Abstract
Research reports that interesting but irrelevant information, seductive details, in teaching material can impede learning. In
science education, the inclusion of historical narratives in lessons to promote interest has been recommended but may hinder
learning. This study examines the impact of seductive details on UK high school students' knowledge retention from video expla-
nations. The research adopted a mixed methods approach. In the first study, an online survey (N = 101) randomized participants
to watch video explanations of two physics topics (dark matter and tracers), with seductive details or without, and compared
pre-, post-, and delayed knowledge test scores. Six participants were interviewed. In the second study, nine participants took part
in a think-aloud protocol while watching videos to examine perceptions of the videos. In the first study, the seductive details in
one topic (dark matter) harmed learning (p > 0.01, η2 = 0.114), but not in the second (tracer, p = 0.166). Data from the think-aloud
task indicate an explanation for the mixed effect. Seductive details may both impede learning but also promote attention to core
content, chunk material, and provide structure into which new content can be anchored when prior knowledge is low. Seductive
details should be used with caution. They have the potential to impede learning, but, in some contexts, their negative impact on
learning may be limited. Their effects depend on the context. The inclusion of seductive details in video explanations should not
be ruled out, and we present guidance for reducing the impediment that interesting but inessential details can cause
science education, the inclusion of historical narratives in lessons to promote interest has been recommended but may hinder
learning. This study examines the impact of seductive details on UK high school students' knowledge retention from video expla-
nations. The research adopted a mixed methods approach. In the first study, an online survey (N = 101) randomized participants
to watch video explanations of two physics topics (dark matter and tracers), with seductive details or without, and compared
pre-, post-, and delayed knowledge test scores. Six participants were interviewed. In the second study, nine participants took part
in a think-aloud protocol while watching videos to examine perceptions of the videos. In the first study, the seductive details in
one topic (dark matter) harmed learning (p > 0.01, η2 = 0.114), but not in the second (tracer, p = 0.166). Data from the think-aloud
task indicate an explanation for the mixed effect. Seductive details may both impede learning but also promote attention to core
content, chunk material, and provide structure into which new content can be anchored when prior knowledge is low. Seductive
details should be used with caution. They have the potential to impede learning, but, in some contexts, their negative impact on
learning may be limited. Their effects depend on the context. The inclusion of seductive details in video explanations should not
be ruled out, and we present guidance for reducing the impediment that interesting but inessential details can cause
| Original language | English |
|---|---|
| Pages (from-to) | 1-18 |
| Journal | Journal of Research in Science Teaching |
| Early online date | 13 Mar 2025 |
| DOIs | |
| Publication status | E-pub ahead of print - 13 Mar 2025 |