How effective is emotional design? A meta-analysis on facial anthropomorphisms and pleasant colors during multimedia learning

Brom, Cyril; Stárková, Tereza; D’Mello, Sidney K.

doi:10.1016/j.edurev.2018.09.004

Cited by 112 publications

(131 citation statements)

References 71 publications

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“…However, recent research regarding the emotional and cognitive effects yielded mixed results. Some studies found the positive emotional design on visual elements could not only induce positive emotions but also facilitate cognitive outcomes including cognitive load and learning performance (Um et al, 2012;Mayer and Estrella, 2014;Plass et al, 2014Gong et al, 2017a;Münchow et al, 2017;Brom et al, 2018;Schneider et al, 2018;Uzun and Yıldırım, 2018). For example, Plass et al (2014) designed learning materials with warm color and baby-like shape design and found it could induce learners' positive emotions, decrease perceived difficulty and promote learning performance.…”

Section: Emotional Design Through Visual Designmentioning

confidence: 99%

“…For example, Plass et al (2014) designed learning materials with warm color and baby-like shape design and found it could induce learners' positive emotions, decrease perceived difficulty and promote learning performance. A recent meta-analysis (Brom et al, 2018) in the filed of multimedia learning reported that facial anthropomorphism and pleasant colors positively affected retention (d = 0.387), comprehension (d = 0.317), transfer (d = 0.327) and intrinsic motivation (d = 0.255), and reduced difficulty perception (d = −0.208), however, the two design elements had weaker effects on positive affect (d = 0.113). examined the emotional design of game characters, and results showed that warm colors and happy expressions were associated with adults' happy emotion, whereas gray colors and sad expressions were associated with adults' sad emotion.…”

Section: Emotional Design Through Visual Designmentioning

confidence: 99%

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More Attractive or More Interactive? The Effects of Multi-Leveled Emotional Design on Middle School Students’ Multimedia Learning

et al. 2020

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Previous studies on multimedia learning have provided shreds of evidence for the positive effect of visually attractive emotional design on college students' emotion and learning outcomes. However, the effect may vary among middle school students. The aim of this study was to examine the impacts of visual and behavioral emotional design on the emotional, motivational and cognitive outcomes of middle school students. In Experiment 1, 50 participants (ages 13-15) were randomly assigned to one of two conditions: visual positive emotional design (colorful and anthropomorphic design) and visual neutral emotional design (achromatic and without anthropomorphic design). In Experiment 2, 173 participants (ages 13-16) were randomly assigned to one of four conditions created by the two factors: visual emotional design (positive vs. neutral) and behavioral emotional design (positive vs. neutral). The behavioral positive emotional design allows learners to interact with learning materials, whereas behavioral neutral emotional design only allows learners to watch learning video. Results showed that both visually attractive and behaviorally interactive design (visual positive emotion design and behavioral positive emotional design) had positive effect on learners' positive emotions. Combining visual positive with behavioral positive emotional design could facilitate learning performance.

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Section: Emotional Design Through Visual Designmentioning

confidence: 99%

Section: Emotional Design Through Visual Designmentioning

confidence: 99%

More Attractive or More Interactive? The Effects of Multi-Leveled Emotional Design on Middle School Students’ Multimedia Learning

et al. 2020

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“…The digital task consisted in reading written information, supported by a digital voice and accompanied by images or sounds. In developing the contents of HEMOT R , we followed suggestions from the design literature (e.g., Brom et al, 2018). Aiming at keeping low the extraneous cognitive load in favor of the intrinsic cognitive load, we did not raise the number of informational elements, including at the same time elements stimulating emotional engagement in terms of pleasant colors or smooth sharpness of edges.…”

Section: Digital Text Comprehensionmentioning

confidence: 99%

Factors Promoting Learning With a Web Application on Earthquake-Related Emotional Preparedness in Primary School

et al. 2020

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Little is known about interventions aimed at building children's emotional resilience to combat the psychological trauma associated with future earthquakes. However, natural disasters have potentially a highly traumatic impact on children's psychological functioning. Therefore, within the Emotional Prevention and Earthquakes in a primary school project, we developed a web application promoting earthquake-related emotional preparedness called HEMOT R (Helmet for EMOTions). We studied the role of achievement emotions as factors associated to learning using the web application, coherently with the assumptions of the control-value theory. We also took into account class level and gender. We involved 64 second and fourth graders who used a nine-level web application focused on earthquake-related knowledge, emotions, and emotion regulation. We assessed children's digital self-concept, learning at the web application (operationalized as digital text comprehension), application-related achievement emotions, and text comprehension. We analyzed the data through linear and generalized linear models, and path analyses. First, our findings documented class differences in some of the examined constructs: Pride was higher for younger compared to older children, while the digital performance was higher for older compared to younger students. Second, digital self-concept was positively linked to application-related pride and relaxation. In turn, pride, relaxation, and sadness, and also text comprehension, were linked to the digital performance. With some exceptions, these relations were in line with the assumptions of the control-value theory, extending it to a context disregarded within the current literature. This knowledge is a first step to develop further interventions fostering children's resources to promote learning related to emotional preparedness.

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“…On the one hand, they can be viewed as motivational elements (eg, Cordova & Lepper, 1996; Naul & Liu, 2019; Novak, 2015; Parker & Lepper, 1992). Motivational elements have been theorized to have positive impact on learning processes: primarily due to increasing learners’ mental activity (eg, Moreno, 2005; Plass & Kaplan, 2015; see also Brom, Stárková, & D'Mello, 2018). On the other hand, narrative framing elements may also lead to distraction; especially, when it is cognitively demanding for learners to process them mentally (eg, Adams et al , 2012; Mayer, 2014b; Novak, 2015; see also Sweller, Ayres, & Kalyuga, 2011).…”

Section: Study Backgroundmentioning

confidence: 99%

“…More subtle “motivational” changes to learning materials that do not add new elements, but alter what was “already there”, appear to be conducive to learning. Examples include providing instructional texts written in conversational, rather than formal, language (see Ginns, Martin, & Marsh, 2013) or anthropomorphizing existing visual elements (see Brom et al , 2018). The implication for the narrative elements issue is that it may be better to realize the narrative framing in a “minimalistic” way; that is, without excessive use of additional, learning‐irrelevant information that has to be processed mentally during learning.…”

Section: Study Backgroundmentioning

confidence: 99%

Can narrative cutscenes improve home learning from a math game? An experimental study with children

Sýkora¹,

Stárková²,

Brom³

2020

Brit J Educational Tech

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Little is known about the instructional effects of narrative framing elements in child learning games. In this study, second and third graders (Mage = 8.24) played one of two versions of a successful, commercial mathematical learning game at home for 2 weeks (N = 95; between‐subject design). The versions differed in the presence/absence of a background story conveyed through comic cutscenes at the beginning and the end of the game. Results showed that children played the game intensively in both conditions: despite not being forced to do so. Plus, they also learned from the game. As expected, children assigned to the cutscenes condition interfaced with the cutscenes. However, no between‐group difference was detected in pre‐post learning gains, parent‐reported engagement, self‐reported enjoyment, time spent with the game and the number of solved in‐game tasks (all |ds| < 0.29). Altogether, no advantage or disadvantage from the narrative comic cutscenes was revealed.

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How effective is emotional design? A meta-analysis on facial anthropomorphisms and pleasant colors during multimedia learning

Cited by 112 publications

References 71 publications

More Attractive or More Interactive? The Effects of Multi-Leveled Emotional Design on Middle School Students’ Multimedia Learning

More Attractive or More Interactive? The Effects of Multi-Leveled Emotional Design on Middle School Students’ Multimedia Learning

Factors Promoting Learning With a Web Application on Earthquake-Related Emotional Preparedness in Primary School

Can narrative cutscenes improve home learning from a math game? An experimental study with children

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