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Autor/inn/en | Schneider, Sascha; Nebel, Steve; Meyer, Selina; Rey, Günter Daniel |
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Titel | The interdependency of perceived task difficulty and the choice effect when learning with multimedia materials. Gefälligkeitsübersetzung: Die Wechselwirkung zwischen der wahrgenommenen Aufgabenschwierigkeit und dem Auswahleffekt beim Lernen mit multimedialen Materialien. |
Quelle | In: Journal of educational psychology, 114 (2022) 3, S. 443-461Infoseite zur Zeitschrift
PDF als Volltext |
Sprache | englisch |
Dokumenttyp | online; gedruckt; Zeitschriftenaufsatz |
ISSN | 0022-0663; 1939-2176 |
DOI | 10.1037/edu0000686 |
Schlagwörter | Kompetenz; Autonomie; Multimedia; Schule; Leistungsmotivation; Lernen; Lernmotivation; Wahlverhalten; Aufgabenstellung; Kapazität; Schwierigkeit; Informationsverarbeitung |
Abstract | Educational Impact and Implications Statement: When learners perceive their learning material to be difficult, their motivation to further process the instructional material decreases. In contrast, providing a choice of learning topic can help to increase learners' motivation. This study revealed that both the autonomy-enhancing effect of choice and the competence-enhancing effect of reduced perceived task difficulty lead to an increase in learning outcomes. Moreover, the negative effects of high-perceived task difficulty were reduced when earners were given a task-related choice before learning. Instructional designers and teachers should be aware of their learners' perceptions of task difficulty in order to counteract the possible risks of highly perceived difficulty through a choice for future learning tasks. According to self-determination theory, both provision of choice and reduced task difficulty facilitate learners' motivation via an increase in 2 basic psychological needs. This study examines the moderating role of the autonomy-changing effect of choice on the competence-altering effect of differences in perceived task difficulty in a multimedia learning setting. To measure this, 2 experiments (N-1 = 108; N-2 = 86) with secondary school (Experiment 1) and university (Experiment 1) students were conducted using a 2 (with a choice vs. without a choice of an additional topic before learning) x 2 (induced low vs. high perceived task difficulty) between-subjects design. While learners read texts about geographical data about Antarctica, 1 group was able to choose a subject matter of a second learning material's content. Learning performance, judgments of learning, and cognitive and motivational processes after the first learning material were measured in both experiments, while Experiment 1 additionally measured perceived autonomy and perceived competence. Results showed that induced differences in perceived task difficulty did not yield learning differences. However, the autonomy-enhancing effect of choice moderated differences in perceived task difficulty. Overall, this experiment provides evidence for an interaction between possibilities of autonomy and competence support defined in the self-determination theory. (ZPID). |
Erfasst von | Leibniz-Institut für Psychologie, Trier |
Update | 2023/1 |