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Author Dong, Chaoyan
Title Positive emotions and learning: What makes a difference in multimedia design?
book jacket
Descript 184 p
Note Source: Dissertation Abstracts International, Volume: 68-12, Section: A, page: 5040
Adviser: Jan Plass
Thesis (Ph.D.)--New York University, 2007
Does the design of the user interface affect learners' emotions in educational environments? For example, does an aesthetically pleasing design enhance multimedia learning? Research indicates that interacting with any multimedia design inevitably induces emotions in learners, and that the induced emotions are important environmental input that may affect multimedia learning. This dissertation investigates how aesthetically pleasing design affects multimedia learning. Two studies were conducted in which the participants watched a multimedia module with a scientific explanation about the formation of lightning that either contained an aesthetically pleasing interface design or a neutral interface design
Study 1 answered the question whether an aesthetically pleasing design can induce positive emotions in the learners. Interview results indicated that viewing the aesthetically pleasing design did induce much stronger positive emotions than viewing the neutral design. Quantitative data from the Positive Emotions Inventory (PEI) did not reveal a similar effect of the interface design on learners' emotions. Study 2 examined whether an aesthetically pleasing design enhanced multimedia learning. The results showed that the interface design did not affect lower-level learning as measured by recall performance. However, learners receiving the aesthetically pleasing interface design had increased higher-level learning as measured by a problem-solving test than learners receiving the neutral design
Combining the results from both studies, findings indicate that learners' emotions were effected by interface manipulations such as the aesthetically pleasing interface, and that these interface manipulations improved higher-level learning, but not lower-level learning. This suggests that aesthetically pleasing design enhanced mental model construction but not rote learning. The results of this dissertation offer encouraging evidence that aesthetically pleasing design can result in deeper learning if the design induces positive emotions in the learners. Therefore, instructional designers should consider the effects that the design of educational materials can have on learners' emotions, and, in turn, on learning outcomes
School code: 0146
Host Item Dissertation Abstracts International 68-12A
Subject Education, Educational Psychology
Education, Technology of
0525
0710
Alt Author New York University
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