Literaturnachweis - Detailanzeige
| Autor/inn/en | Park, Babette; Flowerday, Terri; Brünken, Roland |
|---|---|
| Titel | Cognitive and affective effects of seductive details in multimedia learning. Gefälligkeitsübersetzung: Kognitive und affektive Effekte verführerischer Details beim multimedialen Lernen. |
| Quelle | In: Computers in human behavior, (2015) 44, S. 267-278Infoseite zur Zeitschrift
PDF als Volltext |
| Sprache | englisch |
| Dokumenttyp | online; Zeitschriftenaufsatz |
| ISSN | 0747-5632 |
| DOI | 10.1016/j.chb.2014.10.061 |
| Schlagwörter | Aufforderungscharakter; Kognitiver Prozess; Multimedia; Schüler; Lernen; Lerntheorie; Motivation; Unterrichtsmedien |
| Abstract | Examined how seductive details influence learning performance integrating cognitive-load theory (CLT) and the cognitive-affective theory of learning with media (CATLM). 123 college students (mean age 22 years) learned about the structure and function of a cellular molecule responsible for the synthesis of adenosine triphophate with the help of an instructional program. The modality of verbal explanation was varied (text vs narration) as well as the inclusion of seductive details. Assessment measures included a prior knowledge questionnaire, a learning performance test, an extraneous cognitive load scale, a perceived interest questionnaire, the Positive and Negative Affect Scale (PANAS-X), a revised version of the Inventory of School Motivation (ISM), and a paper-folding and card-rotation test. Results confirmed that situational interest mediates the seductive-details effect under different modality/cognitive-load conditions. A compensatory effect under the low-loading narration condition indicates that seductive details can be processed. Seductive details are not detrimental under this condition compared with a high-load text condition. Moreover, findings indicate that while textual seductive details can be ignored, narrated seductive details could interfere with learning. Limitations of the present study and suggestions for further research were briefly discussed. (ZPID). |
| Erfasst von | Leibniz-Institut für Psychologie, Trier |
| Update | 2026/3 |
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