A YouTube Learning Environment

Plan AWhen instructors use tangential information to increase learner engagement, these additions are known as seductive details. Since the 1990’s researchers have believed these additions hinder learning (Harp & Mayer, 1998). However, these previous studies were conducted in classroom settings, and few have attempted to expand the findings to online learning environments. A novel design inspired by YouTube videos was used in the current study. Learner interest and willingness to watch optional videos were measured in order to compare results with previous studies. The study was conducted via an online learning module housed on the Qualtrics survey platform. Participants (N = 156) watched an educational, lecture-style video about the historical events of Project Habakkuk. Half of the participants watched a PowerPoint-style video which combined pre-recorded audio with content-relevant images. The other half watched a version of the video modified with footage from a videogame (narrated gameplay condition). Consistent with prior research, participants who had been exposed to seductive details (M = 0.65, SD = 0.24) performed worse on the recall test than those not exposed (M = 0.55, SD = 0.24). However, triggered situational interest did not mediate the relationship as it did in a previous study by Wang and Adesope (2016). The current study shows that academic performance can be negatively impacted by seductive details, even when novel designs are used in an online environment. Differences from previous studies are discussed and observations are provided which may serve as the basis for future research into online learning environments