Cognitive and affective effects of seductive details in multimedia learning

Computers in Human Behavior

Volumn 44, Issue , 2015, Pages 267-278

  Park, Babette ^a   Flowerday, Terri ^b   Brünken, Roland ^a  

^a SAARLAND UNIVERSITY   (Germany)

^b UNIVERSITY OF NEW MEXICO   (United States)

Author keywords

Multimedia learning; Seductive details

Indexed keywords

COGNITIVE SYSTEMS;

COGNITIVE RESOURCES; COHERENCE PRINCIPLES; COMPENSATORY EFFECTS; LEARNING PERFORMANCE; MULTI-MEDIA LEARNING; MULTIMEDIA INSTRUCTION; MULTIMEDIA RESEARCH; SEDUCTIVE DETAILS;

E-LEARNING;

EID: 84918508850     PISSN: 07475632     EISSN: None     Source Type: Journal    
DOI: 10.1016/j.chb.2014.10.061     Document Type: Article

References (44)

1. Bless, H., & Fiedler, K. (2006). Mood and the regulation of information processing and behavior. In J. P. Forgas (Ed.), Affect in social thinking and behaviour (pp. 65-84). New York: Psychology Press.
2. Chandler, P., & Sweller, J. (1991). Cognitive theory and the format of instruction. Cognition and Instruction, 8, 293-332.
3. Ekstrom, R. B., French, J. W., & Harmann, H. H. (1976). Manual for kit of factor-referenced cognitive tests. Princeton, NJ: Educational Testing Service.
4. Flowerday, T. (2005). What motivates children to work hard in elementary and middle school? A look at Hispanic, Native American, and White students in the Southwest. AERA (American Educational Research Association) Annual Meeting, April 11-15, Montréal, Quebec.
5. Flowerday, T., & Schraw, G. (2003). Effect of choice on cognitive and affective engagement. Journal of Educational Research, 96, 207-215.
6. Flowerday, T., Schraw, G., & Stevens, J. (2004). The role of choice and interest in reader engagement. Journal of Experimental Education, 72, 93-114.
7. Forgas, J. P., Goldenberg, L., & Unkelbach, C. (2009). Can bad weather improve your memory? An unobtrusive field study of natural mood effects on real-life memory. Journal of Experimental Social Psychology, 54, 254-257.
8. Garner, R., Brown, R., Sanders, S., & Menke, D. J. (1992). "Seductive details" and learning from text. In K. A. Renninger (Ed.), The role of interest in learning and development (pp. 239-254). Hillsdale: Erlbaum.
9. Garner, R., & Gillingham, M. (1991). Topic knowledge, cognitive interest, and text recall: A microanalysis. Journal of Experimental Education, 59, 310-319.
10. Garner, R., Gillingham, M. G., & White, C. S. (1989). Effects of "seductive details" on macroprocessing and microprocessing in adults and children. Cognition and Instruction, 6, 41-57.
11. Ginns, P. (2005). Meta-analysis of the modality effect. Learning and Instruction, 15, 313-331.
12. Goetz, E., & Sadoski, M. (1995). 'Commentary: The perils of seduction: Distracting details or incomprehensible abstractions?': Reply. Reading Research Quarterly, 30(3), 518-519.
13. Grühn, D., Kotter-Grühn, D., & Röcke (2010). Discrete affects across the adult lifespan: Evidence for multidimensionality and multidirectionality of affective experiences in young, middle-aged and older adults. Journal of Research in Personality, 44, 492-500.
14. Harp, S. F., & Mayer, R. E. (1998). How seductive details do their damage: A theory of cognitive interest in science learning. Journal of Educational Psychology, 90, 414-434.
15. Hayes, A. F. (2013). Introduction to mediation, moderation, and conditional process analysis: A regression-based approach. New York: Guilford Press.
16. Hayes, A. F., & Preacher, K. J. (2013). Conditional process modeling: Using structural equation modeling to examine contingent causal processes. In G. R. Hancock & R. O. Mueller (Eds.), Structural equation modeling: A second course (2nd Ed. Greenwich, CT: Information Age Publishing.
17. Hidi, S., & Renninger, K. A. (2006). The four-phase model of interest development. Educational Psychologist, 4, 111-127.
18. Isen, A. M., Daubman, K. A., & Nowicki, G. P. (1987). Positive affect facilitates creative problem solving. Journal of Personality and Social Psychology, 56, 1122-1131.
19. Kalyuga, S., Ayres, P., Chandler, P., & Sweller, J. (2003). The Expertise Reversal Effect. Educational Psychologist, 38, 23-31.
20. Koch, B., Seufert, T., & Brünken, R. (2008). One more expertise reversal effect in an instructional design to foster coherence formation. In J. Zumbach, N. Schwartz, T. Seufert, & L. Kester (Eds.), Beyond knowledge: The legacy of competence. Meaningful computer-based learning environments (pp. 207-215). Berlin: Springer.
21. Lehman, S., Schraw, G., McCrudden, M. T., & Hartley, K. (2007). Processing and recall of seductive details in scientific text. Contemporary Educational Psychology, 32, 569-587.
22. Mayer, R. E. (Ed.). (2005). The Cambridge handbook of multimedia learning. New York: Cambridge University Press.
23. McInerney, D. M., & Sinclair, K. E. (1991). Cross cultural model testing: Inventory of school motivation. Educational and Psychological Measurement, 51, 123-133.
24. Moreno, R. (2006). Does the modality principle hold for different media? A test of the method-affects-learning hypothesis. Journal of Computer Assisted Learning, 22, 149-158.
25. Moreno, R., & Park, B. (2010). Cognitive load theory: Historical development and relation to other theories. In J. Plass, R. Moreno, & R. Brünken (Eds.), Cognitive load theory (pp. 9-28). New York: Cambridge University Press.
26. Moreno, R. (2005). Instructional technology: Promise and pitfalls. In L. PytlikZillig, M. Bodvarsson, & R. Bruning (Eds.), Technology-based education: Bringing researchers and practitioners together (pp. 1-19). Greenwich, CT: Information Age Publishing.
27. Münzer, S., Seufert, T., & Brünken, R. (2009). Learning from multimedia presentations: Facilitation function of animations and spatial abilities. Learning and Individual Differences, 19, 481-485.
28. Norman, D. A., & Bobrow, D. G. (1975). On data-limited and resource limited processes. Cognitive Psychology, 7, 44-64.
29. Park, B. (2010). Testing the additivity hypothesis of cognitive load theory. Dissertation, saarbrücken: Universität des Saarlandes. 〈http://scidok.sulb.unisaarland.de/volltexte/2010/3478/〉.
30. Park, B., & Brünken, R. (in press). The rhythm method: A new method for measuring cognitive load - an experimental dual-task study. Computers in Human Behavior.
31. Park, B., Moreno, R., Seufert, T., & Brünken, R. (2011). Does cognitive load moderate the seductive details effect: A multimedia study. Computers in Human Behavior, 27, 5-10.
32. Park, B., Plass, J. L., & Brünken, R. (2014). Cognitive and affective processes in multimedia learning. Learning and Instruction, 29, 125-127.
33. Pekrun, R. (1992). The impact of emotions on learning and achievement: Towards a theory of cognitive/motivational mediators. Applied Psychology, 41, 359-376.
34. Plass, J., Moreno, R., & Brünken, R. (Eds.). (2010). Cognitive load theory. New York: Cambridge University Press.
35. Preacher, K. J., & Hayes, A. F. (2008). Asymptotic and resampling strategies for assessing and comparing indirect effects in multiple mediator models. Behavior Research Methods, 40, 879-891.
36. Rowland, E., Skinner, C. H., Davis-Richards, K., Saudargas, R., & Robinson, D. H. (2008). An investigation of placement and type of seductive details: The primacy effect of seductive details on text recall. Research In The Schools, 15, 80-90.
37. Rummer, R., Schweppe, J., Fürstenberg, A., Seufert, T., & Brünken, R. (2010). Working memory interference during processing texts and pictures: Implications for the explanation of the modality effect. Applied Cognitive Psychology, 24, 164-176.
38. Sanchez, C. A., & Wiley, J. (2006). An examination of the seductive details effect in terms of working memory capacity. Memory & Cognition, 34(2), 344-355.
39. Schnotz, W. (2011). Colorful bouquets in multimedia research: A closer look at the modality effect. Zeitschrift für Pädagogische Psychologie, 25, 269-276.
40. Schraw, G. (2000). Reader beliefs and meaning construction in narrative text. Journal of Educational Psychology, 92, 96-106.
41. Schraw, G., Bruning, R., & Svoboda, C. (1995). Sources of situational interest. Journal of Reading Behavior, 27, 1-17.
42. Sweller, J., Ayres, P., & Kalyuga, S. (2011). Cognitive load theory. New York: Springer.
43. Um, E. "R.", Plass, J. L., Hayward, E. O., & Homer, B. D. (2012). Emotional design in multimedia learning. Journal of Educational Psychology, 104, 485-498.
44. Watson, D., Clark, L.A. (1994). Manual for the positive and negative affect schedule - Expanded form. University of Iowa.