Facilitators or suppressors: Effects of experimentally induced emotions on multimedia learning
Facilitators or suppressors: Effects of experimentally induced emotions on multimedia learning
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DOI：
10.1016/j.learninstruc.2016.04.002
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发表时间：
2016-08-01
影响因子：
6.2
通讯作者：
Park, Babette
中科院分区：
文献类型：
--
作者：
Knoerzer, Lisa;Bruenken, Roland;Park, Babette
本研究以75名大学生为研究对象，探讨了实验诱发情绪（积极情绪、中性情绪和消极情绪）对多媒体教学学习的影响。为了提供关于情绪状态如何影响学习的合理解释，动机、认知负荷和注意力过程（眼动追踪）的测量被整合在一起。结果表明，情绪不影响记忆保留，但影响理解和迁移测试的结果。具体而言，观察到诱发的消极情绪状态对学习结果的促进作用，这可能归因于更集中和详细的信息处理。相反，诱导的积极情绪状态对学习结果有抑制作用，因为学习者的情绪分散了他们对学习材料的注意力。不同情绪状态对学习动机的影响不显著，但总体而言，学习过程中控制性动机增加，自主动机减少。总之，在学习研究中，学习者的情绪状态是学习成功的重要预测因素。(C) 2016 Elsevier Ltd.版权所有。
The present study investigated the influence of experimentally induced emotions (positive, neutral, negative) on learning with multimedia instruction with N = 75 university students. In order to provide sound explanations about how emotional state might impact learning, measures of motivation, cognitive load, and attentional processes (eye tracking) were integrated. Results showed that while emotions did not influence retention, emotions did influence outcomes of the comprehension and transfer test. Specifically, a facilitating effect of an induced negative emotional state on learning outcomes was observed, which could be attributed to a more focused and detailed information processing. In contrast, an induced positive emotional state had a suppressing effect on learning outcomes since learners were distracted from the learning materials by their emotions. Motivational measures were not influenced by learners' different emotional states, but overall, controlled motivation increased and autonomous motivation decreased during learning. In sum, the learners' emotional state should be considered in learning research as an important predictor for learning success. (C) 2016 Elsevier Ltd. All rights reserved.