The Interdependency of Perceived Task Difficulty and the Choice Effect When Learning with Multimedia Materials

Autor/inn/en	Schneider, Sascha; Nebel, Steve; Meyer, Selina; Rey, Günter Daniel
Titel	The Interdependency of Perceived Task Difficulty and the Choice Effect When Learning with Multimedia Materials
Quelle	In: Journal of Educational Psychology, 114 (2022) 3, S.443-461 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Schneider, Sascha)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-0663
DOI	10.1037/edu0000686
Schlagwörter	Difficulty Level; Multimedia Materials; Learning Motivation; Multimedia Instruction; Secondary School Students; College Students; Personal Autonomy; Self Esteem; Self Determination; Educational Environment; Student Attitudes; Grade 7; Grade 8; Grade 9; Knowledge Level + Suchen Sie Ihr Suchwort? Schwierigkeitsgrad; Motivation for studies; Lernmotivation; Multimediales Lernen; Sekundarschüler; Collegestudent; Individuelle Autonomie; Self-esteem; Selbstaufmerksamkeit; Selbstbestimmung; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Schülerverhalten; School year 07; 7. Schuljahr; Schuljahr 07; School year 08; 8. Schuljahr; Schuljahr 08; School year 09; 9. Schuljahr; Schuljahr 09; Wissensbasis
Abstract	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[subscript 1] = 108; N[subscript 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) × 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. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01