Do induced positive emotions facilitate multimedia learning?

2018 ◽  
Vol 26 (10) ◽  
pp. 1818
Author(s):  
Jiaxue CHEN ◽  
Heping XIE ◽  
Fuxing WANG ◽  
Li ZHOU ◽  
Wenjing LI
Keyword(s):  
Positive Emotions ◽  
Multimedia Learning

Interface Design, Emotions, and Multimedia Learning

2011 ◽  
pp. 79-91
Author(s):  
Chaoyan Dong
Keyword(s):  
Social Psychology ◽  
Learning Environments ◽  
Interface Design ◽  
Positive Emotions ◽  
Multimedia Learning ◽  
Empirical Studies ◽  
Cognitive Resources ◽  
Learning Research ◽  
Physically Attractive

In social psychology, “what is attractive is good” means that a physically attractive person is perceived to be more favorable and capable. In industrial design, the interface is one of the three elements that influence users’ experience with a product. For multimedia learning, does the interface design affect users’ experience with learning environments? Does attractive interface enhance multimedia learning? Research in multimedia learning has been neglecting this issue. In this chapter, I propose that attractive interface design does indeed promote multimedia learning. This hypothesis is based on the review of the following theories and related empirical studies: 1) an interface impacts a user’s experience; 2) beautiful interface induces positive emotions; 3) positive emotions broaden cognitive resources; and 4) expanded cognitive resources promote learning. The Model of Emotional Design in Multimedia Learning is proposed to highlight how emotions regulate multimedia learning. Suggestions regarding designing attractive interfaces are provided.

Interface Design, Positive Emotions and Multimedia Learning

2010 ◽  
pp. 182-194 ◽  
Author(s):  
Chaoyan Dong
Keyword(s):  
Social Psychology ◽  
Learning Environments ◽  
Interface Design ◽  
Positive Emotions ◽  
Multimedia Learning ◽  
Empirical Studies ◽  
Cognitive Resources ◽  
Learning Research ◽  
Physically Attractive

In social psychology, “what is attractive is good” means that a physically attractive person is perceived to be more favorable and capable. In industrial design, the interface is one of the three elements that influence users’ experience with a product. For multimedia learning, does the interface design affect users’ experience with learning environments? Does attractive interface enhance multimedia learning? Research in multimedia learning has not yet sufficiently investigated this issue. In this chapter, I propose that attractive interface design does indeed promote multimedia learning. This hypothesis is based on the review of the following theories and related empirical studies: 1) an interface impacts a user’s experience; 2) beautiful interfaces induce positive emotions; 3) positive emotions broaden cognitive resources; and 4) expanded cognitive resources promote learning. The Model of Emotional Design in Multimedia Learning is proposed to highlight how emotions regulate multimedia learning. Suggestions regarding designing attractive interfaces are provided.

Emotional design and positive emotions in multimedia learning: An eyetracking study on the use of anthropomorphisms

2015 ◽  
Vol 86 ◽  
pp. 30-42 ◽  
Author(s):  
Babette Park ◽  
Lisa Knörzer ◽  
Jan L. Plass ◽  
Roland Brünken
Keyword(s):  
Positive Emotions ◽  
Multimedia Learning ◽  
Emotional Design

Interface Design, Emotions, and Multimedia Learning

2008 ◽  
pp. 1262-1285
Author(s):  
Chaoyan Dong
Keyword(s):  
Social Psychology ◽  
Learning Environments ◽  
Interface Design ◽  
Positive Emotions ◽  
Multimedia Learning ◽  
Empirical Studies ◽  
Cognitive Resources ◽  
Learning Research ◽  
Physically Attractive

In social psychology, “what is attractive is good” means that a physically attractive person is perceived to be more favorable and capable. In industrial design, the interface is one of the three elements that influence users’ experience with a product. For multimedia learning, does the interface design affect users’ experience with learning environments? Does attractive interface enhance multimedia learning? Research in multimedia learning has been neglecting this issue. In this chapter, I propose that attractive interface design does indeed promote multimedia learning. This hypothesis is based on the review of the following theories and related empirical studies: 1) an interface impacts a user’s experience; 2) beautiful interface induces positive emotions; 3) positive emotions broaden cognitive resources; and 4) expanded cognitive resources promote learning. The Model of Emotional Design in Multimedia Learning is proposed to highlight how emotions regulate multimedia learning. Suggestions regarding designing attractive interfaces are provided.

The role of affect in feelings of obligation

2020 ◽  
Vol 43 ◽  
Author(s):  
Stefen Beeler-Duden ◽  
Meltem Yucel ◽  
Amrisha Vaish
Keyword(s):  
Positive Emotions ◽  
The Creation ◽  
Sense Of Obligation

Abstract Tomasello offers a compelling account of the emergence of humans’ sense of obligation. We suggest that more needs to be said about the role of affect in the creation of obligations. We also argue that positive emotions such as gratitude evolved to encourage individuals to fulfill cooperative obligations without the negative quality that Tomasello proposes is inherent in obligations.

Effects of Provocation on Emotions and Aggression: An Experimental Study with Aggressive Children

2006 ◽  
Vol 65 (2) ◽  
pp. 117-124 ◽  
Author(s):  
Christina Stadler ◽  
Sonja Rohrmann ◽  
Sibylle Steuber ◽  
Fritz Poustka
Keyword(s):  
Experimental Study ◽  
Positive Emotions ◽  
Skin Conductance Level ◽  
Physiological Measures ◽  
Competitive Reaction ◽  
Experimental Conditions ◽  
Conduct Disordered ◽  
Physiological Variables ◽  
Aggressive Children ◽  
Conductance Level

In this study, the effects of an experimental-induced provocation on emotions and aggression were examined in 34 aggressive conduct-disordered children using a competitive reaction time paradigm. Two experimental conditions were created, an increasing provocation and a low constant provocation condition. Self-rated anger was assessed directly after provocation on a 5-point-visual scale. In addition, negative and positive emotions as well as physiological measures (heart rate and skin conductance level) were measured at baseline and after provocation. Results revealed that participants’ aggressive behaviour and subjective emotions differed as a function of the opponent’s level of provocation. Concerning physiological parameters, no significant differences were found between the experimental conditions. These results suggest that affective, but not physiological variables characterize reactive aggression in conduct-disordered children.

Assessment of Cognitive Load in Multimedia Learning Using Dual-Task Methodology

2002 ◽  
Vol 49 (2) ◽  
pp. 109-119 ◽  
Author(s):  
Roland Brünken ◽  
Susan Steinbacher ◽  
Jan L. Plass ◽  
Detlev Leutner
Keyword(s):  
Cognitive Load ◽  
Dual Task ◽  
Cognitive Load Theory ◽  
Multimedia Learning ◽  
Learning Systems ◽  
Learning Materials ◽  
New Approach ◽  
Direct Assessment ◽  
Load Theory ◽  
Audiovisual Presentation

Abstract. In two pilot experiments, a new approach for the direct assessment of cognitive load during multimedia learning was tested that uses dual-task methodology. Using this approach, we obtained the same pattern of cognitive load as predicted by cognitive load theory when applied to multimedia learning: The audiovisual presentation of text-based and picture-based learning materials induced less cognitive load than the visual-only presentation of the same material. The findings confirm the utility of dual-task methodology as a promising approach for the assessment of cognitive load induced by complex multimedia learning systems.

Does Ego-Resilience Impact Friendship Outcomes?

2016 ◽  
Vol 37 (2) ◽  
pp. 128-134 ◽  
Author(s):  
Elizabeth B. Lozano ◽  
Mahzad Hojjat ◽  
Judith Sims-Knight
Keyword(s):  
Social Support ◽  
Young Adults ◽  
Indirect Effects ◽  
Positive Emotions ◽  
Positive Outcomes ◽  
Ego Resilience ◽  
Maintenance Behaviors ◽  
Received Social Support ◽  
Trait Resilience ◽  
The Relationship

Abstract. The present study examined the relationship between resilience and positive outcomes in friendships of young adults. SEM and bootstrapping analyses were performed to test whether positive emotions mediate the relationship between ego-resilience and enhanced friendship outcomes. Findings revealed indirect effects for friendship closeness, maintenance behaviors, and received social support. Our findings demonstrate the importance of positive emotions and its connection with trait resilience in the realm of friendships.

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