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Viewing report
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Are your students happy?. Edition No. 1
VDM Publishing House, June 2009, Pages: 156
Can positive emotions experienced during multimedia
learning facilitate cognitive processes that improve
cognitive and affective outcomes?
118 college students were randomly assigned to four
experimental treatment conditions created by two
design factors, the induction of positive v. neutral
emotions (1) by means of a self-referencing mood
induction procedure, and (2) through the aesthetic
design of the learning material.
Result showed that the aesthetic design of the
materials can induce positive emotions in learners,
and that these positive emotions improved cognitive
learning outcomes, motivation, satisfaction and
perception toward the materials.
The study suggests that positive emotions and
emotional design principles should be considered as
important factors in instructional design.
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