Cognitive and Affective Processing in Multimedia Learning

• In Event: Poster Session 10
  In Poster Session: Games, the World Wide Web, and Robots

Abstract

The present study integrates cognitive and affective aspects in order to open the cold cognition perspective in multimedia research to an integrative perspective. The Cognitive-Affective-Theory-of-Learning-with-Media assumes that students need to become motivated. Therefore, and even though seductive-details are additional interesting but unnecessary information that are not conform with the coherence principle, their possible motivational role should not be dismissed. Participants (N=123) were asked to learn about biology with a multimedia instruction that manipulated modality and presence of seductive-details. A modality-effect was found and moderated mediation analyses with the moderator modality and mediator situational interest confirm the affective mediation-assumption with two conditional effects: A direct detrimental effect of seductive-details on learning performance under text-condition and an indirect compensatory effect under narration-condition.

Authors

• Babette Park, Saarland University

• Terri L. Flowerday, University of New Mexico

• Roland Bruenken, Saarland University