Is a Picture Worth a Thousand Words? Using Images to Create a Concreteness Effect for Abstract Words: Evidence from Beginning L2 Learners of Spanish

Farley, Andrew P.; Pahom, Olga; Ramonda, Kris

doi:10.1353/hpn.2014.0106

Cited by 1 publication

(2 citation statements)

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“…Such negative effects are likely when images do not match the provided verbal information (Rop et al, 2016), but could also occur if images are irrelevant or distracting to learners, acting as a seductive detail (e.g., Harp & Mayer, 1998;Kalyuga & Sweller, 2014). However, overall, prior research suggests that adding relevant images during encoding of new vocabulary has small but positive effects, especially for abstract words (Farley et al, 2012(Farley et al, , 2014Shen, 2003).…”

Section: Potential Positive Effects Of Images: Efficient Processing O...mentioning

confidence: 99%

“…In three classroom experiments, of which the first two were carried out in parallel, Dutch secondary education students practiced foreign vocabulary through retrieval practice with or without images (see Figure 1). Different vocabulary materials were used in each experiment because images might affect the retention of concrete words differently from more abstract idioms and words (Farley et al, 2012(Farley et al, , 2014Shen, 2003), and because images might affect retention differently depending on the degree to which retrieval effort is reduced (cf. retrievaleffort theories, Pyc & Rawson, 2009;Rowland, 2014).…”

Section: The Present Studymentioning

confidence: 99%

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Multimedia effects during retrieval practice: Images that reveal the answer reduce vocabulary learning.

Broek¹,

Gog²,

Jansen³

et al. 2021

Journal of Educational Psychology

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Practicing retrieval of vocabulary items from memory (e.g., with flashcard software or practice tests) is an effective study strategy to remember vocabulary over time. Retrieval practice is often implemented in digital learning environments that increasingly include multimedia (i.e., combining textual and pictorial information). However, it is unknown how multimedia design affects the benefits of retrieval. Therefore, the present study tested the effect of adding images during retrieval practice on students' learning, affective-motivational outcomes, and judgments of learning. We experimentally manipulated the presence and timing of images during retrieval practice of foreign vocabulary in three classroom experiments with students in secondary education. Across experiments, students' vocabulary recall on a posttest (1 to 4 days after practice) was weaker after practice with images that helped them retrieve the answer, compared with practice without images (Experiments 2 and 3) and compared with practice with images that appeared after the retrieval attempt (Experiments 1 and 3). Images enhanced feelings of competence but not enjoyment of practice. The majority of students recognized the negative effects of images on their learning only when the images clearly revealed the answer (Experiment 1) but-incorrectly-considered images that provided partial hints about the answer to be helpful (Experiments 2 and 3). Moreover, students consistently overestimated how much they learned with images that helped them retrieve the answer. During retrieval practice of vocabulary words, informative images are thus potentially harmful and students have limited insight into these effects. Educational Impact and Implications StatementPracticing retrieval of vocabulary words from memory (e.g., with flashcard software or practice tests) is an effective strategy to remember the words over time. This study tested how adding images during such retrieval practice influences students' learning and motivation. In three classroom experiments, we found that retrieval practice is less effective when it includes images that provide hints about the answer, compared to no images. Students were unaware of this effect and overestimated how much they learned with images. Multimedia should thus be used cautiously in vocabulary learning software. To ensure that students can later recall vocabulary not only with the help of the images from practice but also without images, practice should not include images that provide hints about the to-be-retrieved answer. Images can, however, be presented as feedback that is shown after the learner has given a response.

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Section: Potential Positive Effects Of Images: Efficient Processing O...mentioning

confidence: 99%

Section: The Present Studymentioning

confidence: 99%

Multimedia effects during retrieval practice: Images that reveal the answer reduce vocabulary learning.

Broek¹,

Gog²,

Jansen³

et al. 2021

Journal of Educational Psychology

View full text Add to dashboard Cite

show abstract

Is a Picture Worth a Thousand Words? Using Images to Create a Concreteness Effect for Abstract Words: Evidence from Beginning L2 Learners of Spanish

Cited by 1 publication

References 24 publications

Multimedia effects during retrieval practice: Images that reveal the answer reduce vocabulary learning.

Multimedia effects during retrieval practice: Images that reveal the answer reduce vocabulary learning.

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