research_results:coherence_principle
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research_results:coherence_principle [2011/06/08 11:05] jpetrovic |
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. | + | |
| Line 19: | Line 19: | ||
| A number of studies on the effect of seductive details have demonstrated: | 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.]])) | + | * **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.]])) | + | * **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.]])). | ||
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