Do Focused Self-Explanation Prompts Overcome Seductive Details? A Multimedia Study

• In Event: 42.032 - Technology Experiences That Cognitively and Metacognitively Engage Learners

Abstract

Research on the seductive details effect on reading expository texts has grown over the past few decades. However, less is known when seductive details are encountered in learning through worked-examples. Thus, it is necessary to examine the seductive details effect when solving problems in a worked-example-based multimedia learning environment and the effect of focused self-explanation on seductive details. In the present experiment, the participants were randomly assigned to one of four different conditions: (a) seductive details, (b) seductive details and self-explanation, (c) no seductive details, or (d) no seductive details and self-explanation. Results showed that seductive details hindered learning through increased extraneous cognitive load, and that focused self-explanation overcame the deleterious effect of seductive details through decreased extraneous cognitive load.

Authors

• Zhe Wang, Washington State University - Pullman

• Olusola Olalekan Adesope, Washington State University