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dc.contributor.authorOzdemir, Devrimen
dc.date.accessioned2014-03-14T20:12:44Zen
dc.date.available2014-03-14T20:12:44Zen
dc.date.issued2009-05-19en
dc.identifier.otheretd-06042009-092618en
dc.identifier.urihttp://hdl.handle.net/10919/27948en
dc.description.abstractThe 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.en
dc.publisherVirginia Techen
dc.relation.haspartDissertation.pdfen
dc.rightsIn Copyrighten
dc.rights.urihttp://rightsstatements.org/vocab/InC/1.0/en
dc.subjectmultimedia learningen
dc.subjectsituational interesten
dc.subjectseductive detailsen
dc.subjectcontext-dependencyen
dc.subjectcoherence principleen
dc.titleThe Effects of Context-Dependency of Seductive Details on Recall and Transfer in a Multimedia Learning Environmenten
dc.typeDissertationen
dc.contributor.departmentLearning Sciences and Technologiesen
dc.description.degreePh. D.en
thesis.degree.namePh. D.en
thesis.degree.leveldoctoralen
thesis.degree.grantorVirginia Polytechnic Institute and State Universityen
thesis.degree.disciplineCurriculum and Instruction (Instructional Design and Technology)en
dc.contributor.committeememberBrill, Jennifer M.en
dc.contributor.committeememberBarksdale, Mary Aliceen
dc.identifier.sourceurlhttp://scholar.lib.vt.edu/theses/available/etd-06042009-092618/en
dc.contributor.committeecochairDoolittle, Peter E.en
dc.contributor.committeecochairMoore, David M.en
dc.date.sdate2009-06-04en
dc.date.rdate2009-06-25en
dc.date.adate2009-06-25en


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