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Seductive Details in the Flipped Classroom: The Impact of Interesting but Educationally Irrelevant Information on Student Learning and Motivation

*Address correspondence to: Jeffrey Maloy (E-mail Address: [email protected]).

Department of Life Sciences Core Education, University of California, Los Angeles, Los Angeles, CA 90095

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Department of Psychology, University of California, Los Angeles, Los Angeles, CA 90095

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Department of Life Sciences Core Education, University of California, Los Angeles, Los Angeles, CA 90095

Department of Molecular, Cell, and Developmental Biology, University of California, Los Angeles, Los Angeles, CA 90095

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Gerardo Ramirez

Department of Educational Psychology, Ball State University, Muncie, IN 47306

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Daron Barnard, Monitoring Editor

Published Online:30 Aug 2019https://doi.org/10.1187/cbe.19-01-0004

Supplemental Material

combinedsupmats.pdf (2 MB)

Vol. 18, No. 3

September 01, 2019

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History

Submitted: 9 January 2019

Revised: 29 April 2019

Accepted: 6 May 2019

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© 2019 J. Maloy et al. CBE—Life Sciences Education © 2019 The American Society for Cell Biology. This article is distributed by The American Society for Cell Biology under license from the author(s). It is available to the public under an Attribution–Noncommercial–Share Alike 3.0 Unported Creative Commons License (http://creativecommons.org/licenses/by-nc-sa/3.0).

Thanks to Dr. Hung Pham, the primary instructor of LS 4: Genetics at the University of California, Los Angeles, during this study, whose enthusiastic support made this effort possible. We acknowledge support from the Life Sciences Core Curriculum Department at UCLA and the Department of Psychology at UCLA. This research study was supported, in part, by a grant to UCLA from the National Science Foundation’s Improving Undergraduate STEM Education program (DUE award no. 1432804).