scholarly journals When and How Seductive Details Harm Learning. A Study Using Cued Retrospective Reporting

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

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

Exploring the effect of a visual constraint on students’ design cognition

2020 ◽  
pp. 1-17
Author(s):  
Mohammadali Ashrafganjouei ◽  
John S. Gero
Keyword(s):  
Correspondence Analysis ◽  
Structure Design ◽  
Cognitive Effort ◽  
Statistical Testing ◽  
Problem Solution ◽  
Design Cognition ◽  
Problem Framing ◽  
Group A ◽  
Structure Index ◽  
Retrospective Reporting

Abstract This paper presents the results of a study that explores the effect of a visual constraint on design behaviors of architecture students. To examine this effect, 24 second-year architecture students volunteered to participate. Each of them undertook similar conceptual design briefs in two different conditions, one with and another without a visual constraint. Retrospective reporting was used to collect the verbalization of participants. The FBS ontology was used to model the design cognition of the participants by coding their design protocols. A dynamic analysis was used to study the differences between the two conditions based on the problem–solution index. A further index, the pre-structure–post-structure index, was proposed to measure design behavior differences between the two conditions. The correspondence analysis was used to explore the effect of gender. There were statistically significant differences in the distributions of cognitive effort between the two groups. These differences include in the visual constraint group a decrease in the focus on behavior before structure and in the processes related to it, compared to the non-visual constraint group. The non-visual constraint group changed their focus on problem framing and solving while adding a visual constraint led participants to focus simultaneously on both framing and solving. The visual constraint group had a different attention temporally to pre- and post-structure design processes during designing than the non-visual constraint group. The order of experiencing the two design sessions had only a small effect. The results of correspondence analysis demonstrate that there are categorical gender differences not found using statistical testing.

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.

scholarly journals Learning From Science News via Interactive and Animated Data Visualizations: An Investigation Combining Eye Tracking, Online Survey, and Cued Retrospective Reporting

2020 ◽  
Vol 42 (6) ◽  
pp. 803-828
Author(s):  
Esther Greussing ◽  
Sabrina Heike Kessler ◽  
Hajo G. Boomgaarden
Keyword(s):  
Eye Tracking ◽  
Learning Outcomes ◽  
Online Survey ◽  
Higher Learning ◽  
News Article ◽  
Science News ◽  
Multimethod Approach ◽  
Nuanced Understanding ◽  
Retrospective Reporting ◽  
Data Visualizations

Relying on a multimethod approach with eye tracking, cued retrospective reporting, and a memory test, this experimental study ( N = 45) shows how individuals engage with static, interactive, and interactive-animated data visualizations embedded in online science news. The results suggest that interactivity and animation engage participants most strongly: The second part of the news article is fixated the longest by participants exposed to the interactive-animated visualization, which translates into higher learning outcomes. However, the dynamic process of news reception requires a nuanced understanding of how users attend to visual and textual parts of a message to make informed statements about their effectiveness.

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