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.

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.

Key Factors and New Directions of Multimedia Learning Design

2010 ◽  
pp. 207-227
Author(s):  
Haido Samaras ◽  
Thanasis Giouvanakis ◽  
Despina Bousiou ◽  
Konstantinos Tarabanis
Keyword(s):  
Learning Environments ◽  
Multimedia Learning ◽  
Learning Design ◽  
Critical Factors ◽  
Key Factors ◽  
Multimedia Design ◽  
New Directions ◽  
Two Generations ◽  
Learning Research ◽  
Research And Design

This chapter explores specific topics, issues and directions associated with multimedia and hypermedia learning environments. A key aim is to inform researchers, designers, and developers of multimedia learning systems as well as educators who wish to engage students in learning activities rooted in multimedia learning research and design of the critical factors that have had an impact on maximizing learning through multimedia. Strengths and pitfalls of multimedia learning design are discussed through the review of the important conclusions that two generations of multimedia research have contributed to multimedia design. Finally, emerging factors, which are currently formulating a third generation of multimedia design and learning research are presented.

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

Role of Positive Emotions in Organisational Coping

2015 ◽  
Vol 4 (2and3) ◽  
Author(s):  
Vibhuti Gupta ◽  
Devalina
Keyword(s):  
Positive Emotions ◽  
Employee Performance ◽  
Empirical Studies ◽  
Good Health ◽  
Charismatic Leadership ◽  
Coping Resources ◽  
Business Practices ◽  
Sustainable Business ◽  
Self Evaluation ◽  
Support Layout

The broaden-and-build theory of positive emotions postulated by Barbara L. Fredrickson proposes that emotions like joy, interest, contentment, and love enable an individual to broaden his/her patterns of thinking and acting, which in turn build the personal coping resources, whether intellectual, physical, social, or psychological, by way of creating novel ideas, actions or social relationships. This paper is a review of 15 empirical studies carried out during 1998-2012 that support the contributions of this theory to the creation of a healthy workplace by fostering positive emotions in employees. Positive emotions were found to be pivotal in enhancing employee performance, encouraging innovation and creativity that result in sustainable business practices, helping organizations make good decisions, facilitating work-flow and motivation, developing authentic and charismatic leadership styles, job enrichment, better team performance, and satisfactory customer relations. A link between positive emotions and an upward spiral of personal and organizational resources has also been established where positive self-evaluation, development of resilience, a climate of social support, layout of clearer goals, high quality social-interaction, good health and productivity of workers have been found to promote effective coping.

scholarly journals The mirroring hypothesis: theory, evidence, and exceptions

2016 ◽  
Vol 25 (5) ◽  
pp. 709-738 ◽  
Author(s):  
Lyra J Colfer ◽  
Carliss Y Baldwin
Keyword(s):  
Problem Solving ◽  
Empirical Studies ◽  
Technical Problem ◽  
Digital Technologies ◽  
Organizational Form ◽  
Cognitive Resources ◽  
Relational Contracts ◽  
Industry Studies ◽  
Hypothesis Theory ◽  
Organizational Ties

Abstract The mirroring hypothesis predicts that organizational ties within a project, firm, or group of firms (e.g., communication, collocation, employment) will correspond to the technical dependencies in the work being performed. This article presents a unified picture of mirroring in terms of theory, evidence, and exceptions. First, we formally define mirroring and argue that it is an approach to technical problem-solving that conserves scarce cognitive resources. We then review 142 empirical studies, divided by organizational form into (i) industry studies, (ii) firm studies, and (iii) studies of open collaborative projects. The industry and firm studies indicate that mirroring is a prevalent pattern but not universal. However, in technologically dynamic industries, partial mirroring, where knowledge boundaries are drawn more broadly than operational boundaries, is likely to be a superior strategy. Firms can also strategically ‘break the mirror’ by implementing modular partitions within their boundaries, or by building relational contracts across their boundaries. Finally, studies of open collaborative projects, most of which focused on software, were not supportive of the hypothesis. We argue that digital technologies make possible new modes of coordination that enable groups to deviate from classical mirroring as seen in firms.

Text-to-Speech Software and Learning: Investigating the Relevancy of the Voice Effect

2018 ◽  
Vol 57 (6) ◽  
pp. 1534-1548 ◽  
Author(s):  
Scotty D. Craig ◽  
Noah L. Schroeder
Keyword(s):  
Learning Outcomes ◽  
Learning Environments ◽  
Multimedia Learning ◽  
Text To Speech ◽  
Multimedia Design ◽  
Cognitive Efficiency ◽  
Human Voice ◽  
Instructional Multimedia ◽  
Efficiency Measures ◽  
The Voice

Technology advances quickly in today’s society. This is particularly true in regard to instructional multimedia. One increasingly important aspect of instructional multimedia design is determining the type of voice that will provide the narration; however, research in the area is dated and limited in scope. Using a randomized pretest–posttest design, we examined the efficacy of learning from an instructional animation where narration was provided by an older text-to-speech engine, a modern text-to-speech engine, or a recorded human voice. In most respects, those who learned from the modern text-to-speech engine were not statistically different in regard to their perceptions, learning outcomes, or cognitive efficiency measures compared with those who learned from the recorded human voice. Our results imply that software technologies may have reached a point where they can credibly and effectively deliver the narration for multimedia learning environments.

scholarly journals Current Approach to the Study of Status Relations in Student Groups within the Framework of the School of Thought of the Department of Social Psychology at MSUPE

2016 ◽  
Vol 7 (1) ◽  
pp. 59-71 ◽  
Author(s):  
M.Ye. Sachkova
Keyword(s):  
Social Psychology ◽  
Interpersonal Relationships ◽  
Empirical Studies ◽  
Well Being ◽  
Current Approach ◽  
Moscow Oblast ◽  
Social Psychological ◽  
Emotional Climate ◽  
Student Groups ◽  
Middle Status

The paper presents results of the verification of a new approach to the study of status relationships through the position of a middle status group member — the approach developed within the framework of A.V. Petrovsky’s theory of activity-mediated interpersonal relationships in groups and M.Yu. Kondratyev’s school of thought at the Department of Social Psychology (MSUPE). A series of empirical studies were carried out in educational organizations of various types in Moscow and Moscow oblast, with more than 1200 students participating as subjects. The paper reveals how the character of intragroup interactions, well-being and emotional climate, as well as the level of social psychological development in the group in general, are shaped by the system of relationships between the middle status students with their groupmates. The paper concludes with some considerations on the specifics of the role that the middle status student plays in his group’s activity and outlines further perspectives of the presented social psychological approach to the study of status relationships.

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