Two studies sought to replicate and extend the seductive effect of decorative pictures in expository text comprehension to an e-learning environment. In the first study, undergraduate students read and answered questions about two texts, with and without decorative, irrelevant images, in an e-learning course. The presence of decorative images had a small detrimental effect on comprehension. In the second study, participants read more difficult texts (low prior knowledge texts in multiple screens) and completed working memory and inhibitory ability tests. A significant interaction between comprehension and perceptual/attentional inhibitory ability was found: Participants with lower inhibitory capacity were affected by irrelevant pictures. In conclusion, evidence supported the hypothesis of a detrimental effect of irrelevant, decorative images on comprehension in e-learning, particularly for students with low attentional inhibition.

中文翻译：

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装饰性图像在电子学习中的诱人效果取决于注意抑制

两项研究试图将说明性文字理解中的装饰图片的诱人效果复制和扩展到电子学习环境。在第一个研究中，大学生在电子学习课程中阅读并回答了有关两种文本的问题，这些文本有无装饰性无关图像。装饰性图像的存在对理解的影响很小。在第二项研究中，参与者阅读较困难的文章（在多个屏幕中具有较低的先验知识的文章），并完成了工作记忆和抑制能力测试。理解与知觉/注意抑制能力之间存在显着的相互作用：抑制能力较低的参与者受到无关图片的影响。总之，证据支持了不相关的有害影响的假设，