Mental Model Development in Multimedia Learning: Interrelated Effects of Emotions and Self-Monitoring

Abstract

Learners’ emotions and metacognitive self-monitoring play a crucial role in mental model development, particularly in the context of multimedia learning. However, learning-centered emotions and self-monitoring have been investigated largely without accounting for their dynamic interrelations. In this study, the effects of both learner-state variables on mental model development were investigated, by modeling their interrelations over time during a multimedia learning episode. For this, 108 undergraduate students ( M age = 22.79, SD age = 3.42) were engaged in a multimedia learning environment to learn practical money skills. Learning-centered emotions of enjoyment, boredom, and frustration were repeatedly collected using self-reports. Learners’ self-monitoring was assessed using behavioral data in terms of time spent on accessing specific information in the multimedia environment. Mental model development was operationalized by assessing learners’ mental model accuracy (MMA) in pre- and post-tests, by using assessments of structural knowledge. Regarding the dynamic interrelations, panel models with the repeated measures revealed positive direct and indirect paths from earlier stages of self-monitoring to later stages of enjoyment. Conversely, negative direct and indirect paths emerged from earlier stages of boredom and frustration to later stages of self-monitoring. Regarding the effects of all variables on mental model development, a path model analysis with aggregated values revealed that enjoyment was unrelated to post-test MMA, whereas boredom negatively predicted post-test MMA. Additionally, frustration negatively predicted self-monitoring, which positively predicted post-test MMA. Finally, pre-test MMA was a negative predictor of boredom and positively predicted post-test MMA. The results demonstrate that the dynamic interrelations between different learning-centered emotions and self-monitoring can diverge in multimedia learning. In addition, this study provides insights into the joint effects and the relative importance of emotions and self-monitoring for mental model development in multimedia learning.

A Structural Equation Model of Achievement Emotions, Coping Strategies and Engagement-Burnout in Undergraduate Students: A Possible Underlying Mechanism in Facets of Perfectionism

“…Based on Pekrun's control-value theory [25,26], achievement emotions are determined by the interaction of two components: the perceived controllability of achievement activities and their outcomes, and value appraisals of the subjective value or importance of these activities or outcomes. Academic emotions, more broadly, include achievement emotions experienced in an academic context, as well as any emotions related to (1) the instruction, (2) the study process, or (3) an exam situation [27][28][29][30][31]. These three types of situations are considered representative of the three levels of academic stress experienced by college students [25].…”

“…Recent research has supplied plentiful evidence on the role of achievement emotions in the university context [30]. Positive activating emotions (enjoyment, hope, pride) were reported to be interrelated with metacognitive monitoring processes in multimedia learning tasks, but negative emotions (frustration) and deactivating emotions (boredom) have been shown to negatively predict self-monitoring [31]. Elsewhere, the negative impact of test anxiety has been verified, and potential control mechanisms have been explored [32].…”

Multiple Negative Emotions During Learning With Digital Learning Environments – Evidence on Their Detrimental Effect on Learning From Two Methodological Approaches

“…One such factor that has been rarely considered in the aforementioned studies on emotions in digital learning environments is the co-occurrence of emotions. Even though studies have shown that the emotions outlined above have differential effects on learning depending on other affective states they are accompanied by or lead to (e.g., D’Mello and Graesser, 2012; Goetz et al, 2014; Riemer and Schrader, 2019), the co-occurrence of emotions and the breadth of emotional experiences has rarely been considered in this context.…”

Investigating the Usability of a Head-Mounted Display Augmented Reality Device in Elementary School Children

“…These activity-related achievement emotions are assumed to allow for inferences about motivation and interest [ 32 , 33 ] (variables ‘enjoyment-pre’, frustration-pre’, ‘boredom-pre’). Each emotion was assessed using a single item adapted for children from Riemer and Schrader [ 52 ] (see Appendix A and Document S1b ). Moreover, children were asked about their previous experience with AR.…”

“…The children’s activity-related achievement emotions were assessed before and after the tutorial on interaction in HMD-AR using the pre-questionnaire comprises three items adapted for children from Riemer and Schrader [ 52 ] (see Figure A1 ). As explained in Section 2.3 ., pre-studies for the development of the questionnaires had shown that the children rated positive emotions as high as possible on the scale and negative emotions as low as possible on the questionnaire before and after the tutorial.…”