Bianchi, Laura J.2019-08-222019-12-212019-08-222019-08-21http://hdl.handle.net/10012/14929With the increase in online course use (Allen & Seaman, 2017), there is an increasing need to determine the most effective (i.e., the most conducive for learning) way to present lectures online (e.g., video lectures). Lecture graphics that are interesting but extraneous to the content (e.g., a celebrity), have been shown to impair comprehension of the material, likely resulting from an increase in cognitive load. In this study, the use of graphics on the slides of an online psychology lecture was manipulated to determine the extent to which images can improve (or impair) comprehension as well as the effect it may have on intentional and unintentional mind-wandering. Across our two experiments, we demonstrate no differences across conditions (i.e., unnecessary graphics, relevant graphics, no graphics) in overall comprehension and limited differences in mind wandering behaviour.enonline learningeducationmind wanderingVisual educationWeb-based instructionMaster Thesis