Exploring the effects of seductive details and illustration dynamics on young children's performance in an origami task.
Background: Previous studies have shown that dynamic illustrations, as compared to their static counterparts, lead to higher achievement levels, especially for hand‐based procedures. Other researchers have investigated how the presence of seductive details (i.e., appealing but irrelevant adjunct dis...
| Publicado en: | Journal of Computer Assisted Learning Vol. 40; no. 2; pp. 437 - 452 |
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| Autores principales: | , |
| Formato: | pictorial research tables/charts randomized controlled trial Journal Article |
| Publicado: |
Wiley-Blackwell
Apr2024
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| Acceso en línea: | Ver este registro en EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=ccm&AN=176012451&site=ehost-live header: @attributes: shortDbName: ccm uiTerm: 176012451 longDbName: CINAHL Complete uiTag: AN controlInfo: bkinfo: dissinfo: jinfo: jid: 02664909 6M1 jtl: Journal of Computer Assisted Learning issn: 02664909 maglogo: Y pubinfo: dt: Apr2024 vid: 40 iid: 2 pid: 480 pub: Wiley-Blackwell place: Malden, Massachusetts artinfo: ui: 176012451 172905486 176012451 176012451 10.1111/jcal.12879 176012451 ppf: 437 ppct: 15 formats: tig: atl: Exploring the effects of seductive details and illustration dynamics on young children's performance in an origami task. aug: au: Colliot, Tiphaine Boucheix, Jean‐Michel affil: Centre de Recherches sur la Cognition et l'Apprentissage, CeRCA, Université de Poitiers, Poitiers, France sug: subj: Multimedia Computer-Assisted Instruction Learning Methods Task Performance and Analysis In Infancy and Childhood Learning Evaluation Cognition Evaluation Audiovisuals Human Child, Preschool Child Randomized Controlled Trials Random Assignment Power Analysis Analysis of Variance Summated Rating Scaling Time Factors Multivariate Analysis of Variance Data Analysis Software Descriptive Statistics Mediation Analysis Female Male Child, Preschool: 2-5 years Child: 6-12 years Female Male ab: Background: Previous studies have shown that dynamic illustrations, as compared to their static counterparts, lead to higher achievement levels, especially for hand‐based procedures. Other researchers have investigated how the presence of seductive details (i.e., appealing but irrelevant adjunct displays) influences students' interest positively but their learning negatively. Objectives: The purpose of the two present studies was to investigate the effects of animated versus static presentations, combined with the presence of seductive details, on student performance on a paper‐folding task (i.e., origami) in a naturalistic school environment. Methods: Fifty‐five children (5–6 years old) participated in the first study and were randomly assigned to one of four groups. The second study was conducted with older children (72 s or third graders) and a more complex origami task. Results and Conclusions: In the first study, results demonstrated negative effects of seductive details on children's performance and time on task, but no effects of presentation format. In the second study, no negative effects of seductive details on student achievement were found, but animated illustrations significantly improved children's performance and reduced time on task. However, seductive details tended to impair learning more greatly given the presence of static, as compared to animated, presentations. Task difficulties and pupils' ability to inhibit irrelevant information may explain these results. Lay Description: What is already known about this topic: Seductive details negatively influence young children's performance.Animated illustrations have been shown to improve students' learning for dynamic procedure. What this paper adds: This is the first study investigating the influence of animated vs. static illustrations combined with seductive details on children's learning performance.Animated illustrations improve children's performance for a challenging dynamic procedure.Seductive details tended to impair more learning from static than from animated presentations.Results are discussed in relation to the task's difficulty as well as students' ability to inhibit irrelevant information. Implications for practitioners: Animated illustrations should be used when presenting dynamic procedures.Instructors should use seductive details cautiously in pedagogical documents particularly when the task is difficult. pubtype: Academic Journal doctype: pictorial research tables/charts randomized controlled trial Journal Article ougenre: Article language: English refInfo: holdings: @attributes: islocal: N |
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