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Novelty effect
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Novelty effect
The novelty effect is an effect of introducing new elements on some activity or behavior.
In the context of human performance, is the tendency for performance to initially improve when new technology is instituted, not because of any actual improvement in learning or achievement, but in response to increased interest in the new technology.
The Metropolitan Education and Research Consortium of the Virginia Commonwealth University states, "While it is possible that higher attention spans can be attributed to novelty effect, even after the initial novelty wears off, the level of interest in the automated workbook is still greater than that in the regular workbook. The increased attention by students sometimes results in increased effort or persistence, which yields achievement gains. If they are due to a novelty effect, these gains tend to diminish as students become more familiar with the new medium. This was the case in reviews of computer-assisted instruction at the secondary school level, grades 6 to 12".
In the context of learning, the novelty effect refers to a temporary increase in engagement or attention following the introduction of a new instructional tool or technology. This effect often occurs due to the initial excitement or interest generated by the novelty itself rather than the inherent effectiveness of the tool or method. Over time, as the novelty wears off, engagement or performance may decline, demonstrating the limitations of the learning intervention. Research also suggests that this is due to the interference of novelty with one's autonomous motivation: as the sense of initial curiosity or enjoyment linked to novelty diminishes, so does the learner's intrinsic motivation, unless the task becomes internally meaningful.
Several studies across different educational technologies and settings have demonstrated the novelty effect. Björkman et al. (2019) studied the adoption of mobile learning devices (MLDs) among radiology residents and found that the majority of participants reported increased time spent studying following the introduction of MLDs. This effect was most prominent during the first six months, however, there was later a decline in motivation attributable to the novelty effect. This is explained by the hedonic treadmill, which suggests that users adapt to new stimuli quickly, making initially engaging experiences feel routine and less satisfying over time. This causes a decline in usage or engagement with digital learning tools.
The novelty effect is also observed in gamified learning environments.
Rodrigues et al. (2022) conducted a longitudinal study of Brazilian STEM students using gamified and non-gamified platforms over seven learning intervals. They found that gamification effects followed a U-shaped curve, where the initial engagement dropped after four weeks (consistent with the novelty effect) but then increased again due to a familiarisation effect, whereby learners adapted to the system and derived ongoing value from it, positively impacting them.
While the novelty effect has been demonstrated in a range of contexts, its use may be compromised since novel instruments and learning tools have been found to distract individuals, hindering their ability to focus on learning. For instance, in a study of immersive Virtual Reality (iVR), students who did not receive a tutorial on how to use this technology had lower satisfaction and less ability to focus on learning objectives. In immersive environments such as iVR, novelty may lead to an increased cognitive load, especially for beginners. Users often focus on mastering the interface rather than engaging with the core learning objectives. This diverts their cognitive resources, reducing actual learning.
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Novelty effect
The novelty effect is an effect of introducing new elements on some activity or behavior.
In the context of human performance, is the tendency for performance to initially improve when new technology is instituted, not because of any actual improvement in learning or achievement, but in response to increased interest in the new technology.
The Metropolitan Education and Research Consortium of the Virginia Commonwealth University states, "While it is possible that higher attention spans can be attributed to novelty effect, even after the initial novelty wears off, the level of interest in the automated workbook is still greater than that in the regular workbook. The increased attention by students sometimes results in increased effort or persistence, which yields achievement gains. If they are due to a novelty effect, these gains tend to diminish as students become more familiar with the new medium. This was the case in reviews of computer-assisted instruction at the secondary school level, grades 6 to 12".
In the context of learning, the novelty effect refers to a temporary increase in engagement or attention following the introduction of a new instructional tool or technology. This effect often occurs due to the initial excitement or interest generated by the novelty itself rather than the inherent effectiveness of the tool or method. Over time, as the novelty wears off, engagement or performance may decline, demonstrating the limitations of the learning intervention. Research also suggests that this is due to the interference of novelty with one's autonomous motivation: as the sense of initial curiosity or enjoyment linked to novelty diminishes, so does the learner's intrinsic motivation, unless the task becomes internally meaningful.
Several studies across different educational technologies and settings have demonstrated the novelty effect. Björkman et al. (2019) studied the adoption of mobile learning devices (MLDs) among radiology residents and found that the majority of participants reported increased time spent studying following the introduction of MLDs. This effect was most prominent during the first six months, however, there was later a decline in motivation attributable to the novelty effect. This is explained by the hedonic treadmill, which suggests that users adapt to new stimuli quickly, making initially engaging experiences feel routine and less satisfying over time. This causes a decline in usage or engagement with digital learning tools.
The novelty effect is also observed in gamified learning environments.
Rodrigues et al. (2022) conducted a longitudinal study of Brazilian STEM students using gamified and non-gamified platforms over seven learning intervals. They found that gamification effects followed a U-shaped curve, where the initial engagement dropped after four weeks (consistent with the novelty effect) but then increased again due to a familiarisation effect, whereby learners adapted to the system and derived ongoing value from it, positively impacting them.
While the novelty effect has been demonstrated in a range of contexts, its use may be compromised since novel instruments and learning tools have been found to distract individuals, hindering their ability to focus on learning. For instance, in a study of immersive Virtual Reality (iVR), students who did not receive a tutorial on how to use this technology had lower satisfaction and less ability to focus on learning objectives. In immersive environments such as iVR, novelty may lead to an increased cognitive load, especially for beginners. Users often focus on mastering the interface rather than engaging with the core learning objectives. This diverts their cognitive resources, reducing actual learning.