Emotional Design in Multimedia: Does Gender and Academic Achievement Influence Learning Outcomes?

Autor/inn/en	Kumar, Jeya Amantha; Muniandy, Balakrishnan; Yahaya, Wan Ahmad Jaafar Wan
Titel	Emotional Design in Multimedia: Does Gender and Academic Achievement Influence Learning Outcomes?
Quelle	In: Malaysian Online Journal of Educational Technology, 4 (2016) 3, S.37-50 (14 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2289-2990
Schlagwörter	Multimedia Instruction; Gender Differences; Academic Achievement; Outcomes of Education; Psychological Patterns; Instructional Design; Student Motivation; Student Satisfaction; College Students; Foreign Countries; Pretests Posttests; Correlation; Malaysia + Suchen Sie Ihr Suchwort? Multimediales Lernen; Geschlechterkonflikt; Schulleistung; Lernleistung; Schulerfolg; Lesson concept; Lessonplan; Unterrichtsentwurf; Schulische Motivation; Collegestudent; Ausland; Korrelation
Abstract	This study was designed as a preliminary study (N = 33) to explore the effects of gender and academic achievement (Cumulative Grade Point Average-CGPA) on polytechnic students' learning outcomes when exposed to Multimedia Learning Environments (MLE) designed to induce emotions. Three designs namely positive (PosD), neutral (NeuD) and negative (NegD) had similar contents and narrations but differed visually based on colors, images and font (size and style) in depicting the intended emotions. The learning outcomes evaluated are learning achievement, perceived intrinsic motivation and satisfaction. Overall, there was no significant difference between gender and CGPA when students were exposed to the emotionally designed MLE. However, male students were significantly more motivated and satisfied with the NegD design compared to the female students. A significant positive relationship was observed between intrinsic motivation and satisfaction and between gender and design. In addition, female students were found to prefer PosD design and male students, NegD design. Users of PosD and NegD design showed strong relationship between perceived intrinsic motivation and satisfaction. For learning achievement, high academic achievers performed better in the PosD design compared to other designs. No significant relationships were found between any of the variables for the NeuD design. (As Provided).
Anmerkungen	University of Malaya Faculty of Education. Kuala Lumpur 50603 Malaysia. e-mail: info@mojet.net; Web site: http://www.mojet.net
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01