Seductive details do their damage also in longer learning sessions – When the details are perceived as relevant

Abstract Background Past research has shown that seductive details (i.e., interesting, but irrelevant adjuncts in learning materials) hamper learning in short, instructor‐paced learning sessions through impaired cognitive processing. Objectives We integrate theory and research on multimedia learning and self‐control to test whether detrimental effects of seductive details also apply to longer and strenuous learning sessions (e.g., online lectures), in which there is greater need for self‐control. Methods A total of N = 194 students studied five chapters in a digital learning unit about chemistry either (1) without seductive details, or (2) with seductive details but without being informed about their irrelevance for the learning goal, or (3) with seductive details while being informed about their irrelevance. To assess learning outcomes, all students completed the same posttests for recall and transfer of knowledge. Results and conclusions For students who were uninformed about the details' irrelevance, the seductive details impeded learning outcomes not just overall, but also in the final phase of prolonged studying (i.e., when the willingness to self‐control is reduced). The latter effect was mediated through a reduced positive affect. Implications The seductive details effect seems to generalize to prolonged learning sessions, where students may start to dislike the seductive details.