Learner characteristics and information processing in multimedia learning: A moderated mediation of the seductive details effect
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In: Learning and Individual Differences, Vol. 51, 10.2016, p. 59-68.
Research output: Journal contributions › Journal articles › Research › peer-review
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TY - JOUR
T1 - Learner characteristics and information processing in multimedia learning
T2 - A moderated mediation of the seductive details effect
AU - Korbach, Andreas
AU - Brünken, Roland
AU - Park, Babette
PY - 2016/10
Y1 - 2016/10
N2 - The present study examines whether the seductive details effect is mediated by perceptual processing and whether this mediation as well as the direct effect is moderated by multiple moderators. The Aptitude-Treatment-Interaction Design (N = 108) considers prior knowledge and spatial ability as continuous aptitude variables and seductive details (with vs. without) and task condition (cognitive low-loading single vs. cognitive high-loading dual task) as treatment variables. Two separate models of moderated mediation are focused including task condition as a first moderator and prior knowledge or spatial ability as a second moderator. Results show a full mediation by picture fixation duration with a moderating influence of task condition and prior knowledge on the mediator and a moderating influence of task condition and spatial ability on the direct path for learning success. Especially the low capacity learners were affected under cognitive high-loading conditions. A discussion of these results leads to different theoretical and practical implications.
AB - The present study examines whether the seductive details effect is mediated by perceptual processing and whether this mediation as well as the direct effect is moderated by multiple moderators. The Aptitude-Treatment-Interaction Design (N = 108) considers prior knowledge and spatial ability as continuous aptitude variables and seductive details (with vs. without) and task condition (cognitive low-loading single vs. cognitive high-loading dual task) as treatment variables. Two separate models of moderated mediation are focused including task condition as a first moderator and prior knowledge or spatial ability as a second moderator. Results show a full mediation by picture fixation duration with a moderating influence of task condition and prior knowledge on the mediator and a moderating influence of task condition and spatial ability on the direct path for learning success. Especially the low capacity learners were affected under cognitive high-loading conditions. A discussion of these results leads to different theoretical and practical implications.
KW - Educational science
UR - http://www.scopus.com/inward/record.url?scp=85024134183&partnerID=8YFLogxK
U2 - 10.1016/j.lindif.2016.08.030
DO - 10.1016/j.lindif.2016.08.030
M3 - Journal articles
AN - SCOPUS:85024134183
VL - 51
SP - 59
EP - 68
JO - Learning and Individual Differences
JF - Learning and Individual Differences
SN - 1041-6080
ER -