The influence of seductive details in learning environments with low and high extrinsic motivation

Abstract

Background

The inclusion of interesting but irrelevant elements (seductive details) in learning environments can increase students’ motivation but also extraneous cognitive load. Accordingly, research mainly suggests detrimental effects on learning. However, most studies were conducted with participants who were extrinsically motivated to engage with the learning material anyway.

Aims

We assumed that presenting seductive details would impair learning when extrinsic motivation is high but improve learning when extrinsic motivation is low because the motivational potential that could be exploited through seductive details is greater and, thus, the motivational benefits might outweigh the cognitive disadvantages.

Sample and method

Two experimental studies (N = 120; N = 210) were conducted, which followed a 2 × 2 mixed design. The presence of seductive details was manipulated between subjects (with vs. without). External regulation - as one type of extrinsic motivation - was manipulated within subjects (low vs. high) by introducing the respective learning unit as either voluntary or mandatory.

Results

Results of both experiments showed that presenting seductive details only impaired test performance in high external regulation units but had no effect or even improved learning in low external regulation units. Additionally, in both studies, seductive details indirectly improved test performance via interest only in low external regulation units.

Conclusions

The results emphasize that the inclusion of seductive details should not be seen as unfavorable per se but as a trade-off between motivational advantages and cognitive disadvantages. Hence, whether seductive details impede or promote learning considerably depends on how much learners are motivated beforehand.