Inhibition
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  Data: <searchLink fieldCode="SO" term="%22Australasian+Journal+of+Educational+Technology%22"><i>Australasian Journal of Educational Technology</i></searchLink>. 2019 35(3):166-178.
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  Data: Australasian Society for Computers in Learning in Tertiary Education. Ascilite Secretariat, P.O. Box 44, Figtree, NSW, Australia. Tel: +61-8-9367-1133; e-mail: info@ascilite.org.au; Web site: https://ajet.org.au/index.php/AJET
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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.
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