Emotions and multimedia learning: the moderating role of learner characteristics

Knörzer, Lisa; Brünken, Roland; Park, B.

doi:10.1111/jcal.12158

Cited by 43 publications

(32 citation statements)

References 46 publications

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“…As emotion plays a crucial role in multimedia learning (Knörzer et al, ), it is crucial to carefully implement the motivational design for stimulating and maintaining a more motivating learning environment. The ARMTB approach can effectively promote the students’ learning motivations in terms of all four dimensions of “Attention,” “Relevance,” “Confidence,” and “Satisfaction.” Such a positive result may originate from the characteristics of AR, for example, augmenting students’ interactions, engagement, and experiences (Yoon et al ).…”

Section: Discussionmentioning

confidence: 99%

“…Moreover, some previous research has asserted that learners’ emotions play a crucial role in multimedia learning (Knörzer et al, ). Emotional awareness when designing multimedia learning materials can arouse students’ positive emotions which will assist the learning process (Heidig, Müller, & Reichelt, ).…”

Section: Literature Reviewmentioning

confidence: 99%

“…For example, Wang, Chen, Fang and Chou () described that the increasing use of digital technologies has supplied students with an information‐driven environment to enhance their reading proficiency. However, despite the advantages of multimedia which facilitate learning, some challenges concerning the instructional design of multimedia have arisen, including issues related to cognitive load (Knörzer, Brünken, & Park, ).…”

Section: Introductionmentioning

confidence: 99%

See 2 more Smart Citations

An augmented reality‐based learning approach to enhancing students’ science reading performances from the perspective of the cognitive load theory

Lai¹,

Chen²,

Lee³

2018

Brit J Educational Tech

161

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Reading has been regarded as a medium for learning science, revealing the importance of enhancing learners’ reading competence in science education. The critical features of science texts are their multiple representations, such as text and visual elements, which assist the representation of science concepts. A multimedia learning environment can present relevant materials in various formats and help students to process the materials in meaningful ways, for example, by integrating learning materials with relevant prior concepts, and organizing them into a consistent and coherent cognitive structure. However, some issues with multimedia instructional design have been proposed, such as students’ cognitive load and learning motivations. In this study, an augmented reality‐based science learning system was developed based on the contiguity principle of multimedia learning in order to promote students’ science learning. Moreover, an experiment was conducted on a natural science course in an elementary school to assess the effectiveness of the implemented system on students’ learning. The experimental results display that the students learning with this approach found made significant gains in their learning achievements and motivations compared to those learning science with conventional multimedia science learning; moreover, their perceptions of extraneous cognitive load were significantly reduced during the learning activity.

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Section: Discussionmentioning

confidence: 99%

Section: Literature Reviewmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

See 1 more Smart Citation

An augmented reality‐based learning approach to enhancing students’ science reading performances from the perspective of the cognitive load theory

Lai¹,

Chen²,

Lee³

2018

Brit J Educational Tech

161

View full text Add to dashboard Cite

show abstract

“…Studies (eg, Harley et al, 2016; Knörzer, Brünken, & Park, 2016) have referred to the eye–mind hypothesis (Just & Carpenter, 1980) to infer attention toward learning materials—a perquisite for both learning (Alemdag & Cagiltay, 2018) and emotions (Shuman & Scherer, 2014). Eye gaze data were recorded through EyeLink 1000 and the accompanying software, including a screen‐recording feature that captures the screen activity as a video.…”

Section: Methodsmentioning

confidence: 99%

Facial expressions when learning with a Queer History App: Application of the Control Value Theory of Achievement Emotions

Ahn¹,

Harley²

2020

Brit J Educational Tech

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Learning analytics (LA) incorporates analyzing cognitive, social and emotional processes in learning scenarios to make informed decisions regarding instructional design and delivery. Research has highlighted important roles that emotions play in learning. We have extended this field of research by exploring the role of emotions in a relatively uncommon learning scenario: learning about queer history with a multimedia mobile app. Specifically, we used an automatic facial recognition software (FaceReader 7) to measure learners’ discrete emotions and a counter‐balanced multiple‐choice quiz to assess learning. We also used an eye tracker (EyeLink 1000) to identify the emotions learners experienced while they read specific content, as opposed to the emotions they experienced over the course of the entire learning session. A total of 33 out of 57 of the learners’ data were eligible to be analyzed. Results revealed that learners expressed more negative‐activating emotions (ie, anger, anxiety) and negative‐deactivating emotions (ie, sadness) than positive‐activating emotions (ie, happiness). Learners with an angry emotion profile had the highest learning gains. The importance of examining typically undesirable emotions in learning, such as anger, is discussed using the control‐value theory of achievement emotions. Further, this study describes a multimodal methodology to integrate behavioral trace data into learning analytics research.

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“…However, in most multimedia experimental studies, learners' individual characteristics are considered as control variables, and some research conclusions are still contradictory. As a result, the research on multimedia learning based on individual characteristics of learners is still worth in-depth analysis and verification [6].…”

Section: State Of the Artmentioning

confidence: 99%

Influence of Animation Presentation Mode and Spatial Ability on Multimedia Learning under the Background of Modern Information Society

Liu¹

2018

Proceedings of the 2018 5th International Conference on Education, Management, Arts, Economics and Social Science (ICEMAESS 201

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In order to study the effects of animation presentation mode and spatial ability on multimedia learning, the effects of animation presentation mode and spatial ability on multimedia learning are explored from the perspectives of learning retention effect, learning transfer effect and learner cognitive load. The research results show that spatial ability is strongly positively correlated with learning retention and learning transfer, and negatively correlated with task difficulty. It can be seen that the learning effect of high spatial ability learners is better than that of low spatial ability learners, and the external cognitive load of high spatial ability learners is lower than that of low spatial ability learners. In the animation multimedia learning situation, the spatial ability has a strong influence on the learning effect and the cognitive load generated in the learning process.

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Emotions and multimedia learning: the moderating role of learner characteristics

Cited by 43 publications

References 46 publications

An augmented reality‐based learning approach to enhancing students’ science reading performances from the perspective of the cognitive load theory

An augmented reality‐based learning approach to enhancing students’ science reading performances from the perspective of the cognitive load theory

Facial expressions when learning with a Queer History App: Application of the Control Value Theory of Achievement Emotions

Influence of Animation Presentation Mode and Spatial Ability on Multimedia Learning under the Background of Modern Information Society

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