Inconsistent seduction: Addressing confounds and methodological issues in the study of the seductive detail effect

Abstract

Introduction:The inclusion of interesting but irrelevant details in instructional materials may interfere with recall and application of the core content. Although this seductive detail effect is well researched, recent research highlights factors that may influence the effect size. Objectives:The current study discusses confounds and methodological issues in the study of seductive details and outlines strategies for overcoming them. These practices were then applied in a study that examined the role of learning objectives on the seductive detail effect.Methods: Seductive details were selected on the basis of interest and importance level and matched for word count and reading level. The 3 × 2 between-subjects design presented 132 undergraduate students with a lesson on plate tectonics; participants completed tests on both recall and transfer.Results: Results did not reveal a consistent detrimental effect of high-interest details on core content recall and transfer. On the recall test, contrary to expectation, the seductive detail effect obtained only when objectives were provided. A similar pattern emerged on the transfer task. Conclusion:These findings highlight the difficulty of consistently eliciting the seductive detail effect. We discuss outstanding issues that must be addressed in order to develop practical guidelines on the inclusion of seductive details in educational materials. K E Y W O R D Sinstructional design, learning objectives, methods, multimedia learning, seductive detail effect INTRODUCTIONEducators have long struggled with how to engage learners who may not find lesson content inherently interesting. In an attempt to capture and hold learners' attention, some educators enhance possibly not-so-interesting educational materials with spiced-up details, jokes, cartoons, fun facts, videos, animations, and songs-even if the infor-This is an open access article under the terms of the Creative Commons Attribution License, which permits use, distribution and reproduction in any medium, provided the original work is properly cited.

Multimedia, emotions, and learning experience

“…The principle states that adding learning relevant graphics to words fosters learning while adding irrelevant graphics does not (Mayer, 2009). Yet, Tislar & Steelman (2021) stated that negative influence of interesting but irrelevant material to a lesson needs to be qualified. Thus, when concluding about decorative pictures (DP), Scharinger (2022) emphasized that DP increased learners' interest and enjoyment and recommended DP to spice up learning materials.…”