Does thinking-aloud affect learning, visual information processing and cognitive load when learning with seductive details as expected from self-regulation perspective?
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In: Computers in Human Behavior, Vol. 111, 106411, 10.2020.
Research output: Journal contributions › Journal articles › Research › peer-review
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TY - JOUR
T1 - Does thinking-aloud affect learning, visual information processing and cognitive load when learning with seductive details as expected from self-regulation perspective?
AU - Park, Babette
AU - Korbach, Andreas
AU - Brünken, Roland
PY - 2020/10
Y1 - 2020/10
N2 - The present study is a validation study asking the question if the method of using thinking-aloud protocols (TAPs) for investigating learning effects is appropriate, as the process of thinking aloud could play a crucial role in cognitive processing by prompting self-regulative processes and could therefore interfere with learning. The present work uses the negative learning effect of seductive details to investigate this research question and is thereby also offering a new perspective from research on self-regulation on the discussion of the seductive details effect. 120 university students learned with a digital learning program that was varied by the two factors thinking-aloud (with vs. without) and seductive details (with vs. without) in the 2x2 factorial design study. Results show that TAPs affect visual information processing measured by eye movement, subjectively perceived cognitive load, and retention performance, but not comprehension or transfer performance. Moreover, the seductive details effect is confirmed to be stable also under the TAPs condition, as no interaction effects were found. These findings have several interesting theoretical and practical implications that are discussed from three viewpoints, the methodological, the research on seductive details and the self-regulation perspective.
AB - The present study is a validation study asking the question if the method of using thinking-aloud protocols (TAPs) for investigating learning effects is appropriate, as the process of thinking aloud could play a crucial role in cognitive processing by prompting self-regulative processes and could therefore interfere with learning. The present work uses the negative learning effect of seductive details to investigate this research question and is thereby also offering a new perspective from research on self-regulation on the discussion of the seductive details effect. 120 university students learned with a digital learning program that was varied by the two factors thinking-aloud (with vs. without) and seductive details (with vs. without) in the 2x2 factorial design study. Results show that TAPs affect visual information processing measured by eye movement, subjectively perceived cognitive load, and retention performance, but not comprehension or transfer performance. Moreover, the seductive details effect is confirmed to be stable also under the TAPs condition, as no interaction effects were found. These findings have several interesting theoretical and practical implications that are discussed from three viewpoints, the methodological, the research on seductive details and the self-regulation perspective.
KW - Cognitive load
KW - Eye-tracking
KW - Multimedia learning
KW - Seductive details
KW - Self-regulation
KW - Thinking aloud
KW - Educational science
UR - http://www.scopus.com/inward/record.url?scp=85084950861&partnerID=8YFLogxK
U2 - 10.1016/j.chb.2020.106411
DO - 10.1016/j.chb.2020.106411
M3 - Journal articles
AN - SCOPUS:85084950861
VL - 111
JO - Computers in Human Behavior
JF - Computers in Human Behavior
SN - 0747-5632
M1 - 106411
ER -