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

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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, Vol. 18, No. 4, 2015, p. 24-36.

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@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 = "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 -