Abstract

The present study examines whether the seductive-details effect is moderated by spatial ability and prior knowledge, which are two of the most relevant learner characteristics in multimedia learning. It is assumed that the seductive-details effect with an increase in extraneous cognitive load and a decrease in perceptual processing and learning success is only present for learners with low spatial ability and low prior knowledge. To this end, the present study uses an Aptitude-Treatment-Interaction Design with separate analyses for spatial ability and prior knowledge as aptitude-variables and seductive details (with vs. without) as treatment-variable. Participants (N = 50) were asked to learn about biology with a multimedia instruction that manipulated seductive details. The results show that learners perceptual processing, measured by eye-tracking, and learning performance was significantly lower when learning with seductive details. In addition, spatial ability and especially prior knowledge were confirmed to play the expected moderating role.

Citation

Park, B., Korbach, A. & Brünken, R. Do Learner Characteristics Moderate the Seductive-Details-Effect? A Cognitive-Load-Study Using Eye-Tracking. Journal of Educational Technology & Society, 18(4), 24-36. Retrieved August 14, 2024 from https://www.learntechlib.org/p/175143/.

This record was imported from ERIC on February 24, 2017. [Original Record]

ERIC is sponsored by the Institute of Education Sciences (IES) of the U.S. Department of Education.

Copyright for this record is held by the content creator. For more details see ERIC's copyright policy.

Keywords

• biology
• Cognitive Processes
• College Students
• Comparative Analysis
• Computer Uses in Education
• Control Groups
• Correlation
• Difficulty Level
• Experimental Groups
• Eye Movements
• Foreign Countries
• Measures (Individuals)
• Multimedia Instruction
• PRIOR LEARNING
• psychology
• Recall (Psychology)
• Regression (Statistics)
• Science Instruction
• Short Term Memory
• Spatial Ability