Previewing test items prior to learning and receiving decorative pictures during testing: Impact on listening comprehension for English as a Foreign Language students

Abstract

AbstractIn multimedia learning research, pictures are commonly used to visually represent corresponding written texts, generating substantial research on how to apply multimedia principles to more effectively design instructional materials. However, it is still unclear what types of pictures presented in testing, with or without additional instructional supports, enhance learning from spoken messages. To address this gap, the present experiment recruited 184 university students and employed a 2 (representational vs. decorative pictures) × 2 (cueing vs. no cueing) between‐subjects factorial design. Specifically, this study investigated the effects of adding decorative (aesthetic, interest enhancing), as compared to representational (content depicting) pictures, to test items with or without the opportunity to preview such items (cueing) on learning and learning judgments. The results showed significant main effects of picture type and cueing, as well as a significant interaction effect on listening comprehension. That is, cueing neutralized the negative impact of decorative pictures, but did not improve learning when representational pictures were used. In addition, representational pictures led to significantly higher learning judgments than did decorative pictures. The detrimental effect of decorative pictures and the compensating effect of cueing on decorative pictures in testing were confirmed in the listening comprehension scenario.