Abstract

With the increase in online course use (Allen & Seaman, 2017), there is an increasing need to determine the most effective (i.e., the most conducive for learning) way to present lectures online (e.g., video lectures). Lecture graphics that are interesting but extraneous to the content (e.g., a celebrity), have been shown to impair comprehension of the material, likely resulting from an increase in cognitive load. In this study, the use of graphics on the slides of an online psychology lecture was manipulated to determine the extent to which images can improve (or impair) comprehension as well as the effect it may have on intentional and unintentional mind-wandering. Across our two experiments, we demonstrate no differences across conditions (i.e., unnecessary graphics, relevant graphics, no graphics) in overall comprehension and limited differences in mind wandering behavior.

摘要

随着在线课程使用的增加（Allen & Seaman，2017），越来越需要确定最有效（即最有利于学习）的在线讲座方式（例如，视频讲座）。有趣但与内容无关的讲座图形（例如名人）已被证明会损害对材料的理解，这可能是由于认知负荷增加所致。在这项研究中，对在线心理学讲座幻灯片上图形的使用进行了处理，以确定图像可以在多大程度上提高（或削弱）理解力，以及它可能对有意和无意走神产生的影响。在我们的两个实验中，我们证明了不同条件（即不必要的图形、相关图形、