The moderating role of arousal on the seductive detail effect in a multimedia learning setting

Towards enhanced performance: an integrated framework of emotional valence, arousal, and task demand

Extensive evaluations exist concerning the linkage between objective task demands and subsequent effects on user performance. However, the human user also experiences a range of emotions related to external task demands. Problematically, little is known about the associations between emotional valence, and arousal associated with the task demand-performance axis. In this paper, we advance a theoretical model concerning such interactive influences using three dimensions: (1) emotional valence, (2) arousal, and (3) task demand. The model evaluates the impact of these dimensions on user performance. It also identifies critical emotional user states, particularly those resulting in negative performance effects, as well as non-critical emotional states that can positively impact performance. Finally, we discuss the implications for affect-adaptive systems that can mitigate the impact of critical emotional states while leveraging the benefits of non-critical ones.

A Systematic Meta-analysis of the Reliability and Validity of Subjective Cognitive Load Questionnaires in Experimental Multimedia Learning Research

For more than three decades, cognitive load theory has been addressing learning from a cognitive perspective. Based on this instructional theory, design recommendations and principles have been derived to manage the load on working memory while learning. The increasing attention paid to cognitive load theory in educational science quickly culminated in the need to measure its types of cognitive load — intrinsic, extraneous, and germane cognitive load which additively contribute to the overall load. In this meta-analysis, four frequently used cognitive load questionnaires were examined concerning their reliability (internal consistency) and validity (construct validity and criterion validity). Results revealed that the internal consistency of the subjective cognitive load questionnaires can be considered satisfactory across all four questionnaires. Moreover, moderator analyses showed that reliability estimates of the cognitive load questionnaires did not differ between educational settings, domains of the instructional materials, presentation modes, or number of scale points. Correlations among the cognitive load types partially contradict theory-based assumptions, whereas correlations with learning-related variables support assumptions derived from cognitive load theory. In particular, results seem to support the three-factor model consisting of intrinsic cognitive load, extraneous cognitive load, and germane cognitive load. Results are discussed in relation to current trends in cognitive load theory and recommendations for the future use of cognitive load questionnaires in experimental research are suggested.

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

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.

Reducing Objectification Could Tackle Stigma in the COVID-19 Pandemic: Evidence From China

Stigmatization associated with the coronavirus disease 2019 (COVID-19) is expected to be a complex issue and to extend into the later phases of the pandemic, which impairs social cohesion and relevant individuals' well-being. Identifying contributing factors and learning their roles in the stigmatization process may help tackle the problem. This study quantitatively assessed the severity of stigmatization against three different groups of people: people from major COVID-19 outbreak sites, those who had been quarantined, and healthcare workers; explored the factors associated with stigmatization within the frameworks of self-categorization theory and core social motives; and proposed solutions to resolve stigma. The cross-sectional online survey was carried out between April 21 and May 7, 2020, using a convenience sample, which yielded 1,388 valid responses. Employing data analysis methods like multivariate linear regression and moderation analysis, this study yields some main findings: (1) those from major COVID-19 outbreak sites received the highest level of stigma; (2) factors most closely associated with stigmatization, in descending order, are objectification and epidemic proximity in an autonomic aspect and fear of contracting COVID-19 in a controllable aspect; and (3) superordinate categorization is a buffering moderator in objectification–stigmatization relationship. These findings are important for further understanding COVID-19-related stigma, and they can be utilized to develop strategies to fight against relevant discrimination and bias. Specifically, reinforcing superordinate categorization by cultivating common in-group identity, such as volunteering and donating for containment of the pandemic, could reduce objectification and, thus, alleviate stigma.