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ERIC Number: EJ1078151
Record Type: Journal
Publication Date: 2015
Pages: 13
Abstractor: As Provided
Reference Count: 39
ISSN: EISSN-1436-4522
Do Learner Characteristics Moderate the Seductive-Details-Effect? A Cognitive-Load-Study Using Eye-Tracking
Park, Babette; Korbach, Andreas; Brünken, Roland
Educational Technology & Society, v18 n4 p24-36 2015
The present study examines whether the seductive-details effect is moderated by spatial ability and prior knowledge, which are two of the most relevant learner characteristics in multimedia learning. It is assumed that the seductive-details effect with an increase in extraneous cognitive load and a decrease in perceptual processing and learning success is only present for learners with low spatial ability and low prior knowledge. To this end, the present study uses an Aptitude-Treatment-Interaction Design with separate analyses for spatial ability and prior knowledge as aptitude-variables and seductive details (with vs. without) as treatment-variable. Participants (N = 50) were asked to learn about biology with a multimedia instruction that manipulated seductive details. The results show that learners perceptual processing, measured by eye-tracking, and learning performance was significantly lower when learning with seductive details. In addition, spatial ability and especially prior knowledge were confirmed to play the expected moderating role.
International Forum of Educational Technology & Society. Athabasca University, School of Computing & Information Systems, 1 University Drive, Athabasca, AB T9S 3A3, Canada. Tel: 780-675-6812; Fax: 780-675-6973; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Germany