The Retrieval-Enhancing Effects of Decorative Pictures as Memory Cues in Multimedia Learning Videos and Subsequent Performance Tests

Autor/inn/en	Schneider, Sascha; Nebel, Steve; Beege, Maik; Rey, Günter Daniel
Titel	The Retrieval-Enhancing Effects of Decorative Pictures as Memory Cues in Multimedia Learning Videos and Subsequent Performance Tests
Quelle	In: Journal of Educational Psychology, 112 (2020) 6, S.1111-1127 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Schneider, Sascha)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-0663
DOI	10.1037/edu0000432
Schlagwörter	Recall (Psychology); Pictorial Stimuli; Cues; Multimedia Materials; Video Technology; Instructional Films; Performance Tests; Instructional Effectiveness; Learning Modalities; Difficulty Level; Cognitive Processes; Learning Motivation; College Students; Secondary School Students; Transfer of Training; Prior Learning; Foreign Countries; Germany + Suchen Sie Ihr Suchwort? Abberufung; Fantasieanregung; Stichwort; Lehrfilm; Leistungsbeurteilung; Leistungsermittlung; Leistungsmessung; Leistungsüberprüfung; Unterrichtserfolg; Lernumgebung; Schwierigkeitsgrad; Cognitive process; Kognitiver Prozess; Motivation for studies; Lernmotivation; Collegestudent; Sekundarschüler; Training; Transfer; Ausbildung; Vorkenntnisse; Ausland; Deutschland
Abstract	Many (digital) learning materials are often based on a combination of text and pictures, whereby pictures often only serve a decorative (learning-irrelevant) function. Such decorative pictures were proven as detrimental for learning success. In contrast, research on retrieval cues (also known as "memory cues") showed that a visual-semantic connection between the learning information and additional pictures might help to foster later retrieval processes. This experimental series tested if decorative pictures might serve as a retrieval enhancer. For this, four experiments (n[subscript 1] = 104, n[subscript 2] = 124, n[subscript 3] = 161, n[subscript 4] = 176) were conducted where a learning video about concepts in marketing was used with and without decorative pictures. In a subsequent learning test (retention and transfer questions) with or without these corresponding decorative pictures, the memory cue effect was examined. Besides, mental load and mental effort, as well as intrinsic motivation were measured. Across all experiments, results showed that the groups with decorative pictures which were only shown in the video performed significantly worse than the other groups (seductive detail effect). Moreover, students with decorative pictures in both the learning and the retrieval phase were found to learn more than groups without decorative pictures (memory cue effect). Significant moderators of this effect were found in the salience of the cues, the associative connection between the cues and the learning information, and the modality of the cues (visual vs. verbal). Results were explained by differences in cognitive and motivational variables. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01