Emotional design in multimedia learning: Effects of shape and color on affect and learning

By Jan L. Plass, Steffi Heidig, Elizabeth O. Hayward, Bruce D. Homer, Enjoon Um. 2014

521 citations recorded by the source corpus.

Subfields: Education, Experimental and Cognitive Psychology, Social Psychology

View Paper: https://www.semanticscholar.org/paper/cd216922bbf8875d66f2f751e4261f5cee3e8fd8

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In Education

In Experimental and Cognitive Psychology

In Social Psychology

Citations in the corpus

Effects of the Physical Environment on Cognitive Load and Learning: Towards a New Model of Cognitive Load (2014, background): “With regard to the effect of emotional designs of learning materials on cognitive load, Um and colleagues (2012; see also Plass et al. 2013) found that the use of an esthetically appealing design in multimedia learning materials (e.g., use of a face-like pedagogical agent) led to positive emotions…”
Understanding Cognitive Load in Digital and Online Learning: a New Perspective on Extraneous Cognitive Load (2021, background): “Between these two extremes, there are several examples for a medium level of interactivity, such as controllable sliders (e.g., Homer & Plass, 2014) or movable elements in simulations (e.g., Kalet et al., 2012).”
Facilitators or suppressors: Effects of experimentally induced emotions on multimedia learning (2016, background): “Admittedly, the suppressing effect of positive emotions contradicts previous findings in multimedia research which showed that positive emotions enhanced learning (Park, Flowerday, et al., 2015, Park, Kn€ orzer, et al., 2015; Plass et al., 2014; Um et al., 2012).”
Foundations of Game-Based Learning (2015, background): “For example, Plass et al. (2014) examined different versions of a math game on factoring that either involved individual play, competitive play between two players, or collaborative play of two players.”
Decorative pictures and emotional design in multimedia learning (2016, methodology): “For this, a series of regression analyses according to Preacher and Hayes (2008) and Hayes and Preacher (2014) was run to explore the role of pleasure in mediating the learning performance in the two manipulations of valence (see Fig.”
Meta-Analysis of Emotional Designs in Multimedia Learning: A Replication and Extension Study (2020, methodology): “For example, in a 2 × 2 factorial design, Plass et al. (2014) examined the effects of emotional designs (presence of emotional designs vs. absence of emotional designs) and prior mood induction (positive vs. neutral) on learning, cognitive, and affective outcomes.”