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

González, Federico; Saux, Gastón; Burin, Débora Inés

doi:10.14742/ajet.4577

Cited by 6 publications

(4 citation statements)

References 28 publications

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“…Seductive details are thought to impose extraneous load on limited working memory capacity or distract attention. In this sense, inhibition control could be relevant regarding the seductive nature of the effect (González et al, 2019). Indeed, overcoming the seductive details effect requires a high level of inhibitory control, which according to Diamond (2013), can function on an attentional (preventing attention to focus on irrelevant information) and/or cognitive level (deleting irrelevant information that causes extraneous load on working memory).…”

Section: Literature Reviewmentioning

confidence: 99%

Inconsistent interactions between the seductive details effect and ego depletion in multimedia learning

Wang

Schroeder

2022

Applied Cognitive Psychology

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Multimedia learning often consists of a sequence of tasks, and research suggests that the sequence itself may influence learning outcomes. This study examines one theory related to task sequencing, known as ego depletion, and its interaction with a well‐established instructional design effect, the seductive details effect. To investigate the potential impact of ego depletion, a state of depleted self‐control strength, on learning with seductive details, which are interesting but irrelevant elements of the instruction, we conducted a randomized controlled experiment in which both ego depletion and seductive details were manipulated as two between‐subjects independent variables. Although manipulation checks confirmed the efficacy of the interventions, we found mixed results in learning outcome measures, particularly in the investigation of an interaction between the seductive details effect and ego depletion. Specifically, we found an amplified seductive details effect on transfer but not retention for depleted participants. These results suggest that ego depletion may not always occur to an extent that significantly influences learning in learner‐paced learning environments.

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Section: Literature Reviewmentioning

confidence: 99%

Inconsistent interactions between the seductive details effect and ego depletion in multimedia learning

Wang

Schroeder

2022

Applied Cognitive Psychology

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“…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. So based on this research, unclear images displayed during learning will become an obstacle to understanding the material and are considered a form of distraction [19].…”

Section: Introductionmentioning

confidence: 97%

Komponen Pendukung Pembelajaran Online dan Kemampuan Siswa untuk Belajar Online

Kondo

Sinadia²,

Mundung³

2022

CogITo Smart Journal

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Penelitian ini bertujuan untuk mendeskripsikan komponen pendukung pembelajaran online dan kemampuan siswa belajar online. Penelitian menganalisis frekuensi tiga indikator utama komponen pendukung pembelajaran online, yaitu kualitas koneksi internet, kemampuan menggunakan teknologi (aplikasi dan perangkat), fasilitas untuk mendukung pembelajaran online, dan kemampuan siswa untuk belajar online. Selain itu, ini juga menkorelasikan antara komponen pendukung pembelajaran online dengan kemampuan siswa untuk belajar online. Penelitian ini menggunakan analisis deskriptif dan korelatif. Data dianalisis untuk menemukan skor rata-rata dan koefisien korelasi Spearman. Empat puluh lima responden dipilih dengan menggunakan teknik convenience sampling karena adanya pembatasan tatap muka di masa pandemi COVID-19. Instrumen yang digunakan adalah angket 25 item yang dibuat oleh peneliti. Temuan penelitian ini adalah: (a) tingkat fasilitas untuk mendukung pembelajaran online; (b) tingkat kemampuan menggunakan teknologi; dan (c) tingkat kualitas koneksi internet; (d) tingkat kemampuan siswa untuk belajar online;dan (e) terdapat hubungan yang signifikan antara fasilitas penunjang pembelajaran online dan kemampuan menggunakan teknologi dengan kemampuan siswa belajar online. Kata kunci—komponen pendukung pembelajaran online, fasilitas belajar online, kemampuan menggunakan teknologi, kualitas koneksi internet, kemampuan siswa belajar online

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“…This effect can be explained by the limitation of learners' cognitive resources, especially the capacity of their working memory and attention channels (Sweller, Ayres, & Kalyuga, 2011); furthermore, irrelevant information may interrupt the development of learning‐relevant schemata (for a meta‐review, see Rey, 2012). Many factors can influence the effect, for instance, of arousal (Schneider, Wirzberger, & Rey, 2019) or low attentional inhibition (González, Saux, & Burin, 2019). Even though some researchers showed that decorative pictures impeded learning, these pictures improve learning when learning‐relevant emotions are simultaneously activated or the pictures are integrated into a learning context (Schneider et al, 2016; Schneider, Dyrna, Meier, Beege, & Rey, 2018; Schneider, Nebel, Beege, & Rey, 2018).…”

Section: Introductionmentioning

confidence: 99%

The influence of affective decorative pictures on learning statistics online

Mikheeva

Schneider

Beege

et al. 2021

Human Behav and Emerg Tech

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Statistical concepts are quite abstract and difficult for students to understand, leading to high examination failure rates. This study investigated whether the use of decorative pictures during online learning could enhance learning performance or reduce cognitive load. Although many multimedia studies showed the negative influences of decorative pictures, the pictures enhanced learning if they induced learning‐relevant emotions and were integrated into the learning context. The purpose of this study was to examine the influence of decorative pictures on online statistical learning, using an online experiment during which students learned about nonparametric tests. The experiment included two sections, each with an emotional picture, learning materials, and questions. Retention and transfer tests were also carried out. Overall, 100 students participated in the experiment. A 2 × 2 between‐subjects design was used with the factors “picture in the first section” (positive vs. negative) and “picture in the second section” (positive vs. negative). The results showed that the first positive picture enhanced learning performance for the questions in the first section, while the second positive picture led to lower intrinsic and extraneous cognitive load; however, the experimental factors did not influence emotions, retention, or transfer. In summary, positive pictures in a learning context reduced cognitive load or enhanced learning, depending on their positions in the learning materials.

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

Cited by 6 publications

References 28 publications

Inconsistent interactions between the seductive details effect and ego depletion in multimedia learning

Inconsistent interactions between the seductive details effect and ego depletion in multimedia learning

Komponen Pendukung Pembelajaran Online dan Kemampuan Siswa untuk Belajar Online

The influence of affective decorative pictures on learning statistics online

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