Seufert Tina, Magner Ulrike, von Randow Jurij
Department for Learning and Instruction, Ulm University, Ulm, Germany.
Front Psychol. 2025 Mar 19;16:1480935. doi: 10.3389/fpsyg.2025.1480935. eCollection 2025.
The multimedia principle states that learning with text and pictures is better than learning with text only. It might also depend on the context, in particular on the material the neighbour is learning with - which might look much more interesting.
Therefore, in our experiments ( = 48; 47) we analysed whether learning outcomes, situational interest and extraneous load depend on the learning material (text versus text with pictures) and the context (the neighbour learns with either the same or different material). In the second study, we additionally analysed the influence of the learner's affective state. In particular, we analysed with concurrent hypotheses whether affect is a consequence of material and context, whether effects of material and context on learning outcomes and interest are mediated by negative affect, or whether negative affect prior to learning is a moderator of material and context effects.
The multimedia effect was replicated for all dependent variables. This is particularly interesting because in classical multimedia design studies the effect has only been shown for learning outcomes. The fact that the addition of pictures also has a positive effect on situational interest and on the experienced extraneous load is of additional interest. The interaction between material and context was significant for extraneous load (Exp.1) and for situational interest (Exp.2). The role of affect could not be clarified.
Overall, it seems relevant to consider not only the learning material, but also the context in which the material is provided. Even if the effects of context are not consistent for all learning parameters, situational interest was strongly influenced by context when inequality was particularly salient.
多媒体原则表明，图文并茂的学习效果优于单纯的文字学习。这可能还取决于具体情境，特别是邻域所使用的学习材料——它可能看起来更有趣。
因此，在我们的实验中（实验1 = 48；实验2 = 47），我们分析了学习成果、情境兴趣和无关负荷是否取决于学习材料（文字与图文结合）以及情境（邻域使用相同或不同的材料进行学习）。在第二项研究中，我们还分析了学习者情感状态的影响。具体而言，我们通过并发假设分析情感是否是材料和情境的结果，材料和情境对学习成果及兴趣的影响是否由负面情感介导，或者学习前的负面情感是否是材料和情境效应的调节因素。
所有因变量均重现了多媒体效应。这一点尤为有趣，因为在经典的多媒体设计研究中，该效应仅在学习成果方面得到证实。图片的添加对情境兴趣和所体验到的无关负荷也有积极影响，这一事实更具研究价值。材料与情境之间的交互作用在无关负荷方面（实验1）和情境兴趣方面（实验2）均显著。情感的作用尚无法明确。
总体而言，不仅考虑学习材料，还考虑提供材料的情境似乎很有必要。即使情境对所有学习参数的影响并不一致，但当差异特别显著时，情境兴趣会受到情境的强烈影响。
