Emotions and multimedia learning: the moderating role of learner characteristics.
The Cognitive-Affective Theory of Learning with Media postulates that affective factors as well as individual learner characteristics impact multimedia learning. The present study investigated how experimentally induced positive and negative emotions influence multimedia learning and how learner cha...
| Publicado en: | Journal of Computer Assisted Learning Vol. 32; no. 6; pp. 618 - 632 |
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| Autores principales: | , , |
| Formato: | pictorial research tables/charts Journal Article |
| Publicado: |
Wiley-Blackwell
Dec2016
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| Acceso en línea: | Ver este registro en EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=ccm&AN=119309700&site=ehost-live header: @attributes: shortDbName: ccm uiTerm: 119309700 longDbName: CINAHL Complete uiTag: AN controlInfo: bkinfo: dissinfo: jinfo: jid: 02664909 6M1 jtl: Journal of Computer Assisted Learning issn: 02664909 maglogo: Y pubinfo: dt: Dec2016 vid: 32 iid: 6 pid: 480 pub: Wiley-Blackwell place: Malden, Massachusetts artinfo: ui: 119309700 119309700 119309700 10.1111/jcal.12158 119309700 ppf: 618 ppct: 14 formats: tig: atl: Emotions and multimedia learning: the moderating role of learner characteristics. aug: au: Knörzer, L. Brünken, R. Park, B. affil: Department of Education, Saarland University, Saarbrücken Germany sug: subj: Computer-Assisted Instruction Germany Multimedia Personality Emotions Human Funding Source Conceptual Framework Germany Female Male Adult Scales One-Way Analysis of Variance Regression Music Experimental Studies Adult: 19-44 years Female Male ab: The Cognitive-Affective Theory of Learning with Media postulates that affective factors as well as individual learner characteristics impact multimedia learning. The present study investigated how experimentally induced positive and negative emotions influence multimedia learning and how learner characteristics moderated this impact. Results showed that the group with the negative emotion induction outperformed the group with the positive emotion induction with regard to learning outcome. Cognitive resources (working memory capacity, prior knowledge) and openness to experience were significant predictors for learning. In addition, learners with highest prior knowledge or working memory capacity could compensate the emotional impact on learning. Neuroticism enhanced the emotional impact on learning outcome as a moderator. Lay description What is already known about this topic: Emotions and learner characteristics are assumed to influence multimedia learning., There are inconsistent results on emotional impact on multimedia learning., Cognitive resources were shown to be predictors of learning outcomes., There are inconsistent results on how much learners' personality predicts learning., What this paper adds: Negative emotions can lead to higher learning outcomes than positive emotions., Cognitive resources are significant predictors for learning outcomes., Openness to experience predicts learning outcomes., Neuroticism enhances the emotional impact on multimedia learning., Implications for practice and/or policy: Learner characteristics and emotions influence multimedia learning., A very positive emotional state can be harmful to learning., Learners' personality can enhance emotional impact on multimedia learning., Learning environments should be designed to attract learners' curiosity. pubtype: Academic Journal doctype: pictorial research tables/charts Journal Article ougenre: Article language: English refInfo: holdings: @attributes: islocal: N |
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