Effects of Seductive Details on Multimedia Learning

Abstract

Multimedia learning involved learning with multiple media (e.g., text, pictures, video). In an experiment examining the seductive details effect of multimedia learning, 78 participants recruited from a middle school in China were randomly assigned to study one of three learning materials (no seductive details, seductive details at the beginning, and seductive details at the end) about the economic situation in a particular state in the U.S.  On a test of free recall, the no-seductive-details group recalled significantly more main idea than either the group that studied with seductive-details-first or the group that studied with seductive-details-after. However, the seductive-details-first group and the seductive-details-after group did not differ significantly.  When recall of seductive details was specifically examined, the seductive-details-first group recalled significantly more seductive details than the seductive-details-after group.  The results indicate that seductive details interfere with learning by distracting the reader. The results are discussed and implications for practice are delineated.