The Experts below are selected from a list of 104625 Experts worldwide ranked by ideXlab platform
Bruce D Homer - One of the best experts on this subject based on the ideXlab platform.
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Emotional Design in multimedia learning effects of shape and color on affect and learning
Learning and Instruction, 2014Co-Authors: Jan L Plass, Elizabeth O Hayward, Bruce D Homer, Steffi Heidig, Enjoon UmAbstract:We examine Design factors that may evoke positive emotions in learners and investigate the effects of these positive emotions on learning. Recent research showed that the Emotional Design of multimedia learning materialcaninducepositiveemotionsinlearnersthatinturnfacilitatecomprehensionandtransfer.Wesought to replicate these results with a different population and different mood induction procedure and examine individual emotions, and to decompose the effects of the Design elements of colorand shape. Study 1 showed that well-Designed materials induced positive emotions and facilitated comprehension, though transfer performance was not affected by Emotional Design. Study 2 found that round face-like shapes both alone and in conjunctionwithwarm color induced positive emotions.Warm colors alone, however, did not affectlearners’ emotions.Comprehensionwasfacilitatedbywarmcolorsandroundface-likeshapes,independentlyaswellas together. Transfer was facilitated by round face-like shapes when used with neutral colors.
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Emotional Design in multimedia learning
Journal of Educational Psychology, 2012Co-Authors: Eunjoon Rachel Um, Elizabeth O Hayward, Jan L Plass, Bruce D HomerAbstract:Can multimedia learning environments be Designed to foster positive emotions that will improve learning and related affective outcomes? College students (N 118) were randomly assigned to 4 conditions created by 2 factors related to learners’ emotion: external mood induction (positive vs. neutral emotions) and Emotional Design induction (positive vs. neutral emotions). A computer-based lesson on the topic of immunization was used as multimedia learning material. Results indicate that applying Emotional Design principles to learning materials can induce positive emotions and that positive emotions in multimedia-based learning facilitate cognitive processes and learning. Controlling for the germane load of the materials, the internal induction of positive emotions through Design of the materials increased comprehension and transfer, whereas the external induction of positive emotions through mood induction enhanced transfer but not comprehension. Positive emotions induced through mood induction significantly increased the amount of learners’ reported mental effort, whereas positive Emotional Design reduced the perceived difficulty of the learning task. Positive emotions increased motivation, satisfaction, and perception toward the materials. Mediation analyses suggest that the effect of positive emotions induced externally was mediated by both motivation and mental effort but found no mediators for emotion induced via Emotional Design, suggesting that positive Emotional Design has a more direct impact on learning than externally induced emotions. The study suggests that emotions should be considered an important factor in the Design of multimedia learning materials.
Gunter Daniel Rey - One of the best experts on this subject based on the ideXlab platform.
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decorative pictures and Emotional Design in multimedia learning
Learning and Instruction, 2016Co-Authors: Sascha Schneider, Steve Nebel, Gunter Daniel ReyAbstract:Abstract Recent studies have shown that the positive Emotional Design of learning environments might foster learning performance. In contrast, the seductive detail effect postulates that additional, learning irrelevant details inhibit learning. This research focusses on the implementation of decorative pictures as a prime for emotions and context-relatedness. This study examines four groups of decorative pictures which might be conducive for learning. Eighty-two students were randomly assigned to one cell of a 2 (Emotionally positive vs. Emotionally negative pictures) × 2 (school context vs. leisure context pictures) between-subjects, factorial Design. The dimensions of pleasure, arousal, and dominance are examined as possible mediators. Results show that either positively valenced pictures or learning pictures foster retention and transfer performance. Pleasure is identified as mediator of the effect between valence of pictures and learning performance. A further analysis shows differences for arousal and dominance for both factors. These results are interpreted with concepts like motivated attention and other arousal theories.
Jan L Plass - One of the best experts on this subject based on the ideXlab platform.
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Emotional Design in multimedia learning effects of shape and color on affect and learning
Learning and Instruction, 2014Co-Authors: Jan L Plass, Elizabeth O Hayward, Bruce D Homer, Steffi Heidig, Enjoon UmAbstract:We examine Design factors that may evoke positive emotions in learners and investigate the effects of these positive emotions on learning. Recent research showed that the Emotional Design of multimedia learning materialcaninducepositiveemotionsinlearnersthatinturnfacilitatecomprehensionandtransfer.Wesought to replicate these results with a different population and different mood induction procedure and examine individual emotions, and to decompose the effects of the Design elements of colorand shape. Study 1 showed that well-Designed materials induced positive emotions and facilitated comprehension, though transfer performance was not affected by Emotional Design. Study 2 found that round face-like shapes both alone and in conjunctionwithwarm color induced positive emotions.Warm colors alone, however, did not affectlearners’ emotions.Comprehensionwasfacilitatedbywarmcolorsandroundface-likeshapes,independentlyaswellas together. Transfer was facilitated by round face-like shapes when used with neutral colors.
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Emotional Design in multimedia learning
Journal of Educational Psychology, 2012Co-Authors: Eunjoon Rachel Um, Elizabeth O Hayward, Jan L Plass, Bruce D HomerAbstract:Can multimedia learning environments be Designed to foster positive emotions that will improve learning and related affective outcomes? College students (N 118) were randomly assigned to 4 conditions created by 2 factors related to learners’ emotion: external mood induction (positive vs. neutral emotions) and Emotional Design induction (positive vs. neutral emotions). A computer-based lesson on the topic of immunization was used as multimedia learning material. Results indicate that applying Emotional Design principles to learning materials can induce positive emotions and that positive emotions in multimedia-based learning facilitate cognitive processes and learning. Controlling for the germane load of the materials, the internal induction of positive emotions through Design of the materials increased comprehension and transfer, whereas the external induction of positive emotions through mood induction enhanced transfer but not comprehension. Positive emotions induced through mood induction significantly increased the amount of learners’ reported mental effort, whereas positive Emotional Design reduced the perceived difficulty of the learning task. Positive emotions increased motivation, satisfaction, and perception toward the materials. Mediation analyses suggest that the effect of positive emotions induced externally was mediated by both motivation and mental effort but found no mediators for emotion induced via Emotional Design, suggesting that positive Emotional Design has a more direct impact on learning than externally induced emotions. The study suggests that emotions should be considered an important factor in the Design of multimedia learning materials.
Elizabeth O Hayward - One of the best experts on this subject based on the ideXlab platform.
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Emotional Design in multimedia learning effects of shape and color on affect and learning
Learning and Instruction, 2014Co-Authors: Jan L Plass, Elizabeth O Hayward, Bruce D Homer, Steffi Heidig, Enjoon UmAbstract:We examine Design factors that may evoke positive emotions in learners and investigate the effects of these positive emotions on learning. Recent research showed that the Emotional Design of multimedia learning materialcaninducepositiveemotionsinlearnersthatinturnfacilitatecomprehensionandtransfer.Wesought to replicate these results with a different population and different mood induction procedure and examine individual emotions, and to decompose the effects of the Design elements of colorand shape. Study 1 showed that well-Designed materials induced positive emotions and facilitated comprehension, though transfer performance was not affected by Emotional Design. Study 2 found that round face-like shapes both alone and in conjunctionwithwarm color induced positive emotions.Warm colors alone, however, did not affectlearners’ emotions.Comprehensionwasfacilitatedbywarmcolorsandroundface-likeshapes,independentlyaswellas together. Transfer was facilitated by round face-like shapes when used with neutral colors.
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Emotional Design in multimedia learning
Journal of Educational Psychology, 2012Co-Authors: Eunjoon Rachel Um, Elizabeth O Hayward, Jan L Plass, Bruce D HomerAbstract:Can multimedia learning environments be Designed to foster positive emotions that will improve learning and related affective outcomes? College students (N 118) were randomly assigned to 4 conditions created by 2 factors related to learners’ emotion: external mood induction (positive vs. neutral emotions) and Emotional Design induction (positive vs. neutral emotions). A computer-based lesson on the topic of immunization was used as multimedia learning material. Results indicate that applying Emotional Design principles to learning materials can induce positive emotions and that positive emotions in multimedia-based learning facilitate cognitive processes and learning. Controlling for the germane load of the materials, the internal induction of positive emotions through Design of the materials increased comprehension and transfer, whereas the external induction of positive emotions through mood induction enhanced transfer but not comprehension. Positive emotions induced through mood induction significantly increased the amount of learners’ reported mental effort, whereas positive Emotional Design reduced the perceived difficulty of the learning task. Positive emotions increased motivation, satisfaction, and perception toward the materials. Mediation analyses suggest that the effect of positive emotions induced externally was mediated by both motivation and mental effort but found no mediators for emotion induced via Emotional Design, suggesting that positive Emotional Design has a more direct impact on learning than externally induced emotions. The study suggests that emotions should be considered an important factor in the Design of multimedia learning materials.
Eunjoon Rachel Um - One of the best experts on this subject based on the ideXlab platform.
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Emotional Design in multimedia learning
Journal of Educational Psychology, 2012Co-Authors: Eunjoon Rachel Um, Elizabeth O Hayward, Jan L Plass, Bruce D HomerAbstract:Can multimedia learning environments be Designed to foster positive emotions that will improve learning and related affective outcomes? College students (N 118) were randomly assigned to 4 conditions created by 2 factors related to learners’ emotion: external mood induction (positive vs. neutral emotions) and Emotional Design induction (positive vs. neutral emotions). A computer-based lesson on the topic of immunization was used as multimedia learning material. Results indicate that applying Emotional Design principles to learning materials can induce positive emotions and that positive emotions in multimedia-based learning facilitate cognitive processes and learning. Controlling for the germane load of the materials, the internal induction of positive emotions through Design of the materials increased comprehension and transfer, whereas the external induction of positive emotions through mood induction enhanced transfer but not comprehension. Positive emotions induced through mood induction significantly increased the amount of learners’ reported mental effort, whereas positive Emotional Design reduced the perceived difficulty of the learning task. Positive emotions increased motivation, satisfaction, and perception toward the materials. Mediation analyses suggest that the effect of positive emotions induced externally was mediated by both motivation and mental effort but found no mediators for emotion induced via Emotional Design, suggesting that positive Emotional Design has a more direct impact on learning than externally induced emotions. The study suggests that emotions should be considered an important factor in the Design of multimedia learning materials.