Background: Seductive details (interesting digressions in learning materials) are often integrated into learning units to make them more appealing to learners. However, studies indicate that this tends to overload students cognitively and impairs their learning performance. Aims: The present study investigated whether these negative consequences can be mitigated if seductive details are marked as thematically independent from the rest (topic signals) or as thematically independent and learning‐irrelevant (topic and irrelevance signals). Sample and Method: A total of 195 students read a text on the formation of coral reefs. Depending on the experimental condition, the text either included no seductive details (1), unsignalled seductive details (2), seductive details marked by topic signals, that is, placed in coloured boxes that were declared thematically independent (3) or seductive details marked by topic and irrelevance signals, that is, placed in coloured boxes that were declared thematically independent and irrelevant for the learning goal (4). Results: Results showed that topic signals mitigated and possibly even offset the detrimental effect of seductive details on transfer performance. Additional signalling of their irrelevance showed no significant effect. Furthermore, it was shown that including seductive details partially improves learning indirectly by increasing interest. Conclusions: The results suggest that the seductive detail effect cannot be explained solely by simple distraction. They provide a first indication that designers of (digital) textbooks who wish to increase students' interest by including digressions could prevent negative consequences by only signalling their thematic independence. However, this novel effect needs replication before reliable, practical recommendations can be made.
Wesenberg et al. (Thu,) studied this question.