In this paper, a 9-layer convolutional neural network with 4 convolutional layers, 4 pooling layers, and 1 fully connected layer is designed to recognize the emotions of digital learning images in the era of big data. The convolutional neural network is trained using digital learning images that have been labeled with emotions, and the final test shows that the network has good recognition results. This in turn causes the information overload problem to arise. And combined with the questionnaire results and interviews, it was found that there are problems of technology for technology’s sake, teaching for teaching’s sake, and in multimedia teaching, and these will add to the psychological and visual sensory burden of students and easily cause the information overload problem. The types of information overload problems in multimedia-assisted teaching are summarized as follows: unreasonable presentation of information, which causes audiovisual redundancy; too much teaching irrelevant information, which increases the external cognitive load; and an uncoordinated audiovisual environment, which increases the external cognitive load. Starting from the perspective of the integration of preservice to in-service art teachers’ new media art curriculum design and teaching ability development, three representative teacher education cases were studied using a combination of teaching practice and case tracking methods to summarize the successful experiences and effective ways of art teachers’ new media art curriculum development and teaching ability development, which will provide future art teacher training and in-service teachers’ professional development. Both are below 5%. The types of funny emotions are mainly distributed in animation teaching methods. Animation resources are generally well designed in color and layout and can convey good visual emotional characteristics. In other types of images, the emotional distribution level of funny is less than 10%. It is worthwhile to learn from this experience.