Seductive Details

Version	Summary	Created by	Modification	Content Size	Created at	Operation
1	handwiki	Rita Xu	--	1541	2022-10-11 01:31:48

The content is sourced from: https://handwiki.org/wiki/Social:Seductive_details

Seductive details are often used in textbooks, lectures, slideshows, and other forms of educational content to make a course more interesting or interactive. Seductive details can take the form of text, animations, photos, illustrations, sounds or music and are by definition: (1) interesting and (2) not directed toward the learning objectives of a lesson. John Dewey, in 1913, first referred to this as “fictitious inducements to attention.” While illustrated text can enhance comprehension, illustrations that are not relevant can lead to poor learning outcomes. Since the late 1980s, many studies in the field of educational psychology have shown that the addition of seductive details results in poorer retention of information and transfer of learning. Thalheimer conducted a meta-analysis that found, overall, a negative impact for the inclusion of seductive details such as text, photos or illustrations, and sounds or music in learning content. More recently, a 2020 paper found a similar effect for decorative animations This reduction to learning is called the seductive details effect. There have been criticisms of this theory. Critics cite unconvincing and contradictory evidence to argue that seductive details do not always impede understanding and that seductive details can sometimes be motivating for learners.

educational psychology educational content slideshows

References

Pink, Newton (2020). "Decorative animations impair recall and are a source of extraneous cognitive load". Advances in Physiology Education 44 (3): 376–382. doi:10.1152/advan.00102.2019. PMID 32628527. https://dx.doi.org/10.1152%2Fadvan.00102.2019
Harp, S.; Mayer, R. (1998). "How seductive details do their damage: A theory of cognitive interest in science learning". Journal of Educational Psychology 90 (3): 414–434. doi:10.1037/0022-0663.90.3.414. https://dx.doi.org/10.1037%2F0022-0663.90.3.414
Park, B.; Moreno, R.; Seufert, T.; Bruken, R. (January 2011). "Does cognitive load moderate the seductive details effect? A multimedia study". Computers in Human Behavior 27 (1): 5–10. doi:10.1016/j.chb.2010.05.006. https://dx.doi.org/10.1016%2Fj.chb.2010.05.006
Jaeger, A.; Wiley, J. (Dec 2014). "Do illustrations help or harm metacomprehension accuracy?". Learning & Instruction 34: 58–73. doi:10.1016/j.learninstruc.2014.08.002. https://dx.doi.org/10.1016%2Fj.learninstruc.2014.08.002
Sanchez, C. A.; Wiley, J. (2006). "An examination of the seductive details effect in terms of working memory capacity". Memory and Cognition 34 (2): 344–355. doi:10.3758/bf03193412. PMID 16752598. https://dx.doi.org/10.3758%2Fbf03193412
Daneman, M.; Carpenter, P. A. (1980). "Individual differences in working memory and reading". Journal of Verbal Learning & Verbal Behavior 19 (4): 450–466. doi:10.1016/s0022-5371(80)90312-6. https://dx.doi.org/10.1016%2Fs0022-5371%2880%2990312-6
Garner, R.; Gillingham, M. G.; White, C. S. (1989). "Effects of "seductive details" on macroprocessing and microprocessing in adults and children". Cognition and Instruction 6 (1): 41–57. doi:10.1207/s1532690xci0601_2. https://dx.doi.org/10.1207%2Fs1532690xci0601_2
van Dijk, T. A.; Kintsch, W. (1983). Strategies of discourse comprehension. New York: Academic.
Mannes, S.; Kintsch, W. (1987). "Knowledge organization and text organization". Cognition and Instruction 4 (2): 91–115. doi:10.1207/s1532690xci0402_2. https://dx.doi.org/10.1207%2Fs1532690xci0402_2
McNamara, D. S.; Kintsch, W.; Songer, N. B. (1996). "Are good texts always better? Interactions of text coherence, background knowledge, and levels of understanding in learning from text". Cognition and Instruction 14: 1–43. doi:10.1207/s1532690xci1401_1. https://dx.doi.org/10.1207%2Fs1532690xci1401_1
Paivio, A (1986). Mental representations: A dual coding approach.. New York: Oxford University Press.
Sadoski, M; Goetz, E. T.; Fritz, J. B. (1993). "Impact of concreteness, interest, and memory for text implications for dual coding theory and text design.". Journal of Educational Psychology 85 (2): 291–304. doi:10.1037/0022-0663.85.2.291. https://dx.doi.org/10.1037%2F0022-0663.85.2.291
Sadoski, M; Goetz, E. T.; Rodriguez, M. (2000). "Engaging texts: Effects of concreteness on comprehensibility, interest, and recall in four text types". Journal of Educational Psychology 92: 85–95. doi:10.1037/0022-0663.92.1.85. https://dx.doi.org/10.1037%2F0022-0663.92.1.85
Sadoski, M.; Paivio, A. (2001). "Imagery and text: A dual coding theory of reading and writing". Reading and Writing 16 (3): 259–262. doi:10.1023/A:1022830720347. https://dx.doi.org/10.1023%2FA%3A1022830720347
Mayer, R. E.; Anderson, R. B. (1991). "Animations need narrations: An experimental test of a dual-coding hypothesis". Journal of Educational Psychology 83 (4): 484–490. doi:10.1037/0022-0663.83.4.484. https://dx.doi.org/10.1037%2F0022-0663.83.4.484
Park, B.; Flowerday, T.; Brunken, R. (March 2015). "Cognitive and affective effects of seductive details in multimedia learning". Computers in Human Behavior 44: 267–278. doi:10.1016/j.chb.2014.10.061. https://dx.doi.org/10.1016%2Fj.chb.2014.10.061

©Text is available under the terms and conditions of the Creative Commons-Attribution ShareAlike (CC BY-SA) license; additional terms may apply. By using this site, you agree to the Terms and Conditions and Privacy Policy.

Upload a video for this entry

Information

Subjects: Others

Contributor MDPI registered users' name will be linked to their SciProfiles pages. To register with us, please refer to https://encyclopedia.pub/register :

HandWiki

View Times: 1.6K

Entry Collection: HandWiki

Update Date: 11 Oct 2022

Table of Contents

Video Upload Options

References