Emotional design in multimedia learning: Effects of shape and color on affect and learning
Abstract
We examine design factors that may evoke positive emotions in learners and investigate the effects of these positive emotions on learning. Recent research showed that the emotional design of multimedia learning material can induce positive emotions in learners that in turn facilitate comprehension and transfer. We sought to replicate these results with a different population and different mood induction procedure and examine individual emotions, and to decompose the effects of the design elements of color andshape. Study 1 showed that well-designed materials induced positive emotions and facilitated comprehension, though transfer performance was not affected by emotional design. Study 2 found that round face-like shapes both alone and in conjunction with warm color induced positive emotions. Warm colors alone, however, did not affect learners emotions. Comprehension was facilitated by warm colors and round face-like shapes, independently as well as together. Transfer was facilitated by round face-like shapes when used with neutral colors.
Keywords
- Emotion;
- Emotional design;
- Learning;
- Multimedia;
- Cognition
1. Introduction
How can the design of multimedia learning materials be used to foster positive emotions, and will such positive emotions facilitate learning? In particular, how do the colors and shapes used in multimedia learning environments impact affect and learning? These questions are of importance because we know that learners experience a broad variety of emotions in academic settings that are related to academic achievement (Pekrun, Goetz, Titz, amp; Perry, 2002), yet we are only beginning to understand which specific emotions are being experienced by learners, how these emotions affect key predictors of learning, such as students metacognition or interest, and how students emotions develop and are fostered through the learning environment (Pekrun, 2005). In this paper we are interested in emotional design, a term we use to describe visual design elements in multimedia learning environments that affect learners emotions and foster learning (Um, Plass, Hayward, amp; Homer, 2011). The main goal of this study is to investigate whether an aesthetically appealing design of a multimedia learning material can induce positive emotions in learners, and whether positive emotions can affect cognitive outcomes (such as experienced cognitive load and learning outcomes), as well as affective outcomes (such as motivation, user satisfaction, perceived task difficulty, and perception about learning achievement). We are also interested whether design elements such as color and shape in a multimedia learning material individually induce positive emotions in learners, and how they affect cognitive as well as affective outcomes.
By addressing the role of emotion in the design of multimedia learning materials, educational psychologists can develop a more robust scientific theoretical foundation for learning with multimedia and provide better guidance to the designers of such environments. We begin this paper by briefly summarizing relevant issues of emotion and learning in general before we turn to specific studies that investigated emotion in the context of multimedia learning and present the theoretical foundation for this research, the Cognitive-Affective Theory of Learning with Media (Moreno, 2007).
2. Emotion and learning
Emotions are a result of an individuals judgment about the world and appraisal of interactions with and in the world (Desmet, 2002; Frijda, 1993; Oatley amp; Johnson-Laird, 1987; Ortony, Glore, amp; Collins, 1988). Emotions can be described along two dimensions that affect performance, valence (positive–negative) and activation (activating–deactivating) (Pekrun, 1992; Russell, 2003). For example, happy and hopeful are positive emotions that are activating, and satisfied and calm are positive emotions that are deactivating ( Pekrun et al., 2002).
In the context of learning, researchers have been interested in negative as well as positive emotions directly related to instruction, learning, and achievement (Goetz, Pekrun, Hall, amp; Haag, 2006; 形状和颜色在多媒体动画学习中对情感的影响
如何设计多媒体学习材料可以用来培养积极情绪,并将这种积极的情绪促进学习? 特别是,如何使用的颜色和形状影响和学习多媒体学习环境影响? 这些问题是重要的,因为我们知道学习者经历各种各样的情绪在学术设置相关的学术成就(Pekrun Goetz,Titz amp;佩里,2002),但我们才刚刚开始理解哪些特定的情绪被学习者经验丰富,这些情绪如何影响学习的关键因素,如学生的元认知或兴趣,学生的情感发展和通过学习培养环境(Pekrun 2005)。 在本文中,我们感兴趣的情感设计,我们使用术语来描述视觉设计元素在多媒体学习环境影响学习者的情感和促进学习嗯,布特就,海沃德amp;荷马,2011)。 本研究的主要目的是调查是否一个美学设计的多媒体学习材料可以促使学习者积极的情感,以及积极的情绪是否会影响认知结果(如有经验的认知负荷和学习成果),以及情感的结果(如动机、用户满意度、感知任务困难,和知觉学习的成就)。 等设计元素是否我们也感兴趣颜色和形状在多媒体学习材料单独导致学习者积极的情感,以及它们是如何影响认知和情感的结果。
解决情感的作用在多媒体学习材料的设计,教育心理学家可以开发一种更健壮的科学理论基础和多媒体学习提供更好的指导,这种环境的设计者。 我们开始本文简要总结相关问题的一般情感和学习在我们转向具体研究调查情绪在多媒体环境中学习并提出本研究的理论基础,认知-情感理论的学习与媒体(莫雷诺,2007)。
2。 情感和学习
情绪是由于个人的判断和评价的交互和世界(Desmet 2002; Frijda 1993; 奥特利amp; Johnson-Laird,1987; 璀璨光辉,Ortony amp;柯林斯,1988)。 情绪影响性能,可以沿着两个维度描述价(正负)和激活(activating-deactivating)(Pekrun 1992; 罗素2003)。 例如,快乐和充满希望的积极情绪是激活,满意和平静积极的情绪是安静下来(Pekrun et al。 ,2002年)。
的环境中学习,研究人员感兴趣的消极以及积极的情绪直接关系到教学、学习和成就(Pekrun Goetz,大厅,amp; Haag,2006; Pekrun et al。 ,2002年)。 在控件值理论,Pekrun和他的同事们(Pekrun 2000; Pekrun et al。 ,2002年)描述学术情绪是学生感知控制的函数相关的学术交流和学术价值的这些遭遇。
对消极学业情绪的研究主要集中在考试焦虑(Pekrun 2005),只有在某些情况下学习。 后者的一个典型的例子是发现学习者经历负面情绪需要更长的时间达到掌握水平和传输任务上的表现不如学习者体验积极情绪(品牌,雷蒙,amp; Opwis,2007)。 学习者的元认知体验在学习,等困难的感觉和自信的感觉积极和消极情绪(相关Efklides amp; Petkaki,2005),而积极的情绪导致更高的投资学习者心理准备努力学习任务(Efklides、Kourkoulou Mitsiou amp; Ziliaskopoulou,2006)。 事实上,如果学习者在参与和流的状态面对学习他们可能会经历挫折和障碍,如果不能够恢复他们的流动状态,最终无聊和减少学习(D Mello amp; Graesser,2012)。 然而,负面情绪比如混淆,造成矛盾经历学习,也会导致更深的学习(D Mello,雷曼,Pekrun amp; Graesser,2013)。
在目前的研究中我们感兴趣的积极情绪对学习的影响。 积极的情绪大多涉及他们的贡献促进学习,尽管一些研究人员认为,积极的情感可以分散学习的注意力。 研究表明,积极的情绪改善记忆和作为长期记忆的检索提示(Isen、Daubman amp; Nowicki,1987; Isen Shalker,Clark amp;卡普,1978)。 对认知过程的研究发现,积极的情感支持信息和通信处理、谈判、决策、创造性解决问题的能力,和排序性能(Erez amp; Isen,2002; 菲利普,Konradt amp;霍夫曼,2003)。 然而,有迹象表明,在某些情况下,积极的情感可以抑制演绎推理等认知过程《莫里斯,amp;威廉姆斯,1996,遍布全球)。
现有的大部分研究情绪对认知的影响是在实验室完成设置。 在课堂环境中,更复杂的情绪和学习的模式出现。 例如,自我觉醒与学生有关的监管他们的努力在解决数学问题,自我价与认知调节过程有关,但总体报告情绪与学习无关的结果(
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