| The advent of the information age has enriched people’s learning methods.Learning materials rely on mobile devices as the carrier,and multimedia learning in the form of common representations of text and pictures has become more and more popular with learners due to its advantages in presentation methods.The pictures,videos,and animations of auxiliary text teaching can enhance the immersive experience of learners because they bring richer visual stimuli.However,can these auxiliary materials definitely improve the learning effect?This needs further research.In order to explore whether adding certain decorative materials to the learning materials has a positive impact on the learning effect of learners,this study selects experimental materials from the English learning software"Hundred Words" that has been more respected by learners in recent years,and uses questionnaires and Research is carried out in a combination of experiments.A total of 440 college students participated in the study.In Experiment 1,76 people were assigned to the undecorated material group,word picture group,and word pictogram group.In the end,76 valid data were obtained;350 people in Experiment 2 scored according to the picture classification task,Assigned to the above three groups according to the cognitive type,and finally got 155 valid data.Study 1 explored the effect of decorative materials on individual English learning.The results showed that:(1)In the recall test,the test scores of the non-decorative material group were significantly higher than the word picture group and the word pictogram group;(2)in the recognition test Among them,there is no significant difference in test scores between the undecorated material group,the word picture group and the word pictogram group.Study 2 explored the influence of cognitive style on the effect of decorative materials.The results showed that:(1)When using word pictures as decorative materials,the interactive effects of cognitive style and learning materials were significant in both the recall test and the recognition test.For those with analytical cognitive style,there is no significant difference in the recall test scores between the undecorated material group and the word-picture group in the recall test and the recognition test;while for the holistic cognitive style,in the recall test The undecorated material group was significantly higher than the memory test score of the word and picture group,and the memory test score of the undecorated material group was significantly lower than that of the word picture group in the recognition test;(2)When the word pictograms were used as decorative materials,the recall test Among them,the interaction between cognitive style and learning materials was not significant,only the main effect of learning materials was significant,and the recall test scores of the undecorated materials group were significantly higher than that of the word picture group.In the recognition test,the interaction effect between cognitive style and learning materials is significant.For those with analytical cognitive style,there is no significant difference in the recall test scores between the undecorated material group and the word picture group;for the overall cognitive style For the participants,the recall test score of the undecorated material group was significantly lower than that of the word picture group.Based on the above research results,the following conclusions are drawn:(1)There is a decorative material effect in the mobile learning process of English words.Decorative materials will have a negative impact on learners’ recall test scores;(2)For people with analytical cognitive style,the difference in learning effect between the word pictures and the word pictogram group and the non-decorative material group is more difficult to show.For people with holistic cognitive styles,both the negative influence of decorative materials on the recall test and the positive influence of decorative materials on the recognition test are shown. |
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