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Boundary conditions of the seductive details effect: An integrative analysis of cognitive and volitional processes.

诱人细节效应的边界条件：认知和意志过程的综合分析。

基本信息

批准号：
395562182
负责人：
Professor Dr. Alexander Eitel
金额：
--
依托单位：
Leibniz-Institut für Wissensmedien (IWM)
依托单位国家：
德国
项目类别：
Research Grants
财政年份：
2017
资助国家：
德国
起止时间：
2016-12-31 至 2021-12-31
项目状态：
已结题

来源：
https://gepris.dfg.de/gepris/projekt/395562182?language=en
关键词：
Boundary conditions seductive details effect

项目摘要

A common question in education is how to design instruction in a way that it is interesting and catching for students. As a result, interesting but irrelevant details such as fun-facts, anecdotes, or comics are often added to study materials. Based on existing research in multimedia learning, however, one should generally refrain from using such methods: Interesting but irrelevant details are termed seductive details, because they seduce students to draw their attention away from the learning contents, and hence, cognitive processing of pertinent information is impaired (Harp & Mayer, 1998). To what degree these effects are generalizable or bound to the specifics of the study situations of existing research, is subject to the present research project. To this end, the studies of this project first investigate whether negative effects of seductive details appear only when students are, as often the case in previous research, not instructed about the irrelevance of seductive details. Second, the studies of this project investigate under which conditions even positive effects of seductive details may occur by referring to theories on volitional action control (opportunity cost model; Kurzban, Duckworth, Kable, & Myers, 2013) to derive specific hypotheses. In particular, seductive details may increase persistence by increasing and maintaining positive affect during learning. These effects are likely to be found especially when the study situation is tiring and/or highly self-controlled so that students are endangered to terminate studying prematurely. To test these hypotheses, the studies of this project extend the typical procedure to investigate effects of seductive details by first combining it with a classical study design from volition research, and by applying it to different contexts (lab study vs. online study vs. classroom study) and samples (university students vs. school pupils). Changing the study context serves both as a manipulation of self-control during learning and, more generally, as a test of how context-independent the seductive details effect is. Taken together, the goal of the project is both to uncover the processes underlying the seductive details effect and to derive more differentiated recommendations concerning the use of seductive details in instructional settings in the future.

教育中的一个常见问题是如何设计一种让学生感兴趣和吸引人的教学方式。因此，有趣但不相关的细节，如有趣的事实、轶事或漫画，经常被添加到学习材料中。然而，基于现有的多媒体学习研究，人们通常应该避免使用这种方法：有趣但不相关的细节被称为诱惑性细节，因为它们诱使学生将注意力从学习内容上转移，从而损害了对相关信息的认知加工(Harp&Mayer，1998)。这些影响在多大程度上是可以概括的，或者受到现有研究的具体情况的限制，取决于本研究项目。为此，这个项目的研究首先调查是否只有当学生没有被告知诱人的细节无关紧要时，诱人的细节的负面影响才会出现，就像以前的研究中经常出现的情况一样。其次，本项目的研究通过参考意志行为控制理论(机会成本模型；Kurzban，Duckworth，Kable，&Myers，2013)来考察在什么条件下诱人的细节甚至可能产生积极的影响，以得出具体的假设。特别是，诱人的细节可能会在学习过程中增加和保持积极的情感，从而增加毅力。这些影响很可能被发现，特别是当学习环境令人疲惫和/或高度自我控制，从而危及学生过早终止学习的时候。为了验证这些假设，该项目的研究扩展了调查诱人细节的典型程序，首先将其与来自意志研究的经典研究设计相结合，并将其应用于不同的背景(实验室研究、在线学习和课堂学习)和样本(大学生和小学生)。改变学习环境既是对学习过程中自我控制的一种操纵，更广泛地说，也是对诱人细节效应与背景无关程度的一种测试。总而言之，该项目的目标是揭示诱人细节效应背后的过程，并在未来的教学环境中就诱人细节的使用得出更多不同的建议。