Abstract
Test items become easier when a representational picture visualizes the text item stem; this is referred to as the multimedia effect in testing. To uncover the processes underlying this effect and to understand how pictures affect students' item-solving behavior, we recorded the eye movements of sixty-two schoolchildren solving multiple-choice (MC) science items either with or without a representational picture. Results show that the time students spent fixating the picture was compensated for by less time spent reading the corresponding text. In text-picture items, students also spent less time fixating incorrect answer options; a behavior that was associated with better test scores in general. Detailed gaze likelihood analyses revealed that the picture received particular attention right after item onset and in the later phase of item solving. Hence, comparable to learning, pictures in tests seemingly boost students' performance because they may serve as mental scaffolds, supporting comprehension and decision making.
Highlights
Visualizations are frequently integrated into text-based test items in large-scale assessments (LSA; e.g., Programme for International Student Assessment [PISA]; OECD, 2013), yet little is known about how multimedia elements affect cognitive processing in item solving
Comparing text-only (TO) and text-picture (TP) items, we found the expected decrease in item difficulty for items that contained a picture in the item stem compared to parallel text-only items (MTO 1⁄4 0.56, SDTO 1⁄4 0.17; MTP 1⁄4 0.65, SDTP 1⁄4 0.18; t(23) 1⁄4 2.94, p 1⁄4 .007), with a medium effect size of Cohen's d 1⁄4 0.66
The present study successfully replicates previous findings of a reduced item difficulty when pictures are added to a verbal item stem (e.g., Hartmann, 2012; Lindner et al, in press; Sab et al, 2012), and supports the growing body of evidence in favor of a multimedia effect in testing
Summary
Visualizations are frequently integrated into text-based test items in large-scale assessments (LSA; e.g., Programme for International Student Assessment [PISA]; OECD, 2013), yet little is known about how multimedia elements affect cognitive processing in item solving. Similar to the findings of many studies in the learning context (see, e.g., Butcher, 2006 for a review), items become easier when representational pictures are added to the text. It seems that the so-called multimedia effect (e.g., Mayer, 2009) can be transferred from learning to testing situations (i.e., multimedia effect in testing; cf Lindner et al, in press).
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