Emotional design and positive emotions in multimedia learning: An eyetracking study on the use of anthropomorphisms
Publikation: Beiträge in Zeitschriften › Zeitschriftenaufsätze › Forschung › begutachtet
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in: Computers and Education, Jahrgang 86, 08.2015, S. 30-42.
Publikation: Beiträge in Zeitschriften › Zeitschriftenaufsätze › Forschung › begutachtet
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TY - JOUR
T1 - Emotional design and positive emotions in multimedia learning
T2 - An eyetracking study on the use of anthropomorphisms
AU - Park, Babette
AU - Knörzer, Lisa
AU - Plass, Jan L.
AU - Brünken, Roland
PY - 2015/8
Y1 - 2015/8
N2 - The present eyetracking study examined the influence of emotions on learning with multimedia. Based on a 2 × 2 experimental design, participants received experimentally induced emotions (positive vs. neutral) and then learned with a multimedia instructional material, which was varied in its design (with vs. without anthropomorphisms) to induce positive emotions and facilitate learning. Learners who were in a positive emotional state before learning had better learning outcomes in comprehension and transfer tests and showed longer fixation durations on the text information of the learning environment. Although anthropomorphisms in the learning environment did not induce positive emotions, the eyetracking data revealed that learners' attention was captured by this design element. Hence, learners in a positive emotional state who learned with the learning environment that included anthropomorphisms showed the highest learning outcome and longest fixation on the relevant information of the multimedia instruction. Results indicate an attention arousing effect of expressive anthropomorphisms and the relevance of emotional states before learning.
AB - The present eyetracking study examined the influence of emotions on learning with multimedia. Based on a 2 × 2 experimental design, participants received experimentally induced emotions (positive vs. neutral) and then learned with a multimedia instructional material, which was varied in its design (with vs. without anthropomorphisms) to induce positive emotions and facilitate learning. Learners who were in a positive emotional state before learning had better learning outcomes in comprehension and transfer tests and showed longer fixation durations on the text information of the learning environment. Although anthropomorphisms in the learning environment did not induce positive emotions, the eyetracking data revealed that learners' attention was captured by this design element. Hence, learners in a positive emotional state who learned with the learning environment that included anthropomorphisms showed the highest learning outcome and longest fixation on the relevant information of the multimedia instruction. Results indicate an attention arousing effect of expressive anthropomorphisms and the relevance of emotional states before learning.
KW - CATLM
KW - Emotion induction
KW - Eyetracking
KW - Multimedia learning
KW - Positive emotions
KW - Educational science
UR - http://www.scopus.com/inward/record.url?scp=84925633432&partnerID=8YFLogxK
U2 - 10.1016/j.compedu.2015.02.016
DO - 10.1016/j.compedu.2015.02.016
M3 - Journal articles
AN - SCOPUS:84925633432
VL - 86
SP - 30
EP - 42
JO - Computers and Education
JF - Computers and Education
SN - 0360-1315
ER -