Do learner characteristics moderate the seductive-details-effect? A cognitive-load-study using eye-tracking

Publikation: Beiträge in ZeitschriftenZeitschriftenaufsätzeForschungbegutachtet

Standard

Do learner characteristics moderate the seductive-details-effect? A cognitive-load-study using eye-tracking. / Park, Babette; Korbach, Andreas; Brünken, Roland.
in: Educational Technology and Society, Jahrgang 18, Nr. 4, 2015, S. 24-36.

Publikation: Beiträge in ZeitschriftenZeitschriftenaufsätzeForschungbegutachtet

Harvard

APA

Vancouver

Bibtex

@article{d1c77c9ee9ef48aaa26a65798a53d419,
title = "Do learner characteristics moderate the seductive-details-effect?: A cognitive-load-study using eye-tracking",
abstract = "The present study examines whether the seductive-details effect is moderated by spatial ability and prior knowledge, which are two of the most relevant learner characteristics in multimedia learning. It is assumed that the seductive-details effect with an increase in extraneous cognitive load and a decrease in perceptual processing and learning success is only present for learners with low spatial ability and low prior knowledge. To this end, the present study uses an Aptitude-Treatment-Interaction Design with separate analyses for spatial ability and prior knowledge as aptitude-variables and seductive details (with vs. without) as treatment-variable. Participants (N = 50) were asked to learn about biology with a multimedia instruction that manipulated seductive details. The results show that learners perceptual processing, measured by eye-tracking, and learning performance was significantly lower when learning with seductive details. In addition, spatial ability and especially prior knowledge were confirmed to play the expected moderating role.",
keywords = "Eye-tracking, Multimedia learning, Prior knowledge, Seductive details, Spatial ability, Educational science",
author = "Babette Park and Andreas Korbach and Roland Br{\"u}nken",
year = "2015",
language = "English",
volume = "18",
pages = "24--36",
journal = "Educational Technology and Society",
issn = "1176-3647",
publisher = "International Forum of Educational Technology and Society,National Taiwan Normal University",
number = "4",

}

RIS

TY - JOUR

T1 - Do learner characteristics moderate the seductive-details-effect?

T2 - A cognitive-load-study using eye-tracking

AU - Park, Babette

AU - Korbach, Andreas

AU - Brünken, Roland

PY - 2015

Y1 - 2015

N2 - The present study examines whether the seductive-details effect is moderated by spatial ability and prior knowledge, which are two of the most relevant learner characteristics in multimedia learning. It is assumed that the seductive-details effect with an increase in extraneous cognitive load and a decrease in perceptual processing and learning success is only present for learners with low spatial ability and low prior knowledge. To this end, the present study uses an Aptitude-Treatment-Interaction Design with separate analyses for spatial ability and prior knowledge as aptitude-variables and seductive details (with vs. without) as treatment-variable. Participants (N = 50) were asked to learn about biology with a multimedia instruction that manipulated seductive details. The results show that learners perceptual processing, measured by eye-tracking, and learning performance was significantly lower when learning with seductive details. In addition, spatial ability and especially prior knowledge were confirmed to play the expected moderating role.

AB - The present study examines whether the seductive-details effect is moderated by spatial ability and prior knowledge, which are two of the most relevant learner characteristics in multimedia learning. It is assumed that the seductive-details effect with an increase in extraneous cognitive load and a decrease in perceptual processing and learning success is only present for learners with low spatial ability and low prior knowledge. To this end, the present study uses an Aptitude-Treatment-Interaction Design with separate analyses for spatial ability and prior knowledge as aptitude-variables and seductive details (with vs. without) as treatment-variable. Participants (N = 50) were asked to learn about biology with a multimedia instruction that manipulated seductive details. The results show that learners perceptual processing, measured by eye-tracking, and learning performance was significantly lower when learning with seductive details. In addition, spatial ability and especially prior knowledge were confirmed to play the expected moderating role.

KW - Eye-tracking

KW - Multimedia learning

KW - Prior knowledge

KW - Seductive details

KW - Spatial ability

KW - Educational science

UR - http://www.scopus.com/inward/record.url?scp=84948140884&partnerID=8YFLogxK

M3 - Journal articles

AN - SCOPUS:84948140884

VL - 18

SP - 24

EP - 36

JO - Educational Technology and Society

JF - Educational Technology and Society

SN - 1176-3647

IS - 4

ER -

Links

Zuletzt angesehen

Forschende

  1. Soham Majumder

Publikationen

  1. Stewardship-Theorie
  2. Flüchtlinge, Staatenlose, Überflüssige
  3. Unterrichtsbesprechungen im Langzeitpraktikum
  4. Kommentierung von Art. 197: Effektive Durchführung des Unionsrechts
  5. Diagrammatische Visualisierung als ästhetische Information
  6. Schulentwicklung und Schulprofil
  7. § 352 Aufrechnung nach Nichterfüllung
  8. Mechanismen der Veränderung von Organisationen
  9. Case Study: the social context of arsenic regulation and exposure in South East Hungary
  10. Multidisciplinary characterization of the middle Holocene eolian deposits of the Elsa River basin (central Italy)
  11. Climate and large-sized trees, but not diversity, drive above-ground biomass in subtropical forests
  12. Gewerblicher Grundstückshandel (Kommentierung des BFH-Urteils vom 05.12.2002, IV R 57/01), Fach 3 EStG, § 15
  13. Value-Sensitive Digital Social Innovations for Marginalized Individuals
  14. Measurement and modelling of NH3 emissions from field-applied biogas residues in North German energy crop rotations
  15. Learning from African entrepreneurship—on the psychological function of entrepreneurial preparedness
  16. Musik in transkulturellen Kontexten
  17. Zur theoretisch-wissenschaftlichen Fundierung Vorsorgenden Wirtschaftens
  18. Charting the Emerging Financial Services Ecosystem of Fintechs and Banks
  19. Eine Klasse ins Rollen bringen
  20. Magnesium
  21. 'Bildung' jenseits pädagogischer Theoriebildung?
  22. Hermann Bahr.
  23. Forschendes Lernen im Chemieunterricht einer inklusiven Schule
  24. Hochschule im Horizont nachhaltiger Entwicklung
  25. Nachwort
  26. Einleitung
  27. Aby Warburg’s literal and intermedial self-translation
  28. Hermann Bahr.