Recent studies have shown that the positive emotional design of learning environments might foster
learning performance. In contrast, the seductive detail effect postulates that additional, learning irrelevant details inhibit learning. This research focusses on the implementation of decorative pictures as a
prime for emotions and context-relatedness. This study examines four groups of decorative pictures
which might be conducive for learning. Eighty-two students were randomly assigned to one cell of a 2
(emotionally positive vs. emotionally negative pictures) 2 (school context vs. leisure context pictures)
between-subjects, factorial design. The dimensions of pleasure, arousal, and dominance are examined as
possible mediators. Results show that either positively valenced pictures or learning pictures foster
retention and transfer performance. Pleasure is identified as mediator of the effect between valence of
pictures and learning performance. A further analysis shows differences for arousal and dominance for
both factors. These results are interpreted with concepts like motivated attention and other arousal
theories.
%0 Journal Article
%1 schneider2016decorative
%A Schneider, Sascha
%A Nebel, Steve
%A Rey, Günter Daniel
%D 2016
%I Elsevier
%J Learning and Instruction
%K affect distraction multimedia seductive חמרילימוד
%P 65-73
%T Decorative pictures and emotional design in multimedia learning
%U https://pdfs.semanticscholar.org/e51a/eb5237b0e5ccb7509c5113512e266c38e2dc.pdf
%V 44
%X Recent studies have shown that the positive emotional design of learning environments might foster
learning performance. In contrast, the seductive detail effect postulates that additional, learning irrelevant details inhibit learning. This research focusses on the implementation of decorative pictures as a
prime for emotions and context-relatedness. This study examines four groups of decorative pictures
which might be conducive for learning. Eighty-two students were randomly assigned to one cell of a 2
(emotionally positive vs. emotionally negative pictures) 2 (school context vs. leisure context pictures)
between-subjects, factorial design. The dimensions of pleasure, arousal, and dominance are examined as
possible mediators. Results show that either positively valenced pictures or learning pictures foster
retention and transfer performance. Pleasure is identified as mediator of the effect between valence of
pictures and learning performance. A further analysis shows differences for arousal and dominance for
both factors. These results are interpreted with concepts like motivated attention and other arousal
theories.
@article{schneider2016decorative,
abstract = {Recent studies have shown that the positive emotional design of learning environments might foster
learning performance. In contrast, the seductive detail effect postulates that additional, learning irrelevant details inhibit learning. This research focusses on the implementation of decorative pictures as a
prime for emotions and context-relatedness. This study examines four groups of decorative pictures
which might be conducive for learning. Eighty-two students were randomly assigned to one cell of a 2
(emotionally positive vs. emotionally negative pictures) 2 (school context vs. leisure context pictures)
between-subjects, factorial design. The dimensions of pleasure, arousal, and dominance are examined as
possible mediators. Results show that either positively valenced pictures or learning pictures foster
retention and transfer performance. Pleasure is identified as mediator of the effect between valence of
pictures and learning performance. A further analysis shows differences for arousal and dominance for
both factors. These results are interpreted with concepts like motivated attention and other arousal
theories.},
added-at = {2019-04-14T11:48:59.000+0200},
author = {Schneider, Sascha and Nebel, Steve and Rey, Günter Daniel},
biburl = {https://www.bibsonomy.org/bibtex/2583833d2372e20a4b4f4ae83ef892d65/yish},
interhash = {25222ecadae1a2780364897bf3347692},
intrahash = {583833d2372e20a4b4f4ae83ef892d65},
journal = {Learning and Instruction},
keywords = {affect distraction multimedia seductive חמרילימוד},
pages = {65-73},
publisher = {Elsevier},
timestamp = {2019-04-14T11:48:59.000+0200},
title = {Decorative pictures and emotional design in multimedia learning},
url = {https://pdfs.semanticscholar.org/e51a/eb5237b0e5ccb7509c5113512e266c38e2dc.pdf},
volume = 44,
year = 2016
}