The Impact Of Learning Pace And Seductive Details Relevance On Learning Achievement And Metacognition Monitoring

With the progress of science and technology,the way of learning is also changing with each passing day,from single text teaching to multimedia teaching.In multimedia teaching,textbooks and various learning materials usually use attractive and interesting seductive details to stimulate students’ learning motivation.However,most studies show that adding such seductive details to teaching materials does not promote learning,but rather hinders learning and produces seductive details effects.Through combing previous studies,it is found that there are many factors that will affect the effect,such as learners’ prior knowledge,learners’ emotions in the learning process,etc.,which researchers call the boundary conditions of seductive details.This study takes the learning pace and the relevance of seductive details as the starting point to explore the impact of the two on the effect of seductive details.In addition,the research on reading comprehension in multimedia learning should not be limited to the learning results.It is also important to explore the learners’ mastery of the text and the impact of reading strategies on learning.Based on this,this study first examined the regulatory role of learning pace on the effect of seductive details,and explored the impact of the relevance of seductive details and the use of metacognitive strategies on learning achievement and metacognitive monitoring under the system pace,and further explored the phenomenon of seductive details effect from the perspective of metacognition.Two experiments were designed in this study.Experiment 1 is 2(learning pace:system pace,learner pace)× 2(seductive details: yes,no)Two-factor inter-test design,to explore the impact of learning pace and seductive details on learning performance and metaunderstanding monitoring.Unlike previous studies,which only examined the effect of seductive details on reading comprehension,this study examined the role of learning pace in multimedia learning with seductive details,and found that learning pace,as a boundary condition,has a certain regulatory effect on the effect of seductive details.The specific performance is as follows: in the case of learners’ pace,the subjects will achieve better learning results regardless of whether the learning content contains seductive details,while in the system pace,the results of the seductive details group are significantly lower than those of the non-seductive details group.seductive details will damage the accuracy of meta-cognition monitoring,specifically as follows: in terms of the accuracy of difficulty prediction,there is a significant difference between the system pace and the seductive details.The accuracy of difficulty prediction in the group with seductive details is worse,and there is no significant difference between the two in the learner pace.Experiment 2 uses the classic JLR(learning-judgment-recall)paradigm to explore the impact of correlation and metacognitive evaluation strategies on learning performance and metacognition monitoring at a systematic pace.Experiment 2 is 2(correlation: high,low)× 2(correlation evaluation: evaluation group,non-evaluation group)two-factor inter-test design.The results showed that the relevance of seductive details would affect reading performance,specifically: highly relevant seductive details would hinder students’ learning.As a metacognitive strategy,relevance evaluation can improve the accuracy of metacognitive monitoring to a certain extent,which is shown as follows: subjects in the evaluation group show higher learning and judgment accuracy.Based on the results of this study,the following conclusions can be drawn:(1)The learning pace,as the boundary condition of the decorative material effect,affects the learning performance of learners.The influence of seductive details on learning is mainly reflected in the students’ memorization of knowledge points.When learning with seductive details,learners will perceive greater cognitive load,thus masking the belief of multimedia superiority.(2)At a systematic pace,learners who learn highly correlated seductive details have achieved worse learning results.Relevance,as a boundary condition,has an impact on learners’ learning results.(3)As a metacognitive strategy,correlation assessment can alleviate the effect of seductive details to a certain extent,and improve the ability of metacognitive monitoring to a certain extent.