Seductive Details in MOOCs: Distraction or Engagement?

• In Event: AERA Roundtable Session Wednesday 11:45 am - Gold 3
  In Roundtable Session: Roundtable: Higher Education and the Learning Sciences

Abstract

This study examines the role of seductive details (engaging but irrelevant information) in Massive Open Online Courses (MOOCs), where self-directed learning environments pose challenges for learner engagement. While some research suggests that seductive details may hinder learning by diverting attention from content, they may also serve to enhance emotional engagement, support motivation, and reduce attrition. By analyzing 70 MOOCs across diverse disciplines, this study investigates whether seductive details are associated with increased engagement and performance. Findings suggest that seductive details correlate positively with certain engagement metrics, such as module completion and time spent on course items, but do not significantly affect learner performance. These results call for a reassessment of the seductive details effect in online, self-regulated learning environments.

Authors

• Shruti Mehta, University of Pennsylvania

• Ryan S. Baker, University of Pennsylvania

• Amanda Barany, University of Pennsylvania

• Kirk Vanacore, University of Pennsylvania

• J. M. Alexandra L. Andres, Learning Data Insights

• Sameea Butt, New York University

• Erin Chi, University of Pennsylvania