Exploring the effect of using different levels of emotional design features in multimedia science learning

Uzun, Ahmet Murat; Yıldırım, Zahide

doi:10.1016/j.compedu.2018.01.002

Cited by 68 publications

(70 citation statements)

References 40 publications

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“…Concerning the positive emotion outcomes, the results of two studies in middle school samples provide evidence that visual emotional design (colorful and anthropomorphic design) can help maintain positive emotions produced before learning, and behavioral positive emotional design (behavioral interact with learning material) can induce and sustain positive emotions. The present research found consistent results with previous studies (Plass et al, 2014;Gong et al, 2017a;Uzun and Yıldırım, 2018) showing that both visual and behavioral positive emotional design can help maintain positive emotions during learning. The specific result showing that behavioral emotional design induced positive emotions was consistent with the proposals of the control-value theory of academic emotions (Pekrun et al, 2002;Pekrun, 2006).…”

Section: The Effects Of Multi-leveled Emotional Design On Learningsupporting

confidence: 92%

“…However, recent research regarding the emotional and cognitive effects yielded mixed results. Some studies found the positive emotional design on visual elements could not only induce positive emotions but also facilitate cognitive outcomes including cognitive load and learning performance (Um et al, 2012;Mayer and Estrella, 2014;Plass et al, 2014Gong et al, 2017a;Münchow et al, 2017;Brom et al, 2018;Schneider et al, 2018;Uzun and Yıldırım, 2018). For example, Plass et al (2014) designed learning materials with warm color and baby-like shape design and found it could induce learners' positive emotions, decrease perceived difficulty and promote learning performance.…”

Section: Emotional Design Through Visual Designmentioning

confidence: 99%

“…Previous studies have been criticized for many reasons. First, most studies on emotional design were based on college students (Uzun and Yıldırım, 2018), therefore, whether the research results of visual design can be extended to other younger samples is unknown (Study 1). Second, existing research focused more on exploring visual emotional design elements and ignored other levels of design elements.…”

Section: Problem Statement Research Question and Hypothesesmentioning

confidence: 99%

“…Indeed, research in the field of multimedia learning suggested that emotional design may be a promising way to improve learning via inducing learners' positive emotions (Um et al, 2012;Mayer and Estrella, 2014;Plass et al, 2014). However, those studies focused more on visual attractive elements (e.g., color and anthropomorphism) and recruited only college students as participants (Uzun and Yıldırım, 2018). To fill these gaps in the literature on emotional design, the present study aimed to investigate the impact of multi-leveled (visual and behavioral) emotional design on multimedia learning of middle school students.…”

Section: Introductionmentioning

confidence: 99%

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More Attractive or More Interactive? The Effects of Multi-Leveled Emotional Design on Middle School Students’ Multimedia Learning

et al. 2020

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Previous studies on multimedia learning have provided shreds of evidence for the positive effect of visually attractive emotional design on college students' emotion and learning outcomes. However, the effect may vary among middle school students. The aim of this study was to examine the impacts of visual and behavioral emotional design on the emotional, motivational and cognitive outcomes of middle school students. In Experiment 1, 50 participants (ages 13-15) were randomly assigned to one of two conditions: visual positive emotional design (colorful and anthropomorphic design) and visual neutral emotional design (achromatic and without anthropomorphic design). In Experiment 2, 173 participants (ages 13-16) were randomly assigned to one of four conditions created by the two factors: visual emotional design (positive vs. neutral) and behavioral emotional design (positive vs. neutral). The behavioral positive emotional design allows learners to interact with learning materials, whereas behavioral neutral emotional design only allows learners to watch learning video. Results showed that both visually attractive and behaviorally interactive design (visual positive emotion design and behavioral positive emotional design) had positive effect on learners' positive emotions. Combining visual positive with behavioral positive emotional design could facilitate learning performance.

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Section: The Effects Of Multi-leveled Emotional Design On Learningsupporting

confidence: 92%

Section: Emotional Design Through Visual Designmentioning

confidence: 99%

Section: Problem Statement Research Question and Hypothesesmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

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More Attractive or More Interactive? The Effects of Multi-Leveled Emotional Design on Middle School Students’ Multimedia Learning

et al. 2020

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“…At present, studies on the effect of colored MLMs on emotion were assessed using (1) subjective measurement — self-rating questionnaires (Um et al, 2012; Mayer and Estrella, 2014; Plass et al, 2014); and (2) objective measurement — eye-tracking (Park et al, 2015; Stark et al, 2018) and heart rate variability (Le et al, 2018; Uzun and Yıldırım, 2018), but both techniques have a lack of information regarding the brain activity during task execution; how the brain reacts to colored vs. achromatic MLMs, and perceives, processes, acquires, stores the information is still unknown. Although the effectiveness of colored MLMs on emotion and learning is accepted, none have assessed their effects on LTM retention and cognitive process during learning with neuroimaging techniques.…”

Section: Introductionmentioning

confidence: 99%

Exploring EEG Effective Connectivity Network in Estimating Influence of Color on Emotion and Memory

Chai

Amin

Izhar

et al. 2019

Front. Neuroinform.

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Color is a perceptual stimulus that has a significant impact on improving human emotion and memory. Studies have revealed that colored multimedia learning materials (MLMs) have a positive effect on learner’s emotion and learning where it was assessed by subjective/objective measurements. This study aimed to quantitatively assess the influence of colored MLMs on emotion, cognitive processes during learning, and long-term memory (LTM) retention using electroencephalography (EEG). The dataset consisted of 45 healthy participants, and MLMs were designed in colored or achromatic illustrations to elicit emotion and that to assess its impact on LTM retention after 30-min and 1-month delay. The EEG signal analysis was first started to estimate the effective connectivity network (ECN) using the phase slope index and expand it to characterize the ECN pattern using graph theoretical analysis. EEG results showed that colored MLMs had influences on theta and alpha networks, including (1) an increased frontal-parietal connectivity (top–down processing), (2) a larger number of brain hubs, (3) a lower clustering coefficient, and (4) a higher local efficiency, indicating that color influences information processing in the brain, as reflected by ECN, together with a significant improvement in learner’s emotion and memory performance. This is evidenced by a more positive emotional valence and higher recall accuracy for groups who learned with colored MLMs than that of achromatic MLMs. In conclusion, this paper demonstrated how the EEG ECN parameters could help quantify the influences of colored MLMs on emotion and cognitive processes during learning.

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Impact of decorative pictures in learning materials: The effect of attention‐grabbing features

Morita,

Fukuya

2023

Applied Cognitive Psychology

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Decorative pictures have been shown to be detrimental to multimedia learning. This study aims to determine whether a decorative picture is detrimental only when it is attention‐grabbing. In Experiment 1, we presented the participants with learning materials containing a decorative picture and asked them to rate the extent to which the picture was attention‐grabbing. We systematically manipulated the elements of decorative pictures and identified position, size, and color as attention‐grabbing factors. Based on these findings, we developed learning materials that included more or less attention‐grabbing decorative pictures. Experiment 2 revealed that texts with more attention‐grabbing decorative pictures were fixated on for shorter periods than those without pictures. However, Experiment 3 demonstrated that the attention‐grabbing decorative pictures did not hinder learning. These results suggest that while decorative pictures can attract attention, they do not impede learning. Considering their positive effect on motivation, incorporating attention‐grabbing decorative pictures into learning materials would enhance learning.

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Exploring the effect of using different levels of emotional design features in multimedia science learning

Cited by 68 publications

References 40 publications

More Attractive or More Interactive? The Effects of Multi-Leveled Emotional Design on Middle School Students’ Multimedia Learning

More Attractive or More Interactive? The Effects of Multi-Leveled Emotional Design on Middle School Students’ Multimedia Learning

Exploring EEG Effective Connectivity Network in Estimating Influence of Color on Emotion and Memory

Impact of decorative pictures in learning materials: The effect of attention‐grabbing features

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