Emotional design and positive emotions in multimedia learning: An eyetracking study on the use of anthropomorphisms

Park, Babette; Knörzer, Lisa; Plass, Jan L.; Brünken, Roland

doi:10.1016/j.compedu.2015.02.016

Cited by 207 publications

(176 citation statements)

References 47 publications

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“…Hence, results on emotional design procedure were not completely coherent to the initial findings from Um and colleagues [8]. Contrarily, Park and colleagues [11] did not find that anthropomorphic design elements increase positive activating affect using the same materials as in Plass's studies. In fact, Park and colleagues [11] found an increase in positive affect for the control condition that did not receive any affect induction at all.…”

Section: Emotional Design In Multimedia Learningcontrasting

confidence: 51%

“…The authors refer to these findings as the so-called emotions as facilitator of learning hypothesis ( [8], p. 3). Although these results are promising, subsequent research failed to coherently replicate these initial findings (e.g., [10,11]). Accordingly, the present study further investigates whether positive affect can be induced in the learning situation throughout the design of the learning material and whether positive affect facilitates learning outcome.…”

Section: Introductionmentioning

confidence: 53%

“…Contrarily, Park and colleagues [11] did not find that anthropomorphic design elements increase positive activating affect using the same materials as in Plass's studies. In fact, Park and colleagues [11] found an increase in positive affect for the control condition that did not receive any affect induction at all. Moreover, this study found that participants performed better when positive affect before learning was high, regardless of the emotional design of the learning environment.…”

Section: Emotional Design In Multimedia Learningmentioning

confidence: 84%

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The Better You Feel the Better You Learn: Do Warm Colours and Rounded Shapes Enhance Learning Outcome in Multimedia Learning?

Münchow

Mengelkamp

Bannert

2017

Education Research International

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The aim of the present study was to examine whether fostering positive activating affect during multimedia learning enhances learning outcome. University students were randomly assigned to either a multimedia learning environment designed to induce positive activating affect through the use of "warm" colours and rounded shapes ( = 61) or an affectively neutral environment that used achromatic colours and sharp edges ( = 50). Participants learned about the topic of functional neuroanatomy for 20 minutes and had to answer several questions for comprehension and transfer afterwards. Affective states as well as achievement goal orientations were investigated before and after the learning phase using questionnaires. The results show that participants in the affectively positive environment were superior in comprehension as well as transfer when initial affect was strong. Preexperimental positive affect was therefore a predictor of comprehension and a moderator for transfer. Goal orientations did not influence these effects. The findings support the idea that positive affect, induced through the design of the particular multimedia learning environment, can facilitate performance if initial affective states are taken into account.

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Section: Emotional Design In Multimedia Learningcontrasting

confidence: 51%

Section: Introductionmentioning

confidence: 53%

Section: Emotional Design In Multimedia Learningmentioning

confidence: 84%

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The Better You Feel the Better You Learn: Do Warm Colours and Rounded Shapes Enhance Learning Outcome in Multimedia Learning?

Münchow

Mengelkamp

Bannert

2017

Education Research International

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“…Emotion can be divided into two parts which are positive and negative. The study about the multimedia learning has concluded that both students' emotional condition and emotional design of a learning program had an effect on affective and cognitive processes influencing learning [16]. It also stated that positive mood condition before education course improved the learning outcome and the combination with the design of a learning environment result to the highest learning outcome.…”

Section: Emotion In Educationmentioning

confidence: 99%

Web-based virtual learning environment (EmoViLe) with emotive interface feature

Mokhsin¹,

Aziz²,

Shahuddin³

et al. 2018

J. Fundam and Appl Sci.

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This study attempts to obtain the user requirements for the collection and to identify the user requirement for the EmoViLE. This VLE will to the student by improving the user experience and increasing their engagement when using the VLE, and lecturer in helping them to understa a better future plan for their learning assessment. The methodology in doing this study are Phase 1 which involved the initial study on the previous work, Phase 2 is the data collection on the user requirement, Phase 3 which involves the design process of the VLE, Phase 4 is the development phase of the VLE and Phase 5 is the testing on the prototype o expected outcome is a prototype of the VLE with the emotive interface feature that can contribute for the improvement and betterment on teaching and learning process between students and lecturer. This study attempts to obtain the user requirements for the EmoViLE to identify the user requirement for the EmoViLE. This VLE will student by improving the user experience and increasing their engagement when using lecturer in helping them to understand their student better and to come out with a better future plan for their learning assessment. The methodology in doing this study are Phase 1 which involved the initial study on the previous work, Phase 2 is the data collection Phase 3 which involves the design process of the VLE, Phase 4 is the development phase of the VLE and Phase 5 is the testing on the prototype o is a prototype of the VLE with the emotive interface feature that can for the improvement and betterment on teaching and learning process between emotions; virtual learning environment; web-based teaching; web Kansei engineering.

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“…In a second experiment, mood affected performance if it was induced before the learning phase; participants in a negative mood needed more attempts to reach the level required in the experiment. In other work, Park et al (2015) demonstrated that learners with positive emotional states show better learning outcomes. Liew and Su-Mae (2016) developed an experimental work around learning a basic programming algorithm whose results revealed that negative mood enhanced intrinsic motivation and germane load, while reducing learning transfer.…”

mentioning

confidence: 99%

Mobile Virtual Reality as an Educational Platform: A Pilot Study on the Impact of Immersion and Positive Emotion Induction in the Learning Process

Raya

Cavalcanti

Contero

et al. 2018

EURASIA J MATH SCI T

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The purpose of this study is to evaluate the influence of emotional induction and level of immersion on knowledge acquisition and motivation. Two conditions were used for immersion modulation: a high immersive condition, which consisted of the viewing of educational content through a head-mounted-display; and a low immersive condition, which was achieved through direct viewing on a tablet. The emotional conditions, created through video simulation, consisted of a positive versus neutral mood induction procedure. The participants were 56 high school students enrolled on a social science course. The results indicate a significant effect of the positive emotion/high immersive condition in knowledge acquisition while positive emotion induction had a positive effect on the interest subscale of the motivation assessment tool used for both immersive conditions.

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Emotional design and positive emotions in multimedia learning: An eyetracking study on the use of anthropomorphisms

Cited by 207 publications

References 47 publications

The Better You Feel the Better You Learn: Do Warm Colours and Rounded Shapes Enhance Learning Outcome in Multimedia Learning?

The Better You Feel the Better You Learn: Do Warm Colours and Rounded Shapes Enhance Learning Outcome in Multimedia Learning?

Web-based virtual learning environment (EmoViLe) with emotive interface feature

Mobile Virtual Reality as an Educational Platform: A Pilot Study on the Impact of Immersion and Positive Emotion Induction in the Learning Process

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