Abstract:ResumenLa Teoría Cognitiva de Aprendizaje Multimedia (Mayer, 2001(Mayer, , 2005 sostiene que el procesamiento conjunto de información lingüística y pictórica resulta en una representación mental integrada del mensaje, y que la adición de representaciones pictóricas puede tanto beneficiar como perjudicar el desempeño asociado a la lectura, dependiendo de la función que cumplan dichos agregados. Este estudio examinó experimentalmente el efecto de asociar representaciones pictóricas con un texto expositivo en cas… Show more
“…In contrast to the emotional design literature, Mayer (1997, 1998) and Mayer (2014) argued that increasing interest in learning materials through emotionally appealing but irrelevant illustrations would lead to pay more attention to the irrelevant images, which could also interrupt the reader's mental model construction, and so hinder comprehension. Indeed, including seductive images with decorative and emotional, but not informational value, has been associated with decreases in expository text comprehension, memory, and learning (e.g., Abercrombie et al 2019;Eitel et al 2019;Mayer 1997, 1998;Park and Lim 2007;Sanchez and Wiley 2006;Saux et al 2015;Strobel et al 2019;Wiley 2019). This replicated finding (see metaanalysis by Rey 2012) has been termed the seductive detail effect.…”
Section: Introductionmentioning
confidence: 97%
“…This replicated finding (see metaanalysis by Rey 2012) has been termed the seductive detail effect. For example, in Saux et al (2015), a text explained a mechanism (how aerogels work), with or without a picture depicting the person who invented it. College students remembered less about the mechanism when the picture was included.…”
Section: Introductionmentioning
confidence: 99%
“…As for the arousal dimension, arousing stimuli might act as an alert signal, contributing to attention and memory (e.g., Chung et al 2015;Schneider et al 2019) but higher states of arousal, alone or coupled with negative stimuli, might negatively affect performance. On the other hand, the seductive detail literature has found a negative effect of attractive but irrelevant images on comprehension and learning (e.g., Mayer 1997, 1998;Park and Lim 2007;Sanchez and Wiley 2006;Saux et al 2015), also seemingly mediated by low perceived arousal (Schneider et al 2019). The present study addresses the effects of presenting decorative images selected for their valence (positive or negative), and arousing properties, in multimedia comprehension.…”
Research on multimedia comprehension from the emotional design perspective has suggested that including graphical elements enhances positive affect and learning. On the other hand, the seductive detail literature found that attractive but irrelevant images can hinder comprehension and learning. The present study has addressed the effect of decorative images with affective properties (valence and arousal) in procedural multimedia comprehension. First, a validation study determined the images' affective properties; stimuli high or low in both dimensions were systematically introduced in the second experiment, which tested the images' effect in mean study time when learning the instructions, and accuracy during object assembly. Low arousal images made participants study the instructions faster, and high arousal images led to more errors in performance. Valence did not have a differential effect. Overall, in line with the seductive detail effect, these findings argue against including irrelevant, highly arousing, emotional information in instructional materials. Resumen La investigación sobre la comprensión multimedia desde la perspectiva del diseño emocional ha sugerido que incluir elementos gráficos mejora el afecto positivo y el aprendizaje. Por su lado, la literatura acerca de los detalles seductores encontró que las imágenes atractivas pero irrelevantes pueden dificultar la comprensión y el aprendizaje. El presente estudio ha abordado el efecto de las imágenes decorativas con propiedades emocionales (valencia y activación) en la comprensión de instrucciones multimedia. Un estudio de validación determinó las propiedades afectivas de las imágenes; estímulos altos o bajos en ambas dimensiones se introdujeron sistemáticamente en el segundo experimento, que probó el efecto de las imágenes en el tiempo medio de estudio para aprender las instrucciones y en la precisión durante el montaje del objeto. Las imágenes de baja activación llevaron a los participantes a estudiar las instrucciones más rápido, y las imágenes de alta activación condujeron a más errores en el
“…In contrast to the emotional design literature, Mayer (1997, 1998) and Mayer (2014) argued that increasing interest in learning materials through emotionally appealing but irrelevant illustrations would lead to pay more attention to the irrelevant images, which could also interrupt the reader's mental model construction, and so hinder comprehension. Indeed, including seductive images with decorative and emotional, but not informational value, has been associated with decreases in expository text comprehension, memory, and learning (e.g., Abercrombie et al 2019;Eitel et al 2019;Mayer 1997, 1998;Park and Lim 2007;Sanchez and Wiley 2006;Saux et al 2015;Strobel et al 2019;Wiley 2019). This replicated finding (see metaanalysis by Rey 2012) has been termed the seductive detail effect.…”
Section: Introductionmentioning
confidence: 97%
“…This replicated finding (see metaanalysis by Rey 2012) has been termed the seductive detail effect. For example, in Saux et al (2015), a text explained a mechanism (how aerogels work), with or without a picture depicting the person who invented it. College students remembered less about the mechanism when the picture was included.…”
Section: Introductionmentioning
confidence: 99%
“…As for the arousal dimension, arousing stimuli might act as an alert signal, contributing to attention and memory (e.g., Chung et al 2015;Schneider et al 2019) but higher states of arousal, alone or coupled with negative stimuli, might negatively affect performance. On the other hand, the seductive detail literature has found a negative effect of attractive but irrelevant images on comprehension and learning (e.g., Mayer 1997, 1998;Park and Lim 2007;Sanchez and Wiley 2006;Saux et al 2015), also seemingly mediated by low perceived arousal (Schneider et al 2019). The present study addresses the effects of presenting decorative images selected for their valence (positive or negative), and arousing properties, in multimedia comprehension.…”
Research on multimedia comprehension from the emotional design perspective has suggested that including graphical elements enhances positive affect and learning. On the other hand, the seductive detail literature found that attractive but irrelevant images can hinder comprehension and learning. The present study has addressed the effect of decorative images with affective properties (valence and arousal) in procedural multimedia comprehension. First, a validation study determined the images' affective properties; stimuli high or low in both dimensions were systematically introduced in the second experiment, which tested the images' effect in mean study time when learning the instructions, and accuracy during object assembly. Low arousal images made participants study the instructions faster, and high arousal images led to more errors in performance. Valence did not have a differential effect. Overall, in line with the seductive detail effect, these findings argue against including irrelevant, highly arousing, emotional information in instructional materials. Resumen La investigación sobre la comprensión multimedia desde la perspectiva del diseño emocional ha sugerido que incluir elementos gráficos mejora el afecto positivo y el aprendizaje. Por su lado, la literatura acerca de los detalles seductores encontró que las imágenes atractivas pero irrelevantes pueden dificultar la comprensión y el aprendizaje. El presente estudio ha abordado el efecto de las imágenes decorativas con propiedades emocionales (valencia y activación) en la comprensión de instrucciones multimedia. Un estudio de validación determinó las propiedades afectivas de las imágenes; estímulos altos o bajos en ambas dimensiones se introdujeron sistemáticamente en el segundo experimento, que probó el efecto de las imágenes en el tiempo medio de estudio para aprender las instrucciones y en la precisión durante el montaje del objeto. Las imágenes de baja activación llevaron a los participantes a estudiar las instrucciones más rápido, y las imágenes de alta activación condujeron a más errores en el
“…Later research, however, came to conclusions that partially contradicted those results. Although some studies found the schema activation effect (manipulating detail location) (Rowland et al, 2008;Saux et al, 2015), others did not (Lehman et al, 2007;Mayer et al, 2001). Additionally, the distraction hypothesis (Chang & Choi, 2014;Lehman et al, 2007;Sanchez & Wiley, 2006) and disruption hypothesis (Lehman et al, 2007;Mayer et al, 2008;Park, Moreno, Seufert, & Brünken, 2011;Schnotz, Fries, & Horz, 2009) gained support.…”
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.
“…El tipo de imágenes que aparecen en los textos va a favorecer o no la comprensión, por esto es importante que se primen el uso de imágenes efectivas en detrimento de las imágenes seductoras e irrelevantes que pueden llevar a confusiones, principalmente a los alumnos con un nivel bajo de conocimientos previos. Como señalan Saux et al (2015) a la hora de incluir imágenes en los textos se tienen que tener en cuenta no solo criterios formales, editoriales o publicitarios, si no especialmente psicológicos.…”
Section: Analizar Las Imágenes Y Las Representaciones Visualesunclassified
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