research_results:coherence_principle
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research_results:coherence_principle [2011/06/08 10:39] jpetrovic [Theory] |
research_results:coherence_principle [2023/06/19 18:03] (current) |
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| ===== Theory ===== | ===== Theory ===== | ||
| - | The coherence principle (also called //seductive details//(()) effect) claims that extraneous material that may be interesting or motivating but is irrelevant for learning objectives generally wastes learning resources and hinders learning of important material. This assumption is grounded in the fact that human cognitive resources are limited. Still, [[learning_theories:cognitive load theory]] predicts this effect will only occur if the cognitive load imposed by important learning material is high enough.(()) | + | The coherence principle (also called //seductive details//(([[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.]])) effect) claims that extraneous material that may be interesting or motivating but is irrelevant for learning objectives generally wastes learning resources and **hinders learning of important material**. This assumption is grounded in the fact that human cognitive resources are limited. Still, [[learning_theories:cognitive load theory]] predicts this effect will only occur if the cognitive load imposed by important learning material is high enough.(([[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.]])) |
| + | Seductive details can be(([[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.]])): | ||
| + | * relevant or irrelevant with respect to the learning goals, and | ||
| + | * redundant or non-redundant. | ||
| ===== Practice ===== | ===== Practice ===== | ||
| + | Seductive details can appear in virtually any format, but most often as text. | ||
| ===== Research status ===== | ===== Research status ===== | ||
| + | A number of studies on the effect of seductive details have demonstrated: | ||
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| + | * **negative effects** on learning of important material((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.]])) | ||
| + | * **lack of negative effects** on learning of important material.((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.]])) | ||
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| + | Surprisingly, a recent study even found an large **increase in learning** due to seductive details.(([[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.]])) Possible explanations offered for this phenomenon are: | ||
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| + | * low cognitive load imposed by instructional material (**free cognitive resources**) in combination with | ||
| + | * increase in **motivation** and cognitive engagement caused by interesting seductive details | ||
| + | * **enhanced mental model** due to additional information which was successfully processed | ||
| - | (([[http://www.cs.pitt.edu/~chopin/references/tig/moreno.pdf|Moreno, R., Mayer, R., Spires, H. and Lester, J. The case for social agency in computer-based teaching: Do students learn more deeply when they interact with animated pedagogical agents?. Cognition and Instruction, 19(2), 177-213. 2001.]]))(([[http://visuallearningresearch.wiki.educ.msu.edu/file/view/Mayer,+Heiser,+%26+Lonn+%282001%29.pdf|Mayer, R., Heiser, J. and Lonn, S. Cognitive constraints on multimedia learning: When presenting more material results in less understanding. Journal of Educational Psychology, 93(1), 187-198. 2001.]])). | ||
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