research_results:coherence_principle
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research_results:coherence_principle [2011/06/08 11:05] jpetrovic |
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| - | ====== The Coherence Principle ====== | ||
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| - | ===== Theory ===== | ||
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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.]])) | ||
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| - | ===== Practice ===== | ||
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| - | Seductive details can appear in virtually any format, but often as | ||
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| - | * text, or | ||
| - | * external links. | ||
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| - | ===== Research status ===== | ||
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| - | 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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| - | (([[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.txt · Last modified: 2023/06/19 18:03 (external edit)
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