Transfer effects of adding seductive details to case-based instruction

Research output: Contribution to journalArticlepeer-review

12 Scopus citations

Abstract

The current research investigates the efficacy of the case-based instructional method for teacher education when seductive details (i.e. interesting but extraneous details) are included or removed. Aspiring teachers (n= 108) learned about principles of writing effective feedback in a text-based lesson without a description of a classroom case (C control), with a classroom case that contained seductive details (SD group), or with a classroom case that did not contain seductive details (NSD group). All participants then took retention and transfer tests. Results indicated equivalent group performance on retention, but improved performance for the NSD group compared to the SD group on transfer (d= 0.64). Results encourage the use of cognitive design principles to support meaningful learning when using classroom cases in instruction.

Original languageEnglish (US)
Pages (from-to)149-157
Number of pages9
JournalContemporary Educational Psychology
Volume38
Issue number2
DOIs
StatePublished - Apr 2013
Externally publishedYes

Keywords

  • Case-based learning
  • Narrative text
  • Seductive details
  • Situational interest
  • Transfer

ASJC Scopus subject areas

  • Education
  • Developmental and Educational Psychology

Fingerprint

Dive into the research topics of 'Transfer effects of adding seductive details to case-based instruction'. Together they form a unique fingerprint.

Cite this