When pictures are not beneficial in multimedia learning: the case of threat-related pictures

Kühl, Tim; Münzer, Stefan

doi:10.1080/01443410.2023.2185205

Cited by 3 publications

(1 citation statement)

References 25 publications

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“…The results of prior research indicate that students who consume educational text in combination with illustrations perform better than students who only have plain text. The integration of text and illustrations in educational materials has been shown to enhance learning outcomes, as it can enrich vocabulary, improve comprehension, and motivate students, thereby positively influencing their achievement (Tim & Stefan, 2023). This is supported by findings that illustrations can serve as an effective means of communication, helping children understand what they have read (Kuznetsov, 2023).…”

Section: Literature Reviewmentioning

confidence: 91%

Evaluating computer science students reading comprehension of educational multimedia-enhanced text using scalable eye-tracking methodology

Turčáni,

Balogh,

Kohútek

2024

Smart Learn. Environ.

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In this research, a mixed-method approach was employed to conduct large-scale eye-tracking measurements, traditionally associated with high costs and extensive time commitments. Utilizing consumer-grade webcams in conjunction with open-source software, data was collected from an expansive cohort of students, thereby demonstrating the scalability and cost-effectiveness of this innovative methodology. The primary objective of this research was to discern the disparities in reading behaviour when students were presented with standard text accompanied by illustrations, compared to the same text with highlighted key terms. The participants, comprised of first-year university students, completed a questionnaire and an introductory test to ascertain their knowledge level. Subsequently, they were segregated into two groups and participated in two reading sessions, during which their ocular movements were recorded. The amassed data underwent both qualitative analyses, facilitated by visualizations, and quantitative analysis, employing statistical measures on the data and test results. Notably, no significant difference was observed in the gaze patterns or test results between the experimental and control groups. However, a significant divergence in gaze patterns was identified between high-achieving students and those experiencing difficulties, as evidenced by the averaged composite heatmaps generated from the data. The findings underscore two pivotal points. Firstly, the feasibility of conducting large-scale eye-tracking experiments is demonstrated. Traditional studies in this field often employ small population samples due to the time and financial constraints associated with methods that utilize specialized eye-tracking hardware. In contrast, our methodology is scalable, relying on low-end hardware and enabling students to record data on their personal devices. Secondly, while eye-tracking may not provide substantial benefits for fine-tuning text already optimized for readability, it could serve as a valuable tool for identifying and assisting learners who are struggling. This mixed-method approach holds significant potential to revolutionize the conduct and interpretation of eye-tracking studies within educational settings.

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Section: Literature Reviewmentioning

confidence: 91%

Evaluating computer science students reading comprehension of educational multimedia-enhanced text using scalable eye-tracking methodology

Turčáni,

Balogh,

Kohútek

2024

Smart Learn. Environ.

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More personal, but not better: The personalization effect in learning neutral and aversive health information

Almeida,

Münzer,

Kühl

2024

Computer Assisted Learning

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BackgroundAccording to the personalization effect in multimedia learning, the use of personal and possessive pronouns in instructional materials (e.g., ‘you’ and ‘your’) is beneficial. However, current research suggests that the personalization effect is inverted for emotionally aversive content (e.g., illnesses).ObjectiveThis study investigates whether a beneficial personalization effect can be observed for emotionally neutral health‐related content whereas the effect may be reversed for emotionally aversive health‐related content.MethodsIn this study, 139 university students learned both emotionally aversive learning content on type 1 diabetes (within‐factor) that was presented in either personalized or non‐personalized language (between‐factor). The presentation order of the content (neutral first vs. aversive first) was controlled (between‐factor), resulting in a 2 × 2 × 2 mixed design. The dependent variables measured include learning outcomes (regarding retention and transfer), state anxiety, extraneous cognitive load, motivation and learning time.Results and ConclusionsIn the transfer test, learners generally performed better when learning with non‐personalized instructional materials than with personalized instructional materials, regardless of whether the content was emotionally neutral or aversive. The results raise questions regarding the robustness of the personalization effect and the underlying mechanisms of the inverted personalization effect. An alternative explanation to be investigated is whether the direct reference to a disease that the participants do not have (here: ‘your type 1 diabetes’) leads to schema interference, which could be responsible for poorer learning performance—even if the learning content about the disease can be considered emotionally neutral.

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Picture This: Studying the Effectiveness of Illustrated Instructions

Gurung,

Herrboldt

2024

Teaching of Psychology

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Background Research on multimedia instruction suggests that illustrations aid learning over straight text. Providing students with illustrated instructions may increase comprehension and retention of material. Objective We tested if students would remember the material better if it was presented as an infographic where the content was supplemented with illustrations versus reading the same content without illustrations. Method We randomly assigned students ( N = 114) to either a text-based or an illustrated instruction condition where they learned about three types of study techniques (retrieval practice, spaced practice, and interleaving). After a brief distraction task, all students took a quiz on the material presented. Results A multivariate analysis of variance showed a significant main effect for the condition. Students in the illustrated instruction condition scored higher on the quiz than those who were assigned to the text-based condition. Conclusion Presenting complex material as an infographic with illustrations may aid learning. Teaching Implications Teachers and textbook authors should consider the use of illustrated instructions to convey difficult material, especially bottleneck concepts.

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When pictures are not beneficial in multimedia learning: the case of threat-related pictures

Cited by 3 publications

References 25 publications

Evaluating computer science students reading comprehension of educational multimedia-enhanced text using scalable eye-tracking methodology

Evaluating computer science students reading comprehension of educational multimedia-enhanced text using scalable eye-tracking methodology

More personal, but not better: The personalization effect in learning neutral and aversive health information

Picture This: Studying the Effectiveness of Illustrated Instructions

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