The magic of magic
The effect of magic tricks on subsequent engagement with lecture material
Bibliographic Data
| ID | 5264547 |
|---|---|
| Authors | Scott Mo (0000-0002-6172-0496, School of Psychological and Clinical Sciences Charles Darwin University Casuarina Northern Territory Australia, corresponding author), Melanie Irons (School of Psychological and Clinical Sciences Charles Darwin University Casuarina Northern Territory Australia), Martin Boland (School of Psychological and Clinical Sciences Charles Darwin University Casuarina Northern Territory Australia) |
| Year | 2017 |
| Volume | 87 |
| Issue | 1 |
| Pages | 32-42 |
| Publication date | 2017-03-01 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | British Journal of Educational Psychology (JOURNAL) |
| Journal identifiers | ISSN: 0007-0998 • E-ISSN: 2044-8279 |
| Publisher | Wiley (PUBLISHER • GB) |
| DOI | 10.1111/bjep.12133 |
| PMID | 27753081 |
| OpenAlex | W2536779862 |
| Language | EN |
| Citations received | 2 |
| References cited | 28 |
Background and aimsLecturers often present entertaining videos, or organize a variety of amusing demonstrations, to foster student engagement or to encourage critical analysis. Magic tricks, in particular, have been shown to activate neural circuits that underpin motivation or problem-solving and, therefore, could be beneficial during lectures. Nevertheless, we hypothesize that, unless the method that underpins these tricks is revealed, students may ruminate over possible explanations, distracting attention from the lecture material.Sample and methodsTo test these arguments, in this study, 224 participants watched a video of a magic performance, watched a video of a circus act, or watched no video at all. In half the participants who watched the magic performance, the secret that underpinned the trick was disclosed. Next, participants watched a psychology tutorial, before answering questions that assessed engagement, need for cognition, and comprehension of the material.ResultsIf the secret was withheld, magic tricks diminished subsequent need for cognition but did not affect comprehension. Furthermore, magic tricks tended to diminish engagement with the subsequent tutorial. These effects, however, were small.ConclusionFuture research is warranted to ascertain whether information that is embedded within a magic trick, rather than presented after the trick, is more likely to be remembered or understood later. This research could clarify when performance can enhance or disrupt student engagement
Cognition · Cognitive psychology · Comprehension · MAGIC (telescope) · Action Observation and Synchronization · Computer Science · Mind wandering and attention · Neuroscience · Paranormal Experiences and Beliefs · Psychology
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| Unique citing works | 2 |
|---|---|
| Citations per year | 0,33 |
| Citation span | 2020 - 2025 (6) |
| Citation velocity | recent |
| Highly cited | No |
| Citation types | Neutral: 2 |