The interdependency of perceived task difficulty and the choice effect when learning with multimedia materials.
According to self-determination theory, both provision of choice and reduced task difficulty facilitate learners’ motivation via an increase in 2 basic psychological needs. This study examines the moderating role of the autonomy-changing effect of choice on the competence-altering effect of differen...
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ftunivzuerich:oai:www.zora.uzh.ch:225668 2024-09-15T17:48:27+00:00 The interdependency of perceived task difficulty and the choice effect when learning with multimedia materials. Schneider, Sascha Nebel, Steve Meyer, Selina Rey, Günter Daniel 2022-04-01 application/pdf https://www.zora.uzh.ch/id/eprint/225668/ https://www.zora.uzh.ch/id/eprint/225668/1/EDU_2020_0382_R2.pdf https://doi.org/10.5167/uzh-225668 https://doi.org/10.1037/edu0000686 eng eng American Psychological Association https://www.zora.uzh.ch/id/eprint/225668/1/EDU_2020_0382_R2.pdf doi:10.5167/uzh-225668 doi:10.1037/edu0000686 urn:issn:0022-0663 info:eu-repo/semantics/restrictedAccess Schneider, Sascha; Nebel, Steve; Meyer, Selina; Rey, Günter Daniel (2022). The interdependency of perceived task difficulty and the choice effect when learning with multimedia materials. Journal of Educational Psychology, 114(3):443-461. Institute of Education Digital Society Initiative 370 Education Developmental and Educational Psychology Education Journal Article PeerReviewed info:eu-repo/semantics/article info:eu-repo/semantics/acceptedVersion 2022 ftunivzuerich https://doi.org/10.5167/uzh-22566810.1037/edu0000686 2024-09-04T00:39:07Z According to self-determination theory, both provision of choice and reduced task difficulty facilitate learners’ motivation via an increase in 2 basic psychological needs. This study examines the moderating role of the autonomy-changing effect of choice on the competence-altering effect of differences in perceived task difficulty in a multimedia learning setting. To measure this, 2 experiments (N₁ = 108; N₂ = 86) with secondary school (Experiment 1) and university (Experiment 1) students were conducted using a 2 (with a choice vs. without a choice of an additional topic before learning) × 2 (induced low vs. high perceived task difficulty) between-subjects design. While learners read texts about geographical data about Antarctica, 1 group was able to choose a subject matter of a second learning material’s content. Learning performance, judgments of learning, and cognitive and motivational processes after the first learning material were measured in both experiments, while Experiment 1 additionally measured perceived autonomy and perceived competence. Results showed that induced differences in perceived task difficulty did not yield learning differences. However, the autonomy-enhancing effect of choice moderated differences in perceived task difficulty. Overall, this experiment provides evidence for an interaction between possibilities of autonomy and competence support defined in the self-determination theory. (PsycInfo Database Record (c) 2022 APA, all rights reserved) Article in Journal/Newspaper Antarc* Antarctica University of Zurich (UZH): ZORA (Zurich Open Repository and Archive |
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Open Polar |
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University of Zurich (UZH): ZORA (Zurich Open Repository and Archive |
op_collection_id |
ftunivzuerich |
language |
English |
topic |
Institute of Education Digital Society Initiative 370 Education Developmental and Educational Psychology Education |
spellingShingle |
Institute of Education Digital Society Initiative 370 Education Developmental and Educational Psychology Education Schneider, Sascha Nebel, Steve Meyer, Selina Rey, Günter Daniel The interdependency of perceived task difficulty and the choice effect when learning with multimedia materials. |
topic_facet |
Institute of Education Digital Society Initiative 370 Education Developmental and Educational Psychology Education |
description |
According to self-determination theory, both provision of choice and reduced task difficulty facilitate learners’ motivation via an increase in 2 basic psychological needs. This study examines the moderating role of the autonomy-changing effect of choice on the competence-altering effect of differences in perceived task difficulty in a multimedia learning setting. To measure this, 2 experiments (N₁ = 108; N₂ = 86) with secondary school (Experiment 1) and university (Experiment 1) students were conducted using a 2 (with a choice vs. without a choice of an additional topic before learning) × 2 (induced low vs. high perceived task difficulty) between-subjects design. While learners read texts about geographical data about Antarctica, 1 group was able to choose a subject matter of a second learning material’s content. Learning performance, judgments of learning, and cognitive and motivational processes after the first learning material were measured in both experiments, while Experiment 1 additionally measured perceived autonomy and perceived competence. Results showed that induced differences in perceived task difficulty did not yield learning differences. However, the autonomy-enhancing effect of choice moderated differences in perceived task difficulty. Overall, this experiment provides evidence for an interaction between possibilities of autonomy and competence support defined in the self-determination theory. (PsycInfo Database Record (c) 2022 APA, all rights reserved) |
format |
Article in Journal/Newspaper |
author |
Schneider, Sascha Nebel, Steve Meyer, Selina Rey, Günter Daniel |
author_facet |
Schneider, Sascha Nebel, Steve Meyer, Selina Rey, Günter Daniel |
author_sort |
Schneider, Sascha |
title |
The interdependency of perceived task difficulty and the choice effect when learning with multimedia materials. |
title_short |
The interdependency of perceived task difficulty and the choice effect when learning with multimedia materials. |
title_full |
The interdependency of perceived task difficulty and the choice effect when learning with multimedia materials. |
title_fullStr |
The interdependency of perceived task difficulty and the choice effect when learning with multimedia materials. |
title_full_unstemmed |
The interdependency of perceived task difficulty and the choice effect when learning with multimedia materials. |
title_sort |
interdependency of perceived task difficulty and the choice effect when learning with multimedia materials. |
publisher |
American Psychological Association |
publishDate |
2022 |
url |
https://www.zora.uzh.ch/id/eprint/225668/ https://www.zora.uzh.ch/id/eprint/225668/1/EDU_2020_0382_R2.pdf https://doi.org/10.5167/uzh-225668 https://doi.org/10.1037/edu0000686 |
genre |
Antarc* Antarctica |
genre_facet |
Antarc* Antarctica |
op_source |
Schneider, Sascha; Nebel, Steve; Meyer, Selina; Rey, Günter Daniel (2022). The interdependency of perceived task difficulty and the choice effect when learning with multimedia materials. Journal of Educational Psychology, 114(3):443-461. |
op_relation |
https://www.zora.uzh.ch/id/eprint/225668/1/EDU_2020_0382_R2.pdf doi:10.5167/uzh-225668 doi:10.1037/edu0000686 urn:issn:0022-0663 |
op_rights |
info:eu-repo/semantics/restrictedAccess |
op_doi |
https://doi.org/10.5167/uzh-22566810.1037/edu0000686 |
_version_ |
1810289680018571264 |