情绪设计对多媒体学习的影响
详细信息 查看官网全文
- 英文论文题名：The Effects of Emotional design on multimedia learning
- 论文作者：翟奎虎 ; 龚少英 ; 上官晨雨
- 英文论文作者：Kuihu Zhai ; Shaoying Gong ; Chenyu Shangguan ; Key Laboratory of Adolescent Psychology and Behaviour ; Ministry of Education ; School of Psychology ; Central China Normal University
- 年：2015
- 作者机构：青少年网络心理与行为教育部重点实验室;华中师范大学心理学院;
- 论文关键词：多媒体学习 ; 情绪设计 ; 拟人化 ; 学习效果
- 英文论文关键词：multimedia learning ; emotional design ; anthropomorphism ; learning effect
- 会议召开时间：2015-10-16
- 会议录名称：第十八届全国心理学学术会议摘要集——心理学与社会发展
- 英文会议录名称：Proceedings of the 18th National Academic Congress of Psychology
- 语种：中文
- 分类号：G442
- 学会代码：ZGXG
- 会议名称：第十八届全国心理学学术会议
- 会议地点：中国天津
- 主办单位：中国心理学会
- 学会名称：中国心理学会
- 页数：2
- 文件大小：741k
- 原文格式：D
- 会议级别：全国
摘要
在多媒体学习设计中考虑情绪对多媒体学习过程的影响在近来受到关注。但对于在多媒体学习如何对材料进行设计引发积极情绪促进而进学习效果还在探索中。本研究通过两个实验探讨多媒体学习中情绪设计对学习者情绪、认知过程和学习效果的影响。实验1采用2(外部情绪诱发:积极情绪诱发VS中性情绪诱发)×2(内部情绪性设计:积极情绪设计VS中性情绪设计)的两因素被试间设计来探讨外部情绪诱发和内部情绪性设计对学习者情绪、认知和多媒体学习效果的影响。实验2采用2(颜色:彩色组VS无色组)×2(拟人化:高拟人化VS低拟人化)两因素被试间设计来探讨颜色和拟人化这两个内部情绪设计因素对学习者情绪、认知和多媒体学习效果的影响。结果发现:(1)外部情绪诱发和内部情绪性设计可以诱发积极情绪并进而促进学习者的迁移学习。(2)对学习材料进行内部情绪性设计可以增强学习者的学习动机和学习满意度,可以降低学习者感知到的学习材料感的主观难度。其中,彩色设计可以增强学习者的学习动机;在彩色条件下,高拟人化也可以增强学习者学习动机。多媒体学习材料中将彩色和拟人化一起使用可以提高学习者的满意度。
The effect of emotional design on multimedia learning has received increasing interest among researchers in recent years. But how to design the material of multimedia learning to trigger positive emotion thus to promote learning effect is still in exploring. This study explores the effect of the emotional design to the learners' emotional, cognitive process and learning in multimedia learning. Study 1 investigates the effect of two kinds of emotional design on learners' mood, cognitive and learning effect. In the experiment 1, in order to investigate the effect of external emotion induce and internal emotional design on cognitive, emotion and multimedia learning effect, a 2(external emotions induce: positive emotions induce VS neutral emotions induce) x 2(internal emotional design: positive emotions design VS neutral d emotions design) between-subjects factorial design was adopted. Basis on study 1, study 2 investigates the effect of two kinds of emotional design elements on learners' mood, cognitive and learning effect, a 2(color: color VS colorless) x 2(anthropomorphism: high anthropomorphic VS low anthropomorphic) between-subjects factorial design was adopted. Research conclusion:(1) we can induce positive emotions by external emotion trigger and internal emotional design and these ways will further promote the migration of the learners' learning.(2) the internal emotional design of the learning material can enhance learners' learning motivation and learning satisfaction, and can also decrease the learners' perception of the difficulty of learning material. Color design can enhance learners' learning motivation; under the condition of color, high anthropomorphic design can improve the learners' learning motivation. The combination of color and anthropomorphic design can improve the learners' degree of learning satisfaction.
The effect of emotional design on multimedia learning has received increasing interest among researchers in recent years. But how to design the material of multimedia learning to trigger positive emotion thus to promote learning effect is still in exploring. This study explores the effect of the emotional design to the learners' emotional, cognitive process and learning in multimedia learning. Study 1 investigates the effect of two kinds of emotional design on learners' mood, cognitive and learning effect. In the experiment 1, in order to investigate the effect of external emotion induce and internal emotional design on cognitive, emotion and multimedia learning effect, a 2(external emotions induce: positive emotions induce VS neutral emotions induce) x 2(internal emotional design: positive emotions design VS neutral d emotions design) between-subjects factorial design was adopted. Basis on study 1, study 2 investigates the effect of two kinds of emotional design elements on learners' mood, cognitive and learning effect, a 2(color: color VS colorless) x 2(anthropomorphism: high anthropomorphic VS low anthropomorphic) between-subjects factorial design was adopted. Research conclusion:(1) we can induce positive emotions by external emotion trigger and internal emotional design and these ways will further promote the migration of the learners' learning.(2) the internal emotional design of the learning material can enhance learners' learning motivation and learning satisfaction, and can also decrease the learners' perception of the difficulty of learning material. Color design can enhance learners' learning motivation; under the condition of color, high anthropomorphic design can improve the learners' learning motivation. The combination of color and anthropomorphic design can improve the learners' degree of learning satisfaction.
引文