Testing the seductive details effect: Does the format or the amount of seductive details matter?

2021 ◽  
Author(s):  
Zhe Wang ◽  
Yuliya Ardasheva ◽  
Kira Carbonneau ◽  
Qinglong Liu
Keyword(s):  
Seductive Details

The Effects of Seductive Details on Recognition Tests and Transfer Tasks

2008 ◽  
Author(s):  
Annette Towler ◽  
Kurt Kraiger
Keyword(s):  
Seductive Details ◽  
Transfer Tasks

Moderating the seductive details effect in multimedia learning with note-taking

2016 ◽  
Vol 48 (6) ◽  
pp. 1380-1389 ◽  
Author(s):  
Zhe Wang ◽  
Narayankripa Sundararajan ◽  
Olusola O. Adesope ◽  
Yuliya Ardasheva
Keyword(s):  
Multimedia Learning ◽  
Seductive Details ◽  
Note Taking

scholarly journals Seductive details do their damage also in longer learning sessions – When the details are perceived as relevant

2021 ◽  
Author(s):  
Lisa Bender ◽  
Alexander Renkl ◽  
Alexander Eitel
Keyword(s):  
Seductive Details

scholarly journals Taking a new look at seductive details

2019 ◽  
Vol 33 (1) ◽  
pp. 139-141
Author(s):  
Richard E. Mayer
Keyword(s):  
Seductive Details ◽  
New Look

Hooked! Seductive Details in Soil Science

Soil Horizons ◽  
2015 ◽  
Vol 56 (2) ◽  
pp. 0
Author(s):  
Edward R. Landa
Keyword(s):  
Soil Science ◽  
Seductive Details

Multimedia design for learning: An overview of reviews with meta-meta-analysis

2021 ◽  
Author(s):  
Michael Noetel ◽  
Shantell Griffith ◽  
Oscar Delaney ◽  
Nicole Rose Harris ◽  
Taren Sanders ◽  
...  
Keyword(s):  
Cognitive Load ◽  
Cognitive Theory ◽  
Meta Analysis ◽  
Learning Theories ◽  
Pedagogical Agents ◽  
Seductive Details ◽  
Multimedia Design ◽  
Design For Learning ◽  
Overview Of Systematic Reviews ◽  
Meta Analyses

Multimedia is ubiquitous in 21st-century education. Cognitive Load Theory and the Cognitive Theory of Multimedia Learning both postulate that the quality of multimedia design heavily influences learning. We sought to identify how to best design multimedia, and review how well those learning theories held up to meta-analyses. We conducted an overview of systematic reviews that tested the effects of multimedia design on learning or cognitive load. We found 29 reviews including 1,189 studies and 78,177 participants. We found 11 design principles that demonstrated significant, positive, meta-analytic effects on learning, and five that significantly improved management of cognitive load. The largest benefits were for captioning second-language videos, temporal/spatial contiguity, and signaling. We also found robust evidence for modality, animation, coherence/removing seductive details, anthropomorphics, segmentation, personalisation, pedagogical agents, and verbal redundancy effects. Good design was more important for more complex materials, and in system-paced environments (e.g., lectures) than self-paced ones (e.g., websites). Results supported many tenets of both theories. We highlight a range of evidence-based strategies that could be implemented by educators.

Does high perceptual load assist in reducing the seductive details effect?

2019 ◽  
pp. 1-20 ◽  
Author(s):  
Zhe Wang ◽  
Yuliya Ardasheva ◽  
Lijia Lin
Keyword(s):  
Perceptual Load ◽  
Seductive Details

The Consequences of Including Seductive Details during Lecture

2005 ◽  
Vol 32 (2) ◽  
pp. 100-103 ◽  
Author(s):  
Shannon F. Harp ◽  
Amy A. Maslich
Keyword(s):  
Problem Solving ◽  
Seductive Details ◽  
Recorded Lecture

When text passages include seductive details (i.e., interesting, tangentially related adjuncts that are irrelevant to the lesson), students perform worse on recall (Garner, Gillingham, & White, 1989) and problem-solving tests (Harp & Mayer, 1997, 1998) than students reading the same material without seductive details. To determine whether including seductive details during lecture had a similar effect, students listened to a recorded lecture that either contained or did not contain seductive details and took a test on the material. As predicted, students who heard a lecture containing seductive details recalled significantly fewer main points and provided significantly fewer acceptable problem-solving solutions than students who heard the lecture without seductive details. These results suggest that lectures should not include seductive details.

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