Impact of decorative pictures in learning materials: The effect of attention‐grabbing features

Abstract Decorative pictures have been shown to be detrimental to multimedia learning. This study aims to determine whether a decorative picture is detrimental only when it is attention‐grabbing. In Experiment 1, we presented the participants with learning materials containing a decorative picture and asked them to rate the extent to which the picture was attention‐grabbing. We systematically manipulated the elements of decorative pictures and identified position, size, and color as attention‐grabbing factors. Based on these findings, we developed learning materials that included more or less attention‐grabbing decorative pictures. Experiment 2 revealed that texts with more attention‐grabbing decorative pictures were fixated on for shorter periods than those without pictures. However, Experiment 3 demonstrated that the attention‐grabbing decorative pictures did not hinder learning. These results suggest that while decorative pictures can attract attention, they do not impede learning. Considering their positive effect on motivation, incorporating attention‐grabbing decorative pictures into learning materials would enhance learning.