Emotional design in multimedia learning.

By Eunjoon Rachel Um, Jan L. Plass, Elizabeth O. Hayward, Bruce D. Homer. 2012

615 citations recorded by the source corpus.

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

View Paper: https://www.semanticscholar.org/paper/e84f7a807f8c0a9057a54376d26bb91a123673cd

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Developmental and Educational Psychology

In Education

In Experimental and Cognitive Psychology

Citations in the corpus

The Influences of Emotion on Learning and Memory (2017, background): “…using functional neuroimaging techniques detect and recognize human emotional states and have become a topic of increasing research in cognitive neuroscience, affective neuroscience, and educational psychology to optimize learning and memory outcomes (Carew and Magsamen, 2010; Um et al., 2012).”
Foundations of Game-Based Learning (2015, background): “Results showed that round shapes and warm colors induced positive emotions and that these positive emotions facilitate learning and enhance comprehension and transfer test outcomes (Um et al., 2012).”
Emotional design in multimedia learning: Effects of shape and color on affect and learning (2014, methodology): “Our first study sought to replicate the Um et al. (2011) results with a different population and different mood induction procedure, and examined individual emotions of learners by asking: Hypothesis 1.”
Effects of the Physical Environment on Cognitive Load and Learning: Towards a New Model of Cognitive Load (2014, background): “The seductive details or coherence effect (Moreno and Mayer 2000; Plass et al. 2013; Rey 2012; Um et al. 2012; for a review, see Rey 2014), for example, refers to the interference from adjuncts that are not essential to achieve the learning goal, but nonetheless, these adjuncts (e.”
Decorative pictures and emotional design in multimedia learning (2016, background): “, 2015), or color combinations and shapes (Um et al., 2012).”
Flaws in current human training protocols for spontaneous Brain-Computer Interfaces: lessons learned from instructional design (2013, background): “…with free at the user’s own pace and/or self-paced BCI use (Ryan and Deci, 2000; Shute, 2008) (Moreno and Mayer, 2007) - Motivation and positive emotions Using positive emotion-inducing training promote learning tasks e.g., including gaming mechanisms (Ryan and Deci, 2000; Um et al., 2012) -”
Instructor Clarity and Student Motivation: Academic Performance as A Product of Students’ Ability and Motivation to Process Instructional Material (2016, result): “several studies linking student motivation to learning and academic achievement support this conclusion (e.g., Mayer & Estrella, 2014; Mega, Ronconi, & De Beni, 2014; Pekrun, Goetz, Frenzel, Barchfeld, & Perry, 2011; Um et al., 2012).”
Facilitators or suppressors: Effects of experimentally induced emotions on multimedia learning (2016, methodology): “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).”