This study examines how different types of images (instructional, decorative, and seductive) affect mathematics learning in synchronous videoconferencing environments.
Through two experiments involving over 300 secondary school students, the researchers evaluated learning performance, cognitive load, and efficiency, also considering the role of prior knowledge.
Instructional graphics, designed to directly support comprehension of the content, proved more effective than seductive images (visually appealing but irrelevant to the task), while in many cases the absence of images was preferable to including distracting elements.
The findings show that novice students benefit most from instructional graphics and, to a lesser extent, decorative ones, which appear to increase interest without diverting attention as much as seductive visuals do.
For advanced students, however, the presence of seductive images does not significantly harm performance—likely because their greater knowledge enables them to filter out irrelevant information and focus on what matters. This difference confirms the moderating role of prior knowledge in the relationship between multimedia design and learning.
The study offers clear practical implications for the design of online educational materials: assess learners’ prior knowledge before instruction, avoid seductive details with beginners, and adapt the level of visual support to each group’s cognitive abilities.
Beyond aesthetics, the choice of images in virtual mathematics environments should be guided by pedagogical criteria that optimize attention and reduce extraneous cognitive load.
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How to Cite: Zambrano R., J., Centeno Martínez , E. G., Legarda Márquez, E. J., Bravo Loaiza, A. C., & Yaguarema Alvarado, M. (2024). The seductive details in online mathematics learning. RIED-Revista Iberoamericana de Educación a Distancia, 27(2), 295–315. https://doi.org/10.5944/ried.27.2.38772
