TY - JOUR

T1 - Cognitive and affective processes in multimedia learning

AU - Park, Babette

AU - Plass, Jan L.

AU - Brünken, Roland

PY - 2014/2

Y1 - 2014/2

N2 - This special section focuses on cognitive and affective processes in multimedia learning in a range of learning domains. Expanding previous research that has taken a predominantly cognitive perspective of multimedia learning, recent studies have begun to consider affective aspects of multimedia learning with the aim of integrating emotion, motivation, and other affective variables into cognitive processing models. The articles included in this special section are examples of the various ways in which the cognitive perspective can be enhanced by taking affective aspects of learning into account. Investigations range from the study of confusion as an affective state that can be beneficial to learning, and the consideration of the potential distracting or motivating function of decorative illustrations, to an inquiry into how visual design can induce positive emotions in learners. The results of the studies included in this section are in line with Moreno's Cognitive-Affective Theory of Learning with Media (CATLM; Moreno, 2006) and show how emotion and interest facilitate cognitive processing and improve cognitive and affective outcomes.

AB - This special section focuses on cognitive and affective processes in multimedia learning in a range of learning domains. Expanding previous research that has taken a predominantly cognitive perspective of multimedia learning, recent studies have begun to consider affective aspects of multimedia learning with the aim of integrating emotion, motivation, and other affective variables into cognitive processing models. The articles included in this special section are examples of the various ways in which the cognitive perspective can be enhanced by taking affective aspects of learning into account. Investigations range from the study of confusion as an affective state that can be beneficial to learning, and the consideration of the potential distracting or motivating function of decorative illustrations, to an inquiry into how visual design can induce positive emotions in learners. The results of the studies included in this section are in line with Moreno's Cognitive-Affective Theory of Learning with Media (CATLM; Moreno, 2006) and show how emotion and interest facilitate cognitive processing and improve cognitive and affective outcomes.

KW - Affect

KW - Emotion

KW - Interest

KW - Motivation

KW - Multimedia learning

KW - Educational science

UR - http://www.scopus.com/inward/record.url?scp=84887017542&partnerID=8YFLogxK

UR - https://www.mendeley.com/catalogue/bc53eaf5-7b8e-359e-8ffe-22c24b17d088/

U2 - 10.1016/j.learninstruc.2013.05.005

DO - 10.1016/j.learninstruc.2013.05.005

M3 - Other (editorial matter etc.)

AN - SCOPUS:84887017542

VL - 29

SP - 125

EP - 127

JO - Learning and Instruction

JF - Learning and Instruction

SN - 0959-4752

ER -