When and how seductive details harm learning. A study using cued retrospective reporting

Abstract

SummaryWe investigated the processes that make seductive details (i.e., interesting but irrelevant pictures and text passages in learning materials) harmful for learning scientific concepts and principles. In our experiment, students (N = 113) learned without seductive details (control condition) or with seductive details, and afterwards worked on a knowledge test. They then retrospectively verbalized their thoughts during learning while watching a replay of their eye‐movements during the learning session (cued retrospective reporting). Our findings showed that seductive details hampered the transfer of knowledge in students with lower final school grades (d = −0.60). The verbal reports from the seductive details group, which were rated according to three detrimental cognitive processes, indicated that several students constructed mental models around the seductive details (i.e., diversion). This diversion led to worse recall of the relevant learning contents. The detrimental effects of seductive details therefore seem to be mainly caused by diversion.