In 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.

中文翻译：

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学习前预览测试项目并在测试期间接收装饰图片：对英语作为外语学生听力理解的影响

在多媒体学习研究中，图片通常用于直观地表示相应的书面文本，从而产生了关于如何应用多媒体原理更有效地设计教学材料的大量研究。然而，目前尚不清楚测试中呈现的哪种类型的图片（无论是否有额外的教学支持）可以增强口头信息的学习。为了解决这一差距，本实验招募了 184 名大学生，并采用 2（代表性图片与装饰性图片）× 2（提示与无提示）受试者间因子设计。具体来说，本研究调查了与代表性（内容描述）图片相比，添加装饰性（美观、增强兴趣）的效果，以测试有或没有机会预览此类项目（提示）的项目对学习和学习判断的影响。结果显示，图片类型和提示具有显着的主效应，并且对听力理解具有显着的交互作用。也就是说，暗示抵消了装饰性图片的负面影响，但在使用代表性图片时并没有改善学习。此外，代表性图片比装饰性图片显着提高学习判断力。测试中装饰图片的有害作用和提示对装饰图片的补偿作用在听力理解场景中得到了证实。