LEADER 00000nam  2200349   4500 
001    AAI3295335 
005    20100701121236.5 
008    100701s2007                        eng d 
020    9780549400271 
035    (UMI)AAI3295335 
040    UMI|cUMI 
100 1  Dong, Chaoyan 
245 10 Positive emotions and learning: What makes a difference in
       multimedia design? 
300    184 p 
500    Source: Dissertation Abstracts International, Volume: 68-
       12, Section: A, page: 5040 
500    Adviser: Jan Plass 
502    Thesis (Ph.D.)--New York University, 2007 
520    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 
520    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 
520    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 
590    School code: 0146 
650  4 Education, Educational Psychology 
650  4 Education, Technology of 
690    0525 
690    0710 
710 20 New York University 
773 0  |tDissertation Abstracts International|g68-12A 
856 40 |uhttp://pqdd.sinica.edu.tw/twdaoapp/servlet/
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