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research_results:coherence_principle [2011/06/08 10:46] jpetrovic [Theory] |
research_results:coherence_principle [2011/06/08 11:39] jpetrovic [Practice] |
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===== 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.]])) | ||
+ | * **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.]])). | ||