====== Princip povezanosti  ======


===== Teorija =====

Princip povezanosti [također nazivan //efekt privlačnih detalja(([[http://www.informaworld.com/smpp/content~db=all~content=a783761824~frm=titlelink|Garner, Ruth, Mark G. Gillingham, and C . Stephen White. Effects of ‘Seductive Details’ on Macroprocessing and Microprocessing in Adults and Children. Cognition and Instruction 6, no. 1: 41. 1989.]])) (**seductive details effect**)//] tvrdi da nepoznat/strani materijal (**extraneous material**) koji može biti zanimljiv i motivirajući, ali je irelevantan, troši resurse za učenje (**wastes learning resources**) i **ometa učenje važnih materijala**. Ta se pretpostavka temelji na činjenici da su ljudski kognitivni resursi (**cognitive resources**) ograničeni. Ipak, [[learning_theories:cognitive load theory|teorija kognitivnog opterećenja]] (**cognitive load theory**)  predviđa kako će se taj efekt pojaviti samo ako je kognitivno opterećenje (**cognitive load**) važnim materijalom za učenje dovoljno visoko.(([[http://www.sciencedirect.com/science/article/pii/S0747563210001263|Park, Babette, Roxana Moreno, Tina Seufert, and Roland Brünken. Does cognitive load moderate the seductive details effect? A multimedia study. Computers in Human Behavior 27, no. 1: 5-10. January 2011.]]))  


Privlačni detalji (**seductive details**) mogu biti(([[http://www.sciencedirect.com/science/article/pii/S0747563210001263|Park, Babette, Roxana Moreno, Tina Seufert, and Roland Brünken. Does cognitive load moderate the seductive details effect? A multimedia study. Computers in Human Behavior 27, no. 1: 5-10. January 2011.]])):

  * relevantni ili irelevantni s obzirom na ciljeve učenja, i
  * suvišni ili nužni.


===== Praksa =====

Privlačni detalji mogu se pojaviti gotovo u bilo kojem obliku, ali najčešće u obliku teksta.

===== Istraživački status =====

Brojna istraživanja o efektu privlačnih detalja  su pokazala:

  * **negativan efekt** na učenje važnih materijala((For details see: [[http://www.sciencedirect.com/science/article/pii/S0747563210001263|Park, Babette, Roxana Moreno, Tina Seufert, and Roland Brünken. Does cognitive load moderate the seductive details effect? A multimedia study. Computers in Human Behavior 27, no. 1: 5-10. January 2011.]]))(([[http://www.ncbi.nlm.nih.gov/pubmed/19102616|Mayer, Richard E, Emily Griffith, Ilana T N Jurkowitz, and Daniel Rothman. “Increased Interestingness of Extraneous Details in a Multimedia Science Presentation Leads to Decreased Learning.” Journal of Experimental Psychology. Applied 14, no. 4: 328–339. December 2008.]])) 
  * **nedostatak negativnog efekta** na učenje važnih materijala.((For details see: [[http://www.sciencedirect.com/science/article/pii/S0747563210001263|Park, Babette, Roxana Moreno, Tina Seufert, and Roland Brünken. Does cognitive load moderate the seductive details effect? A multimedia study. Computers in Human Behavior 27, no. 1: 5-10. January 2011.]]))


Iznenađujuće, nedavno istraživanje je pronašlo veliki **porast u učenju** zahvaljujući privlačnim detaljima.(([[http://www.sciencedirect.com/science/article/pii/S0747563210001263|Park, Babette, Roxana Moreno, Tina Seufert, and Roland Brünken. Does cognitive load moderate the seductive details effect? A multimedia study. Computers in Human Behavior 27, no. 1: 5-10. January 2011.]])) Moguća objašnjenja koja se nude za ovaj fenomen su:


  * nisko kognitivno opterećenje (**low cognitive load**) nastavnim materijalima (**slobodni kognitivni resursi**  (**free cognitive resources**)) u kombinaciji s
       * povećanjem **motivacije** i kognitivnog angažmana (**cognitive engagement**) uzrokovano zanimljivim privlačnim detaljima
       * **poboljšanim mentalnim modelom** zahvaljujući dodatnim informacijama koje su uspješno obrađene