The Interdependency of Perceived Task Difficulty and the Choice Effect When Learning with Multimedia Materials

• Published in: Journal of educational psychology Vol. 114; no. 3; pp. 443 - 461
• Main Authors: Schneider, Sascha, Nebel, Steve, Meyer, Selina, Rey, Günter Daniel
• Format: Journal Article
• Language: English
• Published: American Psychological Association 01.04.2022
• Subjects: College Students; Difficulty Level; Educational Environment; Grade 7; Grade 8; Grade 9; Knowledge Level; Learning Motivation; Multimedia Instruction; Multimedia Materials; Personal Autonomy; Secondary School Students; Self Determination; Self Esteem; Student Attitudes
• ISSN: 0022-0663
• DOI: 10.1037/edu0000686

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 (N[subscript 1] = 108; N[subscript 2] = 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.