2020
DOI: 10.1007/s10648-020-09545-x
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Meta-Analysis of Emotional Designs in Multimedia Learning: A Replication and Extension Study

Abstract: 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 mor… Show more

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Cited by 91 publications
(66 citation statements)
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“…For example, to enhance learning outcomes, emotional design manipulates affective qualities of the environment such as colors, shapes, expressions of characters and sounds. However, recent metaanalytic evidence from this experimental paradigm suggests that compared to elementary, middle and high school students, emotional design manipulations administered for postsecondary students (the population of the current study) have much smaller effects on learning and motivational outcomes (Wong & Adesope, 2020). Therefore, in contrast, here I capture raw, unfiltered, and naturally-occurring emotional responses in an authentic learning task, without superficially changing features inherent to the problem-solving environment but detached from the learning context.…”
Section: Emotions Cognition and Learningmentioning
confidence: 97%
“…For example, to enhance learning outcomes, emotional design manipulates affective qualities of the environment such as colors, shapes, expressions of characters and sounds. However, recent metaanalytic evidence from this experimental paradigm suggests that compared to elementary, middle and high school students, emotional design manipulations administered for postsecondary students (the population of the current study) have much smaller effects on learning and motivational outcomes (Wong & Adesope, 2020). Therefore, in contrast, here I capture raw, unfiltered, and naturally-occurring emotional responses in an authentic learning task, without superficially changing features inherent to the problem-solving environment but detached from the learning context.…”
Section: Emotions Cognition and Learningmentioning
confidence: 97%
“…Plass et al (2019) further verified that warm colors in teaching games were related to the positive emotions of participants. In addition, Wong and Adesope (2021) conducted a meta-analysis on emotional designs and found that pleasant colors were indeed an effective design principle.…”
Section: Theoretical Frameworkmentioning
confidence: 99%
“…The present results support the CATLM (Moreno, 2006; Moreno & Mayer, 2007) and the ICALM (Plass & Kaplan, 2016), as these theories pave the way in considering affective factors and how they can impact cognitive processing and design principles in multimedia learning. Even though recently the impact of affective factors in multimedia learning has received increased attention (e.g., Chung & Cheon, 2020; Endres et al, 2020; Mayer & Estrella, 2014; Plass et al, 2014; Um et al, 2012; for meta‐analyses see Brom et al, 2018; Wong & Adesope, 2020), understanding the complex interplay of these factors and their impact on learning with multimedia is still at an early stage and needs to be further examined in future studies.…”
Section: Summary and Discussionmentioning
confidence: 99%
“…Plass & Kalyuga, 2019) or by internal mood induction procedures, such as by adding emotional aspects to illustrations or text (cf. emotional design; e.g., Plass et al, 2014; Um et al, 2012; for meta‐analyses see Brom et al, 2018; Wong & Adesope, 2020). However, what is mostly neglected so far is that some topics are inherently emotional loaded, for instance topics about serious diseases.…”
Section: Introductionmentioning
confidence: 99%