research_results:coherence_principle
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research_results:coherence_principle [2013/07/18 10:06] jpetrovic [Research status] |
research_results:coherence_principle [2023/06/19 18:03] (current) |
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| 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.]][[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.]])) | + | * **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.]])) | ||
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