When Backgrounds Take Center Stage: Realistic Visualizations Can Be Detrimental for Learning If They Contain Irrelevant Backgrounds

ABSTRACT Visualizations used for learning can be designed in a multitude of ways. Many design factors have been shown to introduce cognitive load, thereby jeopardizing learning. Perceptual richness induced by highly detailed visualizations and redundant content both have the potential to distract learners. We combined these factors to investigate whether the addition of an irrelevant background impedes learning with a visualization particularly strongly if the visualization is detailed rather than schematic. While Experiment 1 ( n = 82) did not result in a significant effect, Experiment 2 ( n = 125) with a longer study time confirmed our hypothesis. We found an interaction effect in which a background combined with a high level of detail lowered retention, while the background raised retention in the schematic version. Our results provide evidence that learning is not facilitated by simply removing elements deemed irrelevant, but by providing enough material to engage learners without overwhelming them.