Please use this identifier to cite or link to this item: https://repository.isls.org//handle/1/651
Title: Learner Expertise and Emotional Design in Multimedia Learning
Authors: Chiu, Thomas K.F.
Issue Date: Jul-2018
Publisher: International Society of the Learning Sciences, Inc. [ISLS].
Citation: Chiu, T. K. (2018). Learner Expertise and Emotional Design in Multimedia Learning. In Kay, J. and Luckin, R. (Eds.) Rethinking Learning in the Digital Age: Making the Learning Sciences Count, 13th International Conference of the Learning Sciences (ICLS) 2018, Volume 3. London, UK: International Society of the Learning Sciences.
Abstract: Literature shows that learners’ emotions affect the effectiveness of multimedia learning, which is explained by Cognitive-Affective Theory of Learning with Media (CATLM). An emotional design that changes learners’ emotional status can facilitate or suppress multimedia learning. In CATLM individual difference is an assumption. How learner expertise affects the effectiveness of emotional designs remains unclear. This study comprising 122 K12 students aims to investigate the effect of learner expertise (novice vs advanced) and emotional design– face-shape like and warm colors–(with vs without) on developing remembering and understanding. These results showed that (1)in remembering the emotional design group performed better, and (2)in understanding the design benefited the advanced group, but not the novice group. A plausible explanation is the benefits of the emotional design do not overweigh its drawback in the novice group when developing understanding. Further analysis reveals that learner expertise and learning outcomes aid to determine the designs’ effects.
URI: https://doi.dx.org/10.22318/cscl2018.1411
https://repository.isls.org//handle/1/651
Appears in Collections:ICLS 2018

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