When Pictures Are Not Beneficial in Multimedia Learning: The Case of Threat-Related Pictures

Autor/inn/en	Kühl, Tim; Münzer, Stefan
Titel	When Pictures Are Not Beneficial in Multimedia Learning: The Case of Threat-Related Pictures
Quelle	In: Educational Psychology, 43 (2023) 2-3, S.155-172 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Kühl, Tim)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0144-3410
DOI	10.1080/01443410.2023.2185205
Schlagwörter	Multimedia Instruction; Pictorial Stimuli; Fear; Entomology; Emotional Response; College Students; Anxiety; Knowledge Level; Foreign Countries; Difficulty Level; Cognitive Processes; Germany; State Trait Anxiety Inventory + Suchen Sie Ihr Suchwort? Multimediales Lernen; Fantasieanregung; Furcht; Entomologie; Emotionales Verhalten; Collegestudent; Angst; Wissensbasis; Ausland; Schwierigkeitsgrad; Cognitive process; Kognitiver Prozess; Deutschland
Abstract	According to the multimedia principle, adding relevant pictures to text is beneficial for learning. This beneficial effect is particularly true for text depicted in pictures (illustrated text information) but not for a text that is not illustrated in pictures (non-illustrated text information). The multimedia principle was examined for threat-related content: spider-fearful participants (SFs) learned about spiders. Since SFs typically inadequately process spider pictures, a beneficial effect of pictures concerning illustrated text information was not assumed for SFs but only for non-anxious control participants (NACs). Participants (N = 123) were randomly assigned to either a text-only condition or a text-picture condition and classified as SFs or NACs. In line with this assumption, adding pictures to text was not beneficial for SFs but only for NACs, particularly for illustrated text information. Thus, the perceived emotional content of pictures can serve as a boundary condition for the well-established multimedia principle. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01