Emotional design for digital games for learning: The effect of expression, color, shape, and dimensionality on the affective quality of game characters

Plass, Jan L.; Homer, Bruce D.; MacNamara, Andrew; Ober, Teresa; Rose, Maya C.; Pawar, Shashank; Hovey, Chris; Olsen, Alvaro

doi:10.1016/j.learninstruc.2019.01.005

Cited by 76 publications

(42 citation statements)

References 60 publications

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“…To illustrate, Münchow et al (2017) applied warm color designs to learning material on neuroanatomical topics and indicated that, compared with gray-scaled designs, warm color designs improved comprehension and transfer performance of learners. Plass et al (2019) further verified that warm colors in teaching games were related to the positive emotions of participants. In addition, Wong and Adesope (2021) conducted a meta-analysis on emotional designs and found that pleasant colors were indeed an effective design principle.…”

Section: Theoretical Frameworkmentioning

confidence: 54%

The Effects of Emotional Design on Multimedia Learning and Appreciation of Chinese Poetry

et al. 2021

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Painting, music, literature, and other art forms embody the essence of human wisdom and induce esthetic experience, among which poetry is inherently creative, because it contains a wealth of symbols, imageries, insights, and so forth. The appreciation and learning of Chinese poetry is an important part of the curriculum in secondary schools. However, studies have mainly focused on textual characters of poetry, with little literature focusing on esthetic appreciation and in-depth learning of poetry. In this vein, we ask whether emotional designs will promote the appreciation and learning of Chinese poetry. To answer this question, we explored the influence of the combination of external emotion induction (positive and neutral movie clips) and internal colorful design (chromatic and achromatic) on esthetic preference and learning of poetry. One hundred and sixty-six participants (14–15 years old) were randomly assigned to one of four conditions created by two factors (external emotion induction and internal colorful design). The results showed that the combination of external emotion induction and internal colorful design promoted positive emotions, retention, and transfer performances of learners. Furthermore, perceived difficulty of learners decreased significantly when external emotional induction and internal colorful design were both positive. Consequently, these findings indicated that emotional designs in multimedia facilitated the learning performance of middle school students in Chinese poetry, and supported the cognitive-affective theory of learning with media. This research was a preliminary exploration of emotional design in humanities.

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Section: Theoretical Frameworkmentioning

confidence: 54%

The Effects of Emotional Design on Multimedia Learning and Appreciation of Chinese Poetry

et al. 2021

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“… Also, game-based learning has been proved to positively affect students’ emotions and increase engagement. Several researchers have studied the effects of game on learners’ emotions (e.g., Plass, 2020 ), while Hernández-Ramos and Belmonte ( 2020 ) showed that when game-based learning approaches are implemented in DE, students tend to achieve higher performance scores than students attending a face-to-face class. Cognitive overload can easily happen in the context of remote education, due to the variety of teaching and learning media (videos, text, activities, blogs, etc.)…”

Section: Practical Implications and Limitationsmentioning

confidence: 99%

Negative emotions, cognitive load, acceptance, and self-perceived learning outcome in emergency remote education during COVID-19

2021

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Learning related emotions (LREs) are determinant for students’ achievement both in face-to-face and online education. Research has also shown that LREs tend to affect technology acceptance which in turn affects learning outcomes as well. Today though, the negative psychological impact of the COVID-19 crisis and the sudden transmission to obligatory remote education might yield different functions of emotions and acceptance on learning outcomes. In this context, the current study seeks to model the relations between students’ negative emotions, acceptance of (emergency) remote education, and self-perceived knowledge improvement. The suggested model was examined and validated on 116 university students that attended fully remote courses in Greece during the COVID-19 crisis. The results suggested that negative emotions of boredom and cognitive load are significant predictors of students’ acceptance of remote learning components: i) online attending a lecture, ii) online communicating with professor, and iii) online collaborating with peers. Anxiety directly affected perceived knowledge improvement, boredom, and cognitive load; Boredom was also affected by cognitive load. In addition, acceptance of remote learning components indirectly affected perceived knowledge improvement mediated by learnability. Boredom was the strongest predictor of online attending a lecture and online collaborating with peers, while online communication with professor was the strongest predictor of learnability. The contribution of this study and the structural findings are further discussed in the paper.

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“…Graphics in serious games for youth were indeed found to be important for affective engagement, interest, immersion and perceived usability of the game [ 74 ]. The graphic design and color scheme may have triggered a negative emotional reaction among respondents [ 73 , 75 ]. Graphics should raise interest by their level of novelty, but also reduce complexity to facilitate comprehension and meaningfulness [ 76 ].…”

Section: Discussionmentioning

confidence: 99%

Does Dynamic Tailoring of A Narrative-Driven Exergame Result in Higher User Engagement among Adolescents? Results from A Cluster-Randomized Controlled Trial

Schwarz

Cardon

Chastin

et al. 2021

IJERPH

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Physical activity interventions for youth are direly needed given low adherence to physical activity guidelines, but many interventions suffer from low user engagement. Exergames that require bodily movement while played may provide an engaging form of physical activity intervention but are not perceived as engaging to all. This study aimed to evaluate whether dynamic tailoring in a narrative-driven mobile exergame for adolescents played in leisure settings, can create higher user engagement compared to a non-tailored exergame. A cluster-randomized controlled trial assessed differences in user engagement between a dynamically tailored (based on an accelerometer sensor integrated in a T-shirt) and non-tailored condition. In total, 94 participants (M age = 14.61 ± 1.93; 35% female) participated and were assigned to one of the two conditions. User engagement was measured via a survey and game metric data. User engagement was low in both conditions. Narrative sensation was higher in the dynamically tailored condition, but the non-tailored condition showed longer play-time. User suggestions to create a more appealing game included simple and more colorful graphics, avoiding technical problems, more variety and shorter missions and multiplayer options. Less cumbersome or more attractive sensing options than the smart T-shirt may offer a more engaging solution, to be tested in future research.

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Emotional design for digital games for learning: The effect of expression, color, shape, and dimensionality on the affective quality of game characters

Cited by 76 publications

References 60 publications

The Effects of Emotional Design on Multimedia Learning and Appreciation of Chinese Poetry

The Effects of Emotional Design on Multimedia Learning and Appreciation of Chinese Poetry

Negative emotions, cognitive load, acceptance, and self-perceived learning outcome in emergency remote education during COVID-19

Does Dynamic Tailoring of A Narrative-Driven Exergame Result in Higher User Engagement among Adolescents? Results from A Cluster-Randomized Controlled Trial

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