Description
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. Rachel is a manager of Content Solutions Group at Certpoint systems Inc. she has instructional design & development expertise in both business and academic environments. She holds a PhD degree in Educational Communication & Technology from New York Univ. and M.A, B.A in Educational Technology from Ewha Woman’s Univ. in Seoul, Korea.
