Abstract
IntroductionThe 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.ObjectivesThe 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.MethodsSeductive 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.ResultsResults 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.ConclusionThese 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.
Highlights
The inclusion of interesting but irrelevant details in instructional materials may interfere with recall and application of the core content
Test scores and cognitive load measures were analyzed in 3 × 2 analysis of covariance (ANCOVA) with detail type and objectives as between-subject factors
Statistical tests were conducted both with and without the covariate; since it had an effect in some cases, ANCOVA results are reported and effects of working memory are noted
Summary
The inclusion of interesting but irrelevant details in instructional materials may interfere with recall and application of the core content. 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 information is not directly relevant to the instructional objectives. These types of enhancements are commonly referred to as seductive details, “interesting but irrelevant details that are added to a passage to make it more interesting” (Harp & Mayer, 1997). TISLAR AND STEELMAN the intention is to keep learners engaged with the core material, Mayer (2005) has posited a seductive detail effect, which holds that people learn more deeply from material that does not include seductive details and that such details may even impede learning.
Sign-in/Register to view highlights & summary Sign-in/Register to access full text options 
Free) 
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a call
