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research_results:coherence_principle [2011/06/08 10:48]
jpetrovic [Practice]
research_results:coherence_principle [2023/06/19 18:03] (current)
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 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.]]))  ​ 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 often as +Seductive details can appear in virtually any format, but most often as text.
- +
-  * text, or +
-  * external links.+
  
  
 ===== Research status ===== ===== Research status =====
  
 +A number of studies on the effect of seductive details have demonstrated:​
 +
 +  * **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.]]))
 +
 +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:
 +
 +  * 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.]])). 
  
research_results/coherence_principle.1307522911.txt.gz · Last modified: 2023/06/19 17:49 (external edit)