The influence of anthropomorphism and emotional valence indecorative pictures on learning with media

装饰图片中的拟人化和情感效价对媒体学习的影响

• 批准号: 418843124
• 负责人: Professor Dr. Günter Daniel Rey
• 金额: --
• 依托单位: Institut für Erziehungswissenschaft
• 依托单位国家: 德国
• 项目类别: Research Grants
• 财政年份: 2018
• 资助国家: 德国
• 起止时间: 2017-12-31 至 2021-12-31
• 项目状态: 已结题
• 来源: https://gepris.dfg.de/gepris/projekt/418843124?language=en
• 关键词: influence; anthropomorphism; emotional; valence; indecorative

Experimentally confirmed design principles for multimedia learning environments are primarily based on the Cognitive Load Theory (CLT) and the Cognitive Theory of Multimedia Learning (CTML). These theories emphasize the limitation of the working memory and a potential cognitive overload of learners, which should be prevented by an appropriate design of instructional media. For example, it is postulated to avoid decorative pictures in learning materials. The intended use of decorative pictures is to provide an aesthetic appeal rather than presenting learning-relevant information. Recent empirical studies have shown that decorative pictures improve rather than reduce learning performance under certain conditions. In the proposed project, the level of anthropomorphism and emotional valence of decorative pictures are considered as central factors of influence. Anthropomorphism is defined as the mental transfer of human characteristics, motivations, intentions, and emotions to nonhuman beings or artifacts. In contrast, valence refers to the content or the value of a presented emotion. Prior research results concerning these two variables indicate that anthropomorphism and emotional valence are closely intertwined. However, these two variables have not been systematically investigated in regard to potential interaction effects and their use in decorative pictures. It can be postulated that a higher degree of anthropomorphism in decorative pictures as well as decorative pictures inducing a positive valence lead to higher states of intrinsic motivation and thereby improving learning. In a series of experiments (N = 160 per experiment) consisting of two laboratory and two field experiments, a 2x2 factorial between-subject design with the factors emotional valence (neutral vs. positive) and the degree of anthropomorphism (low vs. high) of decorative pictures and an additional control group without decorative pictures will be used to analyze these postulations. In a first step, a preliminary study with 80 participants is planned to test the instructional materials and the learning questions as well as the required test duration. Subsequently, the first and the third experiment will be conducted with university students under laboratory conditions including physiological measurements, while the second and the fourth experiment take place in school computer rooms. Cognitive load, motivation, emotion as well as retention and transfer learning scores will be measured. The learning materials of the first and the second experiment deal with the fundamentals of proteins as important components of life, whereas the third and the fourth experiment will cover the characteristics and definitions of life. The results of these experiments should provide important insides into the effects of designing learning materials with decorative pictures.

实验证实的多媒体学习环境的设计原则主要基于认知负荷理论（CLT）和多媒体学习认知理论（CTML）。这些理论强调工作记忆的局限性和学习者潜在的认知超载，应该通过适当的教学媒体设计来防止。例如，假设在学习材料中避免装饰图片。装饰性图片的预期用途是提供审美吸引力，而不是提供与学习相关的信息。最近的实证研究表明，在某些条件下，装饰性图片提高而不是降低学习成绩。在拟建的项目中，装饰图片的拟人化程度和情感价值被认为是影响的核心因素。拟人化被定义为人类特征、动机、意图和情感对非人类或人工制品的心理转移。相反，效价指的是所呈现情感的内容或价值。以往关于这两个变量的研究结果表明，拟人化与情感效价密切相关。然而，这两个变量还没有被系统地研究过潜在的相互作用及其在装饰图片中的应用。可以推测，装饰画的拟人化程度越高，以及装饰画引起的积极效价越高，会导致内在动机的状态越高，从而促进学习。在由两个实验室实验和两个现场实验组成的一系列实验中（每个实验N = 160），将使用2x2因子设计，其中包括装饰图片的情绪效价（中性与积极）和拟人化程度（低与高）因素，并使用另一个没有装饰图片的对照组来分析这些假设。第一步，计划对80名参与者进行初步研究，以测试教学材料和学习问题以及所需的测试时间。随后，第一和第三个实验将在包括生理测量在内的实验室条件下与大学生一起进行，而第二和第四个实验将在学校的电脑室进行。认知负荷、动机、情绪以及保留和迁移学习分数将被测量。第一个和第二个实验的学习材料涉及作为生命重要组成部分的蛋白质的基础知识，而第三和第四个实验将涵盖生命的特征和定义。这些实验的结果将为装饰图片设计学习材料的效果提供重要的启示。