{"title":"当图片对多媒体学习没有好处时:以威胁相关图片为例","authors":"Tim Kühl, Stefan Münzer","doi":"10.1080/01443410.2023.2185205","DOIUrl":null,"url":null,"abstract":"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.","PeriodicalId":48053,"journal":{"name":"Educational Psychology","volume":"43 1","pages":"155 - 172"},"PeriodicalIF":3.6000,"publicationDate":"2023-03-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":"{\"title\":\"When pictures are not beneficial in multimedia learning: the case of threat-related pictures\",\"authors\":\"Tim Kühl, Stefan Münzer\",\"doi\":\"10.1080/01443410.2023.2185205\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"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.\",\"PeriodicalId\":48053,\"journal\":{\"name\":\"Educational Psychology\",\"volume\":\"43 1\",\"pages\":\"155 - 172\"},\"PeriodicalIF\":3.6000,\"publicationDate\":\"2023-03-06\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"\",\"citationCount\":\"0\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"Educational Psychology\",\"FirstCategoryId\":\"102\",\"ListUrlMain\":\"https://doi.org/10.1080/01443410.2023.2185205\",\"RegionNum\":2,\"RegionCategory\":\"心理学\",\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"Q1\",\"JCRName\":\"EDUCATION & EDUCATIONAL RESEARCH\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"Educational Psychology","FirstCategoryId":"102","ListUrlMain":"https://doi.org/10.1080/01443410.2023.2185205","RegionNum":2,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q1","JCRName":"EDUCATION & EDUCATIONAL RESEARCH","Score":null,"Total":0}
When pictures are not beneficial in multimedia learning: the case of threat-related pictures
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.
期刊介绍:
This journal provides an international forum for the discussion and rapid dissemination of research findings in psychology relevant to education. The journal places particular emphasis on the publishing of papers reporting applied research based on experimental and behavioural studies. Reviews of relevant areas of literature also appear from time to time. The aim of the journal is to be a primary source for articles dealing with the psychological aspects of education ranging from pre-school to tertiary provision and the education of children with special needs. The prompt publication of high-quality articles is the journal"s first priority. All contributions are submitted "blind" to at least two independent referees before acceptance for publication.