Exploring the effects of emotional design and emotional intelligence in multimedia-based learning: an engineering educational perspective

Kumar, Jeya Amantha; Muniandy, Balakrishnan; Yahaya, Wan Ahmad Jaafar Wan

doi:10.1080/13614568.2019.1596169

Cited by 34 publications

(34 citation statements)

References 62 publications

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“…The incorporation of emotional designs in learning materials has focused largely on the use of pleasant colors and anthropomorphic graphics to invoke positive emotions, with few studies examining the impact of emotional designs on negative emotions (see Kumar 2016;Kumar et al 2019). Despite the evidence suggesting that emotional designs are beneficial for learning, it is also important that these features are used to represent information relevant to the learning objective, rather than extraneous, seductive details that are interesting but not related to this objective (Harp and Mayer 1998).…”

Section: Emotional Designs In Multimedia Learningmentioning

confidence: 99%

“…While most studies in this meta-analysis were laboratory-based (k = 38), seven of the coded studies were conducted in a classroom setting. We defined a classroom study as one that utilized materials from the participants' regular in-class curriculum (e.g., Kumar et al 2016Kumar et al , 2019. Studies that utilized generic learning materials that did not align with students' curriculum were coded as laboratory studies.…”

Section: Nature Of Presentationmentioning

confidence: 99%

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Meta-Analysis of Emotional Designs in Multimedia Learning: A Replication and Extension Study

Wong

Adesope

2020

Educ Psychol Rev

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Emotions can both facilitate and hinder learning. Emotional design features such as colors and shapes can be embedded in multimedia learning environments to manipulate learners' affects and learning outcomes. However, some studies suggest that emotional designs promote learning, while others show that they hinder it. Although Brom et al. (Educational Research Review 25:100-119, Brom et al. 2018) published a meta-analysis on the use of emotional designs in multimedia learning, an updated search showed that more studies were published recently. Thus, the present meta-analysis is a replication and extension of Brom et al.'s (Educational Research Review 25:100-119, Brom et al. 2018) meta-analysis. A total of 28 articles yielded the following independent effect sizes for each outcome examined: retention (k = 28), transfer (k = 38), comprehension (k = 16), mental effort (k = 28), perceived difficulty (k = 19), change in positive affect (k = 25), intrinsic motivation (k = 28), and liking/enjoyment (k = 19). Results showed that including emotional designs enhanced learning outcomes (retention: g+ = 0.35; transfer: g+ = 0.27; comprehension: g+ = 0.29), change in positive affect (g+ = 0.09), intrinsic motivation (g+ = 0.15), mental effort (g+ = 0.11), liking/enjoyment (g+ = 0.10), and reduced perceived difficulty (g+ = − 0.21). Moderator analyses were conducted for retention, mental effort, intrinsic motivation, and positive affect, and findings showed that mean effect sizes were moderated by participant characteristics as well as methodological and contextual features of the studies. We discuss these findings as well as their theoretical and practical implications.

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Section: Emotional Designs In Multimedia Learningmentioning

confidence: 99%

Section: Nature Of Presentationmentioning

confidence: 99%

Meta-Analysis of Emotional Designs in Multimedia Learning: A Replication and Extension Study

Wong

Adesope

2020

Educ Psychol Rev

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“…Video pembelajaran merupakan media yang menyajikan informasi yang terdiri dari teks, suara, animasi (Marjuni & Harun, 2019;Nopriyanti & Sudira, 2015;Rusmiyati, Nurkamto, & Haryanto, 2014). Penggunaan media ini untuk pembelajaran jarak jauh merupakan sebuah inovasi yang dapat membantu siswa dalam pemahaman materi, presentasi, dan memotivasi siswa untuk belajar (Herbst & Chazan, 2015;Kumar, Muniandy, & Yahaya, 2019). Materi ajar harus dibuat secara terstruktur dalam media sehingga siswa memiliki pemahaman, membantu siswa belajar karena pembelajaran dapat diulang dengan memutar kembali video pembelajaran (Hendriyani et al 2018).…”

Section: Pendahuluanunclassified

Pelatihan Pembuatan Media Untuk Pembelajaran Jarak Jauh

Nizaruddin

Muhtarom

Nugraha

2020

JABB

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Kemampuan guru dalam membuat media untuk pembelajaran jarak jauh harus ditingkatkan. Kegiatan pengabdian ini bertujuan untuk memberikan pelatihan dan pendampingan kepada guru dalam membuat video pembelajaran dengan berbagai software. Kegiatan dilaksanakan secara daring menggunakan Zoom Meting selama empat hari kegiatan. Pelatihan dilakukan menggunakan pendekatan andragogi, dimana pelatihan lebih menekankan pada praktek daripada teori. Hasil kegiatan pelatihan menunjukkan bahwa peserta memiliki pemahaman yang meningkatkan terkait pemanfaatan software untuk membuat video pembelajaran. Pemahaman ini ditunjukkan dari peningkatan dari nilai pretest dan postest. Sedangkan kemampuan dalam pembuatan media ditunjukkan dari produk media pembelajaran yang telah dibuat oleh guru

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“…Some of the novelties of the use of multimedia in the learning process in the last few years are to include motivational factors through emotional design in multimedia learning (Leutner, 2014;Park et al, 2014). As the results of research conducted by Kumar et al (2019) regarding an emotion which is an important aspect of learning, he explores methods to investigate how emotions can be manipulated in a positive way so that they can influence online learning, which in turn shows that emotional design is a better predictor of cognitive outcomes. , whereas IE is a better predictor of emotional outcomes such as motivation and satisfaction for multimedia-based learning.…”

Section: Literature Reviewmentioning

confidence: 99%

The Effect of Interactive Multimedia to Improve the Cognitive Learning Outcome in Senior High School’s Student

2020

IJEKM

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A very rapid development of science and technology results in the change in nearly all human activities. Technology is a messenger that can be used for learning purpose (Singh, 2016; Schramm, 1977). So, media is the expansion of teacher. In education sector, interactive multimedia has been developed currently to facilitate the human's learning activity. Multimedia learning is a common name used to explain cognitive theory of multimedia learning, the theory involving several learning principles using multimedia as teaching media (Mayer, R.E. & Moreno, R.,1998). Interactive multimedia is one of learning media types with an ability of displaying material in audiovisual form and enabling the interaction to occur between students and media. The use of interactive multimedia as a learning media variation results in the effective communication process between teachers and students in learning. Effective communication is related to its communicator and communicant's ability.

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Exploring the effects of emotional design and emotional intelligence in multimedia-based learning: an engineering educational perspective

Cited by 34 publications

References 62 publications

Meta-Analysis of Emotional Designs in Multimedia Learning: A Replication and Extension Study

Meta-Analysis of Emotional Designs in Multimedia Learning: A Replication and Extension Study

Pelatihan Pembuatan Media Untuk Pembelajaran Jarak Jauh

The Effect of Interactive Multimedia to Improve the Cognitive Learning Outcome in Senior High School’s Student

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