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Testing for Boundary Conditions of the Seductive Details Effect: Does the Length of Seductive Details Matter?
Sat, April 10, 4:10 to 5:40pm EDT (4:10 to 5:40pm EDT), Division C, Division C - Section 3b: Technology-Based Environments Paper and Symposium SessionsAbstract
A body of research evidence indicates that the inclusion of seductive details in instructional materials negatively impacts learning. However, there is scant research considering the length of seductive details as a potential moderating factor. We examined whether the seductive details effect on a number of learning outcomes (both objective and self-report) was moderated by the length of seductive text (none, short, long). Participants were randomly assigned to the no-seductive-details (n = 33), short-seductive-details (n = 33), and long-seductive-details (n = 30) conditions. Findings showed that students learning with longer seductive details significantly outperformed those learning with shorter or no seductive details in terms of transfer. This study highlights the importance of exploring the effects of the length of seductive details.