How Does Previewing Moderate the Seductive Details Effect in Listening Comprehension for EFL (English as a Foreign Language) Students? (Poster 21)

• In Event: Saturday Poster Session 9:35 am
  In Poster Session: Learning Sciences SIG Poster Session 2: Co-Design, Math, Science, and Language Learning

Abstract

In multimedia research learning and testing materials, pictures are commonly used to visually represent corresponding written or spoken texts. However, it is unclear what type of pictures, with or without additional instructional supports, enhance learning. To address this gap, we investigated the effects of seductive (aesthetic, interest-enhancing) vs representational (content depicting) pictures with or without cueing question preview on learning of 184 EFL freshmen studying spoken texts. The experiment employed a 2 (representational vs. seductive) × 2 (cueing vs. uncueing) between-subjects factorial design. The results showed significant main effects of seductive details and cueing, as well as a significant interaction effect. Specifically, cueing neutralized the negative impact of seductive pictures, but did not improve learning when representational pictures were used.

Authors

• Yuxin Ren, East China Normal University

• Tianrun Zhu, East China Normal University

• Zhe Wang, East China Normal University