{"id":{"repo_id":"vt","oai_identifier":"oai:vtechworks.lib.vt.edu:10919/27948"},"canonical_url":"https://search.dev.ndltd.org/etd/vt/oai:vtechworks.lib.vt.edu:10919/27948","repository":{"repo_id":"vt","name":"Virginia Tech","base_url":"https://vtechworks.lib.vt.edu/oai/request"},"display":{"title":"The Effects of Context-Dependency of Seductive Details on Recall and Transfer in a Multimedia Learning Environment","abstract":"The purpose of this study was to investigate the effects of context-dependency of seductive details on recall and transfer in multimedia learning environments. Two experiments were conducted. In Experiment 1, the purpose was to identify context-dependent vs. context-independent seductive details in a lightning animation. Seductive details were considered as interesting yet irrelevant sentences in the narration of lightning animation. Sixty-seven undergraduate students participated in Experiment 1 and assigned interestingness scores to the 28 content irrelevant sentences. Participants were assigned to two different groups, context-dependent seductive details group (CDSD) and context-independent seductive details group (CISD). Participants in the CDSD group assigned interestingness scores after watching a lightning animation to be familiarized with the context of lightning formation. Participants in the CISD group watched a historical inquiry animation as a distraction task before assigning interestingness scores. The results of Experiment 1 revealed that 13 of 28 sentences in the lightning formation text were seductive details according to participants of the study. Ultimately, 6 of the 13 seductive details were determined to be context-dependent and 7 were determined to be seductive details were context-independent. The purpose of Experiment 2 was to investigate the effects of context-dependency of seductive details on recall and transfer in multimedia learning environments. Undergraduate students (n = 184) were randomly assigned into four groups. Participants in all groups watched a lightning animation, and performed a recall and a transfer task. The first group watched an animation that did not include any seductive details. The second group watched the animation with context-dependent seductive details only. The third group watched the animation with context-independent seductive details only. The last group watched the animation with both types of seductive details. A 2x2 ANOVA for both recall and transfer, and contrast analyses were conducted to determine the effects of context-dependency of seductive details on recall and transfer. The results indicated that there was no significant effect of context-dependency of seductive details on recall or transfer. The findings are discussed in the context of the related literature and directions for future research are suggested.","abstract_html":"The purpose of this study was to investigate the effects of context-dependency of seductive details on recall and transfer in multimedia learning environments. Two experiments were conducted. In Experiment 1, the purpose was to identify context-dependent vs. context-independent seductive details in a lightning animation. Seductive details were considered as interesting yet irrelevant sentences in the narration of lightning animation. Sixty-seven undergraduate students participated in Experiment 1 and assigned interestingness scores to the 28 content irrelevant sentences. Participants were assigned to two different groups, context-dependent seductive details group (CDSD) and context-independent seductive details group (CISD). Participants in the CDSD group assigned interestingness scores after watching a lightning animation to be familiarized with the context of lightning formation. Participants in the CISD group watched a historical inquiry animation as a distraction task before assigning interestingness scores. The results of Experiment 1 revealed that 13 of 28 sentences in the lightning formation text were seductive details according to participants of the study. Ultimately, 6 of the 13 seductive details were determined to be context-dependent and 7 were determined to be seductive details were context-independent. The purpose of Experiment 2 was to investigate the effects of context-dependency of seductive details on recall and transfer in multimedia learning environments. Undergraduate students (n = 184) were randomly assigned into four groups. Participants in all groups watched a lightning animation, and performed a recall and a transfer task. The first group watched an animation that did not include any seductive details. The second group watched the animation with context-dependent seductive details only. The third group watched the animation with context-independent seductive details only. The last group watched the animation with both types of seductive details. A 2x2 ANOVA for both recall and transfer, and contrast analyses were conducted to determine the effects of context-dependency of seductive details on recall and transfer. The results indicated that there was no significant effect of context-dependency of seductive details on recall or transfer. The findings are discussed in the context of the related literature and directions for future research are suggested.","abstract_has_math":false,"creators":["Ozdemir, Devrim"],"institution":"Virginia Tech","degree_name":"Ph. D.","degree_level":"doctoral","degree_discipline":"Curriculum and Instruction (Instructional Design and Technology)","degree_department":"Learning Sciences and Technologies","school":null,"contributors":[],"advisors":[],"committee_chairs":["Doolittle, Peter E.","Moore, David M."],"committee_members":["Brill, Jennifer M.","Barksdale, Mary Alice"],"year":2009,"date_issued":"2009-05-19","date_published":"2009-05-19","updated_at":"2026-07-22T22:19:33Z","subjects":["multimedia learning","situational interest","seductive details","context-dependency","coherence principle"],"languages":[],"rights":["In Copyright"],"rights_urls":["http://rightsstatements.org/vocab/InC/1.0/"],"identifier_entries":[{"key":"dc:identifier.other","label":"Dc Identifier Other","values":["etd-06042009-092618"],"render_values":[{"text":"etd-06042009-092618","href":null,"code":true}]}]},"links":{"outbound_url":"http://hdl.handle.net/10919/27948","outbound_label":"Handle","outbound_source":"dc:identifier.uri"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor.committeechair","label":"Committee Chair","values":["Doolittle, Peter E.","Moore, David M."]},{"key":"dc:contributor.committeemember","label":"Committee Member","values":["Brill, Jennifer M.","Barksdale, Mary Alice"]},{"key":"dc:contributor.department","label":"Department","values":["Learning Sciences and Technologies"]},{"key":"dc:creator","label":"Author","values":["Ozdemir, Devrim"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date.accessioned","label":"Dc Date Accessioned","values":["2014-03-14T20:12:44Z"]},{"key":"dc:date.available","label":"Dc Date Available","values":["2014-03-14T20:12:44Z","2009-06-25"]},{"key":"dc:date.issued","label":"Date","values":["2009-05-19"]},{"key":"dc:publisher","label":"Institution","values":["Virginia Tech"]},{"key":"dc:type","label":"Dc Type","values":["Dissertation"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["Curriculum and Instruction (Instructional Design and Technology)"]},{"key":"thesis:degree_level","label":"Degree Level","values":["doctoral"]},{"key":"thesis:degree_name","label":"Degree Name","values":["Ph. D."]},{"key":"thesis:institution_name","label":"Thesis Institution Name","values":["Virginia Polytechnic Institute and State University"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["multimedia learning","situational interest","seductive details","context-dependency","coherence principle"]}]},{"id":"language_rights","label":"Language and Rights","entries":[{"key":"dc:rights","label":"Dc Rights","values":["In Copyright"]},{"key":"dc:rights.uri","label":"Rights URI","values":["http://rightsstatements.org/vocab/InC/1.0/"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier.other","label":"Dc Identifier Other","values":["etd-06042009-092618"]},{"key":"dc:identifier.uri","label":"Identifier URI","values":["http://hdl.handle.net/10919/27948"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description.abstract","label":"Abstract","values":["The purpose of this study was to investigate the effects of context-dependency of seductive details on recall and transfer in multimedia learning environments. Two experiments were conducted. In Experiment 1, the purpose was to identify context-dependent vs. context-independent seductive details in a lightning animation. Seductive details were considered as interesting yet irrelevant sentences in the narration of lightning animation. Sixty-seven undergraduate students participated in Experiment 1 and assigned interestingness scores to the 28 content irrelevant sentences. Participants were assigned to two different groups, context-dependent seductive details group (CDSD) and context-independent seductive details group (CISD). Participants in the CDSD group assigned interestingness scores after watching a lightning animation to be familiarized with the context of lightning formation. Participants in the CISD group watched a historical inquiry animation as a distraction task before assigning interestingness scores. The results of Experiment 1 revealed that 13 of 28 sentences in the lightning formation text were seductive details according to participants of the study. Ultimately, 6 of the 13 seductive details were determined to be context-dependent and 7 were determined to be seductive details were context-independent. The purpose of Experiment 2 was to investigate the effects of context-dependency of seductive details on recall and transfer in multimedia learning environments. Undergraduate students (n = 184) were randomly assigned into four groups. Participants in all groups watched a lightning animation, and performed a recall and a transfer task. The first group watched an animation that did not include any seductive details. The second group watched the animation with context-dependent seductive details only. The third group watched the animation with context-independent seductive details only. The last group watched the animation with both types of seductive details. A 2x2 ANOVA for both recall and transfer, and contrast analyses were conducted to determine the effects of context-dependency of seductive details on recall and transfer. The results indicated that there was no significant effect of context-dependency of seductive details on recall or transfer. The findings are discussed in the context of the related literature and directions for future research are suggested."]},{"key":"dc:description.degree","label":"Dc Description Degree","values":["Ph. D."]},{"key":"dc:title","label":"Title","values":["The Effects of Context-Dependency of Seductive Details on Recall and Transfer in a Multimedia Learning Environment"]}]}],"canonical_facts":{"dc:contributor.committeechair":["Doolittle, Peter E.","Moore, David M."],"dc:contributor.committeemember":["Brill, Jennifer M.","Barksdale, Mary Alice"],"dc:contributor.department":["Learning Sciences and Technologies"],"dc:creator":["Ozdemir, Devrim"],"dc:date.accessioned":["2014-03-14T20:12:44Z"],"dc:date.available":["2014-03-14T20:12:44Z","2009-06-25"],"dc:date.issued":["2009-05-19"],"dc:description.abstract":["The purpose of this study was to investigate the effects of context-dependency of seductive details on recall and transfer in multimedia learning environments. Two experiments were conducted. In Experiment 1, the purpose was to identify context-dependent vs. context-independent seductive details in a lightning animation. Seductive details were considered as interesting yet irrelevant sentences in the narration of lightning animation. Sixty-seven undergraduate students participated in Experiment 1 and assigned interestingness scores to the 28 content irrelevant sentences. Participants were assigned to two different groups, context-dependent seductive details group (CDSD) and context-independent seductive details group (CISD). Participants in the CDSD group assigned interestingness scores after watching a lightning animation to be familiarized with the context of lightning formation. Participants in the CISD group watched a historical inquiry animation as a distraction task before assigning interestingness scores. The results of Experiment 1 revealed that 13 of 28 sentences in the lightning formation text were seductive details according to participants of the study. Ultimately, 6 of the 13 seductive details were determined to be context-dependent and 7 were determined to be seductive details were context-independent. The purpose of Experiment 2 was to investigate the effects of context-dependency of seductive details on recall and transfer in multimedia learning environments. Undergraduate students (n = 184) were randomly assigned into four groups. Participants in all groups watched a lightning animation, and performed a recall and a transfer task. The first group watched an animation that did not include any seductive details. The second group watched the animation with context-dependent seductive details only. The third group watched the animation with context-independent seductive details only. The last group watched the animation with both types of seductive details. A 2x2 ANOVA for both recall and transfer, and contrast analyses were conducted to determine the effects of context-dependency of seductive details on recall and transfer. The results indicated that there was no significant effect of context-dependency of seductive details on recall or transfer. The findings are discussed in the context of the related literature and directions for future research are suggested."],"dc:description.degree":["Ph. D."],"dc:identifier.other":["etd-06042009-092618"],"dc:identifier.uri":["http://hdl.handle.net/10919/27948"],"dc:publisher":["Virginia Tech"],"dc:rights":["In Copyright"],"dc:rights.uri":["http://rightsstatements.org/vocab/InC/1.0/"],"dc:subject":["multimedia learning","situational interest","seductive details","context-dependency","coherence principle"],"dc:title":["The Effects of Context-Dependency of Seductive Details on Recall and Transfer in a Multimedia Learning Environment"],"dc:type":["Dissertation"],"thesis:degree_discipline":["Curriculum and Instruction (Instructional Design and Technology)"],"thesis:degree_level":["doctoral"],"thesis:degree_name":["Ph. D."],"thesis:institution_name":["Virginia Polytechnic Institute and State University"]},"updated_at":"2026-07-22T22:19:33Z"}