Emotional design in multimedia learning: Differentiation on relevant design features and their effects on emotions and learning

Heidig, Steffi; Müller, Julia; Reichelt, Maria

doi:10.1016/j.chb.2014.11.009

Cited by 173 publications

(146 citation statements)

References 65 publications

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“…Affective perceptions have important implications to multimedia learning. Positive and negative emotions are related to how learners evaluate their experience in the multimedia learning environment, which affect learners' willingness to actively engage with the learning systems [27][28][29].…”

Section: Pedagogical Agent Enthusiasm In a Multimedia Learning Enviromentioning

confidence: 99%

Exploring the affective, motivational and cognitive effects of pedagogical agent enthusiasm in a multimedia learning environment

Liew

Zin

Sahari

2017

Hum. Cent. Comput. Inf. Sci.

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In a traditional classroom environment, instructor enthusiasm has been shown to enhance student's emotion, affective perceptions, intrinsic motivation, and cognitive outcome. Additionally, emotional response theory argues that enthusiastic verbal and nonverbal cues of an instructor will induce positive emotional states in learners, which in turn, enact learners' approach behaviours in the learning process. Therefore, should a pedagogical agent convey enthusiastic behaviours in a multimedia learning environment? Literature and theoretical reviews offer two competing views. The first view, based on emotional response theory, predicts that enthusiastic verbal and nonverbal cues of a pedagogical agent can induce higher positive emotions in learners, which in turn, enhance affective perceptions, intrinsic motivation, and cognitive outcome. However, the second view, based on cognitive load theory, suggests that pedagogical agent enthusiasm may increase extraneous cognitive load (additional processing in the mind), which negatively impact emotion, affective perceptions, intrinsic motivation, and cognitive outcome. To investigate the effects of agent enthusiasm, seventy-two university freshmen interacted with either an enthusiastic agent or a neutral agent (operationalized through vocal tones, facial expression, gestures, and remarks) that simulates the instructional role of a virtual tutor that delivers narrative demonstrations on how to predict the outputs of C-Programming algorithms. The results of our study showed that pedagogical agent enthusiasm significantly enhanced emotion, intrinsic motivation, affective perceptions, and cognitive outcome. Moreover, mediation analyses revealed that the facilitating effects of agent enthusiasm on intrinsic motivation, affective perceptions of the learning environment, and affective perceptions of the pedagogical agent were fully mediated by a learner's positive emotion, thus demonstrating that the framework of emotional response theory can be applied to learneragent interaction in a multimedia learning environment. Implications and suggestions for future research related to pedagogical agent enthusiasm are discussed in this paper.

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Section: Pedagogical Agent Enthusiasm In a Multimedia Learning Enviromentioning

confidence: 99%

Exploring the affective, motivational and cognitive effects of pedagogical agent enthusiasm in a multimedia learning environment

Liew

Zin

Sahari

2017

Hum. Cent. Comput. Inf. Sci.

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“…Recent studies indicated that the emotional design of multimedia learning material can evoke positive emotions in learners that will improve the education process [21]. Their research finding suggest that learner's emotional statuses had a slight influence on learning outcomes, is most relevant to inducing negative emotions.…”

Section: Emotional Design Factorsmentioning

confidence: 99%

Web-based virtual learning environment (EmoViLe) with emotive interface feature

Mokhsin¹,

Aziz²,

Shahuddin³

et al. 2018

J. Fundam and Appl Sci.

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This study attempts to obtain the user requirements for the collection and to identify the user requirement for the EmoViLE. This VLE will to the student by improving the user experience and increasing their engagement when using the VLE, and lecturer in helping them to understa a better future plan for their learning assessment. The methodology in doing this study are Phase 1 which involved the initial study on the previous work, Phase 2 is the data collection on the user requirement, Phase 3 which involves the design process of the VLE, Phase 4 is the development phase of the VLE and Phase 5 is the testing on the prototype o expected outcome is a prototype of the VLE with the emotive interface feature that can contribute for the improvement and betterment on teaching and learning process between students and lecturer. This study attempts to obtain the user requirements for the EmoViLE to identify the user requirement for the EmoViLE. This VLE will student by improving the user experience and increasing their engagement when using lecturer in helping them to understand their student better and to come out with a better future plan for their learning assessment. The methodology in doing this study are Phase 1 which involved the initial study on the previous work, Phase 2 is the data collection Phase 3 which involves the design process of the VLE, Phase 4 is the development phase of the VLE and Phase 5 is the testing on the prototype o is a prototype of the VLE with the emotive interface feature that can for the improvement and betterment on teaching and learning process between emotions; virtual learning environment; web-based teaching; web Kansei engineering.

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“…Çünkü duygularımız, düşünce ve davranışlarımızı önemli bir şekilde etkiler (Tuncay, 2014). Yapılan araştırmalar (Heidig, Müller, Reichelt, 2015;Lin, Wu, Hsueh, 2014;López, Cárdenas, 2014;Niculescu, vd., 2016), duygular ve öğrenme arasında doğrudan bir ilişki olduğunu göstermiştir. Dr. Daniel Goleman duygusal zekâyı; "bireyin kendisini harekete geçirebilme, aksiliklere rağmen yoluna devam edebilme, dürtüleri kontrol ederek tatmini erteleyebilme, ruh halini düzenleyebilme, empati kurma, umut etme, sorunların düşünmeyi engellenmesine izin vermeme" olarak tanımlamıştır (Goleman, 1995).…”

Section: Introductionunclassified

Böte Bölümü Öğrenci̇leri̇ni̇n 2d/4d Parmak Oranlari İle Öğrenme Sti̇lleri̇ Ve Duygusal Zekalari Arasindaki̇ İli̇şki̇ni̇n Beli̇rlenmesi̇

Özek¹

2017

diyalektolog

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ÖZETÖğrenme etkinliklerinin planlanması sürecinde öğrenenlerin etkili bir şekilde öğrenmesini sağlamak için bireysel farklılıkların ayrıntılı olarak dikkate alınması gerekmektedir. Ancak insan gibi karmaşık bir varlığın davranış, tutum ve düşünme yollarını etkileyen bireysel farklılıkları belirlemek oldukça zordur. Bununla birlikte öğrenme üzerinde etkisi belirlenen bazı bireysel farklılıkların birbirleriyle nasıl bir ilişki içinde olduğunu bilmek öğrenci başarısı için çok önemlidir. Çalışmada Bilgisayar ve Öğretim Teknolojileri Bölümü (BÖTE) bölümü öğrencilerinin işaret parmağının yüzük parmağına oranı (2D/4D) ile duygusal zeka ve öğrenme stilleri arasındaki ilişki belirlenerek kişiselleştirilmiş veya uyarlanabilir çevrimiçi öğrenme ortamlarının tasarımına yönelik olarak öğrencilerin bireysel özellikleri hakkında bilgi edinilmesi amaçlanmıştır. Çalışma Fırat Üniversitesi BÖTE bölümünde okuyan 42 kadın ve 46 erkek öğrenci ile yürütülmüştür. Araştırmanın verileri kamera ile çekilen öğrenci el fotoğrafları, Felder ve Soloman (1999) EXAMINING CORRELATION BETWEEN CEIT DEPARTMENT STUDENTS' 2D/4D FINGER RATIO AND LEARNING STYLE, EMOTIONAL INTELLIGENCE ABSTRACTIndividual differences need to be considered in detail in order to provide that learners learn effectively in the course of planning learning activities.However, it is difficult to identify the individual differences that affect the behavior, attitude, and ways of thinking of a complex entity, such as a human.Nevertheless, it is crucial for student success to know how some individual differences that have an effect on learning relate to each other.The aim of this study * Bu çalışma 4. Uluslararası Öğretim Teknolojileri ve Öğretmen Eğitimi Sempozyumu'nda sözlü bildiri olarak sunulmuştur. 1 Yrd. Doç. Dr., Fırat Üniversitesi Eğitim Fakültesi, BÖTE, mbozek@firat.edu.tr

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Emotional design in multimedia learning: Differentiation on relevant design features and their effects on emotions and learning

Cited by 173 publications

References 65 publications

Exploring the affective, motivational and cognitive effects of pedagogical agent enthusiasm in a multimedia learning environment

Exploring the affective, motivational and cognitive effects of pedagogical agent enthusiasm in a multimedia learning environment

Web-based virtual learning environment (EmoViLe) with emotive interface feature

Böte Bölümü Öğrenci̇leri̇ni̇n 2d/4d Parmak Oranlari İle Öğrenme Sti̇lleri̇ Ve Duygusal Zekalari Arasindaki̇ İli̇şki̇ni̇n Beli̇rlenmesi̇

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