Feeling Good, Learning Better? Effectivity of an Emotional Design Procedure in Multimedia Learning

Autor/inn/en	Münchow, Hannes; Bannert, Maria
Titel	Feeling Good, Learning Better? Effectivity of an Emotional Design Procedure in Multimedia Learning
Quelle	In: Educational Psychology, 39 (2019) 4, S.530-549 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Münchow, Hannes) ORCID (Bannert, Maria)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0144-3410
DOI	10.1080/01443410.2018.1524852
Schlagwörter	Educational Environment; Instructional Design; Affective Behavior; Student Motivation; Undergraduate Students; Foreign Countries; Psychological Patterns; Prior Learning; Achievement Need; Positive Attitudes; Goal Orientation; Correlation; Outcomes of Education; Cognitive Ability; Student Interests; Emotional Adjustment; Learning Processes; Multimedia Instruction; Computer Assisted Instruction; Germany + Suchen Sie Ihr Suchwort? Lernumgebung; Pädagogische Umwelt; Schulumwelt; Lesson concept; Lessonplan; Unterrichtsentwurf; Affective disturbance; Active behaviour; Affektive Störung; Schulische Motivation; Ausland; Vorkenntnisse; Zielorientierung; Zielvorstellung; Korrelation; Lernleistung; Schulerfolg; Denkfähigkeit; Studieninteresse; Emotionale Anpassung; Learning process; Lernprozess; Multimediales Lernen; Computer based training; Computerunterstützter Unterricht; Deutschland
Abstract	Emotional designing describes the elicitation of positive affect during learning through specific design elements of the learning environment to enhance learning. This experimental study examined the effectivity of an emotional design procedure on learning performance. Moreover, the learner's affective states before learning were taken into consideration as possible moderators. 145 university students learned for 20 min either in a multimedia positive affect inducing learning environment (n = 85) or a neutral multimedia learning environment (n = 60). The Affect was measured before, during, and after learning. Performance was tested afterwards. To control for possible confounding effects, achievement motivation, emotion regulation, and situational interest were measured. In contrast to earlier findings, no superiority effect of the emotional design procedure was found. Furthermore, the effectivity of the emotional design procedure was not moderated by student's prior effective states. However, there was a main influence of student's positive affect on transfer performance. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01