Multimedia effects in learning receive much attention in research. In contrast, effects of different picture types in testing materials are hardly studied. The present computer-based experiment with n = 404 students investigates the effects of adding a representational picture (RP) or a decorative picture (DP) to text-based educational test items on students' performance, metacognition, test-taking motivation and item processing in the domains of science and mathematics. The data show that RPs enhanced students' performance, perception of ease and test-taking pleasure in both scientific and mathematics items. Furthermore, RPs increased time on task (TOT) in mathematics, but not in scientific items. DPs had no significant effect on students’ performance, test-taking pleasure or perceived ease, while DPs reduced TOT in mathematics items. Explanations for the process-related differences are discussed. The pattern of results indicates that the multimedia principle and the coherence principle from instructional psychology can be transferred to educational testing material.

学习中的多媒体效果在研究中受到了很多关注。相反，几乎没有研究不同图片类型在测试材料中的影响。本的基于计算机的实验Ñ = 404名学生研究了在基于文本的教育测试项目中添加代表性图片（RP）或装饰图片（DP）对学生在科学和数学领域的表现，元认知，考试动机和项目处理的影响。数据表明，RPs可以提高学生在科学和数学项目中的表现，对轻松性的理解和应试乐趣。此外，RP会增加数学上的任务时间（TOT），但不会增加科学项目上的时间。中学文凭对学生的成绩，应试乐趣或感觉轻松没有显着影响，而中学文凭则减少了数学上的TOT。讨论了与过程相关的差异的说明。