In Search of the Emotional Design Effect in Programming

Haaranen, Lassi; Ihantola, Petri; Sorva, Juha; Vihavainen, Arto

doi:10.1109/icse.2015.175

Cited by 16 publications

(11 citation statements)

References 19 publications

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“…At the same time, the results fail to show any statistically significant difference in the time used to read the material between the treatment and the control groups. When looking at individual results, our findings seem to be opposite to those reported in Haaranen et al [4], where it was found that the treatment group and the control group had similar learning outcomes but that the treatment group spent less time in the material. Yet when the combinatorial effect of the findings is considered for both this research and Haaranen et al [4], a similarity is found: In both studies, the treatment group "learned more per unit of time", so to speak.…”

Section: Discussioncontrasting

confidence: 99%

“…When looking at individual results, our findings seem to be opposite to those reported in Haaranen et al [4], where it was found that the treatment group and the control group had similar learning outcomes but that the treatment group spent less time in the material. Yet when the combinatorial effect of the findings is considered for both this research and Haaranen et al [4], a similarity is found: In both studies, the treatment group "learned more per unit of time", so to speak. This result is also in line with the work of such authors as Heidig et al [5], including in that the observed effect is rather small.…”

Section: Discussioncontrasting

confidence: 99%

“…design to enhance online study material in programming state: "if there is an emotional design effect, it is likely to depend in a complex way on the use of different colors, metaphors, and visualization types, and will not work equally well for all content and all kinds of learners" [4].…”

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confidence: 99%

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Search of the Emotional Design Effect in Programming Revised

Nurminen

Leppänen

Väätäjä

et al. 2017

Data Driven Approaches in Digital Education

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In this paper, we validate and extend previous findings on using emotional design in online learning materials by using a randomized controlled trial in the context of a partially-online university level programming course. For students who did not master the content beforehand, our results echo previous observations: emotional design material was not perceived more favourably, while materials' perceived quality was correlated with learning outcomes. Emotionally designed material lead to better learning outcomes per unit of time, but it didn't affect students navigation in the material. 1 EMOTIONAL DESIGN IN ONLINE LEARNING With the increasing distribution-both spatial and temporal-of learning that is both allowed for and caused by online learning, the role of the lecturer is largely overtaken by the online learning material. In the light of the effect of emotions on learning outcomes [9], it seems reasonable to expect that eliciting an emotional response from the students with the online learning material would be similarly beneficial. Indeed, this can been achieved by what is known as emotional design of (online) learning materials, often defined as "redesigning the graphics [...] to enhance the level of personification and visual appeal of the essential elements in the lesson" [6]. The use of emotional design in on-line learning has gained wide attraction in the recent years [11, 10, 8, 5, 7, 4]. The effect of text-accompanying images on learning has been studied for decades, with a multitude of results that are somewhat hard to interpret as a whole. However the general trend seems to be that properly chosen textaccompanying images can result in better learning outcomes for students [3]. At the same time, even subject matter experts have trouble identifying problems students might have with certain text-image combinations [2]. This indicates that the interactions between the text and the accompanying visuals are complex and hard to understand. As Haaranen et al. after applying emotional

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Section: Discussioncontrasting

confidence: 99%

Section: Discussioncontrasting

confidence: 99%

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Search of the Emotional Design Effect in Programming Revised

Nurminen

Leppänen

Väätäjä

et al. 2017

Data Driven Approaches in Digital Education

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“…Um et al (2011), Mayer and Estrella (2014), Plass et al (2014) and Park et al (2015) used this technique by adding only eyes or eyes and mouth on the forms. Haaranen et al (2015), on the other hand, used this method by adding agents that reacts with certain moves in their design. The findings of the study showed that personification was a powerful instrument for emotional transfer when the characters are non-human things.…”

Section: Discussion and Resultsmentioning

confidence: 99%

“…Likewise, Mayer and Estrella (2014) reported that in the learning material, emotional design included appealing colors, rounded and symmetrical face and personification by adding expressive eyes on the illustrations. In their learning material that introduces object-oriented programming, Haaranen, Ihantola, Sorva & Vihavainen (2015) took advantage of anthropomorphism and illustrations were told to be personified by adding faces and gestures to the illustrations. Königschulte's research (2015) was the only one that utilized sound as an emotional element and background sounds were used in the learning material.…”

Section: Introductionmentioning

confidence: 99%

On the Track of Emotional Issues in the Design of Multimedia Learning Materials: A Qualitative Approach

Bülbül

Kuzu

2019

Turkish Online Journal of Qualitative Inquiry

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The literature suggest that learners' emotions play an important role in educational processes by the means of cognition, motivation, interest, and so, learning. However, emotional design of multimedia learning materials is relatively new for the education literature. Although there are several studies on the effects of emotional design on learning, there is a theoretical gap about how to design multimedia learning tools in order to involve learners emotionally in the learning process. Therefore, this study aims to identify issues that should be taken into consideration for the emotional design of animations as multimedia learning materials. In this direction, a basic qualitative approach was adopted and inquiry was carried out in two phases. At the first phase, semi-structured interviews were conducted with five expert academicians in the field of animation with different areas of interest, in order to gain information about a variety of issues on the design of animations on the emotional base. Data was inductively analyzed and findings were categorized under seven themes. At the second phase, certain emotional issues were identified and, in order to increase the trustworthiness of the findings acquired by semi-structured interviews and obtain the opinions of the practitioners in the field on the issue, findings were restructured as a survey. This survey was conducted on an online platform with field experts working in the animation sector at various positions. A total of 79 expert participated in the survey process. Findings showed that survey results were in line with interview as well.

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