Guest Editorial: Challenges and Perspectives for Affective Analysis in Multimedia

Exploring the effects of visual aesthetics in e-learning for engineering students

“…Peak et al (2017) described neuro-aesthetics as an evolving area that interlinks comprehension, perception and decision making that is based on visual aesthetics influence on cognitive neuroscience. On the other hand, Soleymani et al (2015) added that new models should be developed to interrelate human-computer interaction, psychology and other fields in the hopes that cross-disciplinary research would further explore the emotional and cognitive effects of multimedia aesthetics. In conclusion, this study highlighted that in regard to engineering undergraduates, negative aesthetics are a better option in designing interface for e-learning tools as this preference is solely based on their academic discipline and not based on their gender nor academic achievement.…”

“…Which concurrently questions if personality influences how users perceive aesthetics and if culture has a moderating effect towards these attributes. Therefore, Soleymani et al (2015) claims that in regard to online interaction, it is important to index multimedia based on its usefulness, aesthetics properties and also understand how it may influence the emotional outcome of the interaction. Aesthetics in multimedia should take into account how it is represented as part of the learning contents (Maity et al, 2016).…”

“…When learning with media, aesthetics enables the instructional designer to tap into motivational and engagement needs of the user (Austring & Sørensen, 2012). Soleymani et al (2015) highlighted that multimedia research is now redirected towards concepts that focus on the individuality of the user such as emotions, aesthetics, and perception. Therefore, unlocking a different area in human-computer interaction that incorporates multidisciplinary approaches such as psychology, digital humanities and also product design.…”

“…Thus, a need to explore aesthetics and why it is crucial to select elements that appeal to the users' senses and individuality. Nonetheless, without identifying a psychological link that relates multimedia to aesthetics, the benefits of aesthetics in the educational environment will be beyond our understanding (Soleymani, Yang, Irie, & Hanjalic, 2015).…”

Affective rating of audio and video clips using the EmojiGrid

“…In daily human life, visual and auditory input from our environment significantly determines our feelings, behavior and evaluations (Fazio, 2001;Jaquet et al, 2014;Turley & Milliman, 2000, for a review see: Schreuder et al, 2016). The assessment of the affective response of users to the auditory and visual characteristics of for instance (built and natural) environments (Anderson et al, 1983;Huang et al, 2014;Kuijsters et al, 2015;Ma & Thompson, 2015;Medvedev et al, 2015;Toet et al, 2016;Watts & Pheasant, 2015) and their virtual representations (Houtkamp & Junger, 2010;Houtkamp et al, 2008;Rohrmann & Bishop, 2002;Toet et al, 2013;Westerdahl et al, 2006), multimedia content (Baveye et al, 2018;Soleymani et al, 2015), human-computer interaction systems (Fagerberg et al, 2004;Hudlicka, 2003;Jaimes & Sebe, 2010;Peter & Herbon, 2006;Pfister et al, 2011) and (serious) games (Anolli et al, 2010;Ekman & Lankoski, 2009;Garner et al, 2010;Geslin et al, 2016;Tsukamoto et al, 2010;Wolfson & Case, 2000) is an essential part of their design and evaluation and requires efficient methods to assess whether the desired experiences are indeed achieved. A wide range of physiological, behavioral and cognitive measures is currently available to measure the affective response to sensorial stimuli, each with their own advantages and disadvantages (for a review see: Kaneko et al, 2018a).…”