Are seductive details seductive only when you think they are relevant? An experimental test of the moderating role of perceived relevance

Eitel, Alexander; Bender, Lisa; Renkl, Alexander

doi:10.1002/acp.3479

Cited by 58 publications

(67 citation statements)

References 35 publications

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“…Regarding reliability, beyond the overall Cronbach's alpha of .64, the survey also presented moderate Cronbach's alphas in each type of CL (ICL α = .71; GCL α = .71; ECL α = .69). These findings are similar to those found by Eitel, Bender, and Renkl (2019) on ICL ( α = .77) and ECL ( α = .71; p. 24). In relation to validity, a correlation analysis between the traditional CL measures and the new instrument revealed a significant moderate correlation ( r = .63, p < .001).…”

Section: Limitationssupporting

confidence: 91%

Dual computer displays reduce extraneous cognitive load

Miller

Stenmark

Ittersum

2020

Computer Assisted Learning

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Dual display desktop computers are becoming more prevalent in the home, workplace, and schools, yet there has been little research into how learning and productivity are impacted by having a second display. One useful method in exploring this question is to measure cognitive load during an intensive learning event. This study compared perceived cognitive load among participants in a military training program using one or two computer displays. Participants using dual monitors reported lower unnecessary cognitive load than participants using one monitor. The implications of these findings for theory and practice are discussed.

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Section: Limitationssupporting

confidence: 91%

Dual computer displays reduce extraneous cognitive load

Miller

Stenmark

Ittersum

2020

Computer Assisted Learning

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“…The effect would happen because the irrelevant elements capture attention, and load working memory (Sanchez & Wiley, 2006; Wiley et al, 2014). Eitel et al (2019) found negative effects of seductive details on learning outcomes in a condition in which students were not informed about the irrelevance of seductive details, compared to students warned about it, arguing that the irrelevant information distract attention from relevant information. Studies with eye‐tracking (Alemdag & Cagiltay, 2018; Korbach et al, 2017; Park et al, 2015; Tsai et al, 2019) have supported the attentional explanation.…”

Section: Introductionmentioning

confidence: 99%

Expository multimedia comprehension in E‐learning: Presentation format, verbal ability and working memory capacity

Burin

González

Martínez

et al. 2021

Computer Assisted Learning

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Most of the studies establishing factors affecting digital text and multimedia comprehension have been conducted in controlled conditions. The present study sought to test and extend the modality and seductive details effects, and the role of verbal ability and working memory capacity, to a remote, self‐paced, E‐learning scenario. Two hundred and thirteen first‐year undergraduates read or watched videos about scientific expository content in three formats: digital text (written expository texts, navigated in seven screens), presentation video (audio explanation, with written keywords), and presentation video with dynamic decorative images (audio explanation, written keywords, and dynamic decorative and irrelevant images). In a face‐to‐face session, they completed working memory and verbal ability tests. Comprehension performance was similar for the three conditions. For the multimedia videos with dynamic decorative irrelevant images, comprehension depended on working memory capacity. Verbal ability was relevant for both expository text and videos.

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“…The study by Eitel et al ( 2019 ) could also shed some light on the effectiveness of learner-managed redundancy, but it needs to be noted that the redundancy effect was confounded with the signaling principle in this study. Eitel and colleagues investigated three groups of adult learners studying a booklet about the steps in the formation of lightning.…”

Section: Comparing the Effects Of Instructor-managed Versus Learner-mmentioning

confidence: 89%

“…Redundancy can also occur when lessons are unnecessarily elaborated, such as textbook chapters that contain many details in addition to the core concepts (e.g., Eitel et al, 2019 ; Harp & Mayer, 1998 ). In a study by Mayer et al ( 1996 ), undergraduates studied learning materials about lightning and then completed recall and transfer tests.…”

Section: Problem: Materials Contains Redundant or Nonessential Informamentioning

confidence: 99%

Five Strategies for Optimizing Instructional Materials: Instructor- and Learner-Managed Cognitive Load

et al. 2021

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Researchers of cognitive load theory and the cognitive theory of multimedia learning have identified several strategies to optimize instructional materials. In this review article we focus on five of these strategies or solutions to problematic instructional designs in multimedia learning: (a) the multimedia principle (use visualizations and drawings to complement texts); (b) the split-attention effect or spatial contiguity principle (show texts contiguously or integrated with visualizations); (c) the redundancy effect, alike the coherence principle (remove nonessential learning information); (d) the signaling principle (cue or signal essential learning information); and (e) the transient information effect or segmenting principle (segment or control the pace of animations and videos). Usually, both cognitive theories have investigated solutions that instructors, teachers, and designers should pursue to optimize students’ learning. Here, in a novel approach, we show that these strategies can also be used by learners who want to self-manage their cognitive load and learning process. We provide several examples of both instructor- and learner-managed solutions aligned with these strategies. When assessing which agent, either the instructor or the learner, was most effective, we observed mixed results in the literature. However, the expertise reversal effect may help predict the direction of these effects: novice students may learn better under instructor-managed conditions, whereas more expert students may learn more under learner-managed conditions.

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Are seductive details seductive only when you think they are relevant? An experimental test of the moderating role of perceived relevance

Cited by 58 publications

References 35 publications

Dual computer displays reduce extraneous cognitive load

Dual computer displays reduce extraneous cognitive load

Expository multimedia comprehension in E‐learning: Presentation format, verbal ability and working memory capacity

Five Strategies for Optimizing Instructional Materials: Instructor- and Learner-Managed Cognitive Load

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