Benefits of emotional design in multimedia instruction

By Richard E. Mayer, Gabriel Estrella. 2014

301 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Education, Experimental and Cognitive Psychology

View Paper: https://www.semanticscholar.org/paper/b9462e2d8213fe0d132db9ab710e7a00d5edc224

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In Developmental and Educational Psychology

In Education

In Experimental and Cognitive Psychology

Citations in the corpus

Meta-Analysis of Emotional Designs in Multimedia Learning: A Replication and Extension Study (2020, methodology): “While Mayer and Estrella (2014) found learner-paced materials to positively enhance learning outcomes, this finding was not replicated by Shangguan et al. (2020).”
Digital support for student engagement in blended learning based on self-determination theory (2021, methodology): “By creating an enjoyable experience, emotional design can motivate students to exert more effort in processing multimedia information (Knörzer et al., 2016; Mayer & Estrella, 2014).”
Instructor Clarity and Student Motivation: Academic Performance as A Product of Students’ Ability and Motivation to Process Instructional Material (2016, background): “Several scholars claim that this is due to motivation’s ability to direct students’ cognitive resources, such as attention, to the learning task (e.g., Mayer & Estrella, 2014; Moreno & Mayer, 2010).”
Understanding Cognitive Load in Digital and Online Learning: a New Perspective on Extraneous Cognitive Load (2021, background): “As a result, the use of emotional design usually involves the addition of enjoyable design elements such as pleasing, warm colors (e.g., Mayer & Estrella, 2014; Plass et al., 2014) and human, baby-like faces (often as a means to anthropomorphize non-human entities such as cells, e.g., Mayer &…”
Facilitators or suppressors: Effects of experimentally induced emotions on multimedia learning (2016, background): “A body of studies now Kn€orzer). exists on the influence of an emotionally appealing design on learning (Mayer & Estrella, 2014; Park, Kn€orzer, Plass, & Brünken, 2015; Plass, Heidig, Hayward, Homer, & Um, 2014; Um et al., 2012) and affective measures (Heidig, Müller, & Reichelt, 2015).”
Decorative pictures and emotional design in multimedia learning (2016, background): “If elements will appear as visually appealing, cognitive processes are enhanced and lead to better learning scores (Mayer & Estrella, 2014; Plass, Homer, & Hayward, 2009).”
Who Benefits from Diagrams and Illustrations in Math Problems? Ability and Attitudes Matter (2018, background): “In light of these findings, and in line with others (e.g., Mayer & Estrella, 2014), we suggest that researchers need more nuanced ways to determine what aspects of an illustration are truly extraneous.”