A body of research indicates that the inclusion of seductive details in instructional materials negatively impacts learning. However, there is scant research that examines the format and the amount of seductive details as potential moderating factors across multiple learning outcomes. In two studies, one focused on seductive pictures and one on seductive text, we examined whether the amount of seductive details influenced learning performance on several outcomes. Experiment 1 participants were 88 middle school students (68% female, M_age = 17.45 years) randomly assigned to no‐seductive‐images (n = 30), single‐seductive‐image‐per‐screen (n = 30), and multiple‐seductive‐images‐per‐screen (n = 28) conditions. In Experiment 2 focused on seductive text, participants were 93 middle school students (61% female; M_age = 17.26 years) randomly assigned to no‐seductive‐details (n = 33), short‐seductive‐details (n = 33), and long‐seductive‐details (n = 30) conditions. Across experiments, we collected data on situational interest, cognitive load, retention, and transfer as well as judgments of learning, distraction, and learning‐related emotions. Findings showed that students learning with longer seductive text (but not multiple images) significantly outperformed those learning with shorter‐text or no‐seductive‐details in terms of transfer. This study highlights the importance of exploring seductive details in relation to both the format of presentation and the amount of seductive details.

中文翻译：

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测试诱人细节的效果：诱人细节的格式或数量是否重要？

大量研究表明，在教学材料中包含诱人的细节会对学习产生负面影响。但是，很少有研究将诱人细节的形式和数量作为跨多个学习成果的潜在调节因素进行研究。在两项研究中，一项针对诱人的图片，另一项针对诱人的文字，我们检查了诱人的细节数量是否在若干结果上影响了学习成绩。实验1的参与者是88位中学生（68％的女性，M_年龄= 17.45岁），他们被随机分配为无诱惑力图像（n = 30），单屏诱人图像（n = 30）和多个每屏诱人图像（n= 28）条件。在针对诱人文字的实验2中，参与者为93名中学生（61％的女性；M_年龄= 17.26岁），他们被随机分配为非诱人细节（n = 33），简短诱人细节（n = 33），和长诱人细节（n= 30）条件。在整个实验中，我们收集了有关情境兴趣，认知负荷，保留和转移以及对学习，分心和与学习相关的情绪的判断的数据。研究结果表明，在转移方面，使用较长的诱人文字（而不是多张图片）学习的学生明显优于那些使用较短文本或无诱惑细节的学生。这项研究突出了探索与展示形式和诱人细节数量有关的诱人细节的重要性。