Psychological Development and Education ›› 2019, Vol. 35 ›› Issue (6): 697-709.doi: 10.16187/j.cnki.issn1001-4918.2019.06.07

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Does Emotional Design in Multimedia Learning Facilitate Learning? A Meta-analysis

ZHOU Li, WANG Fuxing, XIE Heping, CHEN Jiaxue, XIN Liang, ZHAO Qingbai   

  1. School of Psychology, Central China Normal University, Wuhan 430079
  • Published:2019-11-20

Abstract: Recently, many studies are exploring whether the positive emotion induced emotional design internally or externally can enhance the teaching effect and learning performance in the multimedia learning. Previous empirical studies have not reached a consensus on how different emotional designs influence learners' learning performance and cognitive processing. In this study, we conducted a meta-analysis to investigate the effects of emotional design in multimedia learning on learning performance (i.e. retention and transfer test) and cognition processing (i.e. mental effort, internal motivation, results of mood induction, perception about learning achievement, perception of task difficulty, satisfaction with learning experience). We used key words (i.e. emotion, emotional, positive mood, multimedia, multimedia learning, learning, animation, picture and word) to search literatures in database and got 21 related empirical studies. Twenty eight independent effect sizes (2658 participants) were included in retention tests-related meta-analysis while 27 independent effect sizes (2447 participants) were included in transfer tests-related meta-analysis. According to the characteristics of studies about emotional design in multimedia learning, we reasonably chose random-effects model as meta-analysis model. The results showed that positive emotional design could successfully induce the learner's positive emotions (d=0.64), as well as significantly improve mental effect (d=0.21), perceived satisfaction (d=0.42), learning outcomes of retention (d=0.25) and transfer test (d=0.30). Moderator analyses indicated that the effect of emotional design on learning outcomes and cognition processing was mainly moderated by ways of emotion inducing, types of external induction materials, pace and the duration of the studying materials.

Key words: multimedia learning, emotional design, meta-analysis, moderating effect, positive emotion

CLC Number: 

  • G442
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