The Effects Of Seductive Illustrations' Interesting On Multimedia Learning

Recent years, with the development of technology and multimedia learning cognitive theory, many researchers have emphasized the role of affective and motivational factors in multimedia learning that designed to stimulate learners' positive emotions and learning motivation to promote learning. Based on this, the course designer needs to consider how to set the emotional and motivational situations to improve learning to the greatest extent, and thus improve learning outcomes. Although many researchers have analyzed the effect of decorative image in multimedia learning process, but the key question that what is the role of the level of interest of decorative image? Do learners learn better with the increasing interesting level in seductive picture? Which explanation is correct, cognition or motivation? This study explored the role of the level of interest of decorative image in multimedia learning from the presentation mode of multimedia learning and the learners' individual differences.The first experiment was designed to explore the interaction between the level of decorative pictures' interest and learning materials'presentation mode. Presentation pace can influence learners' interest. Experiment 1 explored the interaction between the between the level of decorative pictures'interest and learning materials' presentation pace. Before the experiment, experimenter invited 39 students to rate the level of interest of decorative picture with the result of five high interest and low-interest images each. These pictures were randomly inserted the content course. At the same time, this study use an eye tracker to record 77 learners'attention allocation between pictures and text under four different experimental conditions, and after the experiment, the learners complete the tests and ratings. The result showed that decorative pictures with increasing interest level can not cause learners pay more attention to the picture under the system control pace context, but invoke learners' more situational interest, promoting learners' knowledge and understanding under system control pace; the interest of decorative picture can attract learners more attention to the high interesting decorative pictures under the self-control mode, but does not affect learners' subjective perception and memorizing and understanding of knowledge under self-paced circumstances.The second experiment explored the role of decorative picture's interest on different individuals. Instructions' presentation mode may influence learners' motivation with different level of prior knowledge. Experiment 2 was designed to explore the interaction between the level of decorative pictures'increasing interest and learners' prior knowledge. This study performed a pre-test to distinguish the high prior knowledge learners and the low prior knowledge learners. Also, researchers use the eye movement technique to record the 73 learners' attention allocation under four different experimental conditions. The result showed that decorative image with high interest level can improve the low prior knowledge learners' motivation and satisfaction, high prior knowledge learners' memorizing and understanding of knowledge, but the interest of picture have no effect on the high prior knowledge learners' subjective perception and low prior knowledge learners' performance; what is more, decorated picture with increasing interest can not affect learners' attention allocation pattern.In short, the decorative image with different level of interest can influence learners' memorizing and understanding of knowledge, subjective perception and attention distribution, which is affected by presentation pace and learners' prior knowledge. Increasing interest in decorative picture does not affect the mental effort and cognitive load. In the design of the actual teaching materials, increasing the level of interest in decorative picture does not mean a good way to promote learning, teaching practitioners should consider the role of presentation pace and learners' prior knowledge.