Inconsistent Interactions between the Seductive Details Effect and Ego Depletion in Multimedia Learning

Autor/inn/en	Wang, Zhe; Schroeder, Noah L.
Titel	Inconsistent Interactions between the Seductive Details Effect and Ego Depletion in Multimedia Learning
Quelle	In: Applied Cognitive Psychology, 36 (2022) 2, S.418-432 (15 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Wang, Zhe) ORCID (Schroeder, Noah L.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0888-4080
DOI	10.1002/acp.3932
Schlagwörter	Self Concept; Comparative Analysis; Interaction; Learning Processes; Multimedia Instruction; Outcomes of Education; Teaching Methods; Intervention; Outcome Measures; Transfer of Training; Retention (Psychology) + Suchen Sie Ihr Suchwort? Selbstkonzept; Interaktion; Learning process; Lernprozess; Multimediales Lernen; Lernleistung; Schulerfolg; Teaching method; Lehrmethode; Unterrichtsmethode; Training; Transfer; Ausbildung; Merkfähigkeit
Abstract	Multimedia learning often consists of a sequence of tasks, and research suggests that the sequence itself may influence learning outcomes. This study examines one theory related to task sequencing, known as ego depletion, and its interaction with a well-established instructional design effect, the seductive details effect. To investigate the potential impact of ego depletion, a state of depleted self-control strength, on learning with seductive details, which are interesting but irrelevant elements of the instruction, we conducted a randomized controlled experiment in which both ego depletion and seductive details were manipulated as two between-subjects independent variables. Although manipulation checks confirmed the efficacy of the interventions, we found mixed results in learning outcome measures, particularly in the investigation of an interaction between the seductive details effect and ego depletion. Specifically, we found an amplified seductive details effect on transfer but not retention for depleted participants. These results suggest that ego depletion may not always occur to an extent that significantly influences learning in learner-paced learning environments. (As Provided).
Anmerkungen	Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01