Emotional Design in Multimedia Learning: How Emotional Intelligence Moderates Learning Outcomes
This study is designed as a preliminary study to explore the effects of emotional intelligence (EI) on achievement, perceived intrinsic motivation and perceived satisfaction when expose to an emotional designed Multimedia Learning Environment (MLE) that was designed to induce either positive, neutral or negative emotions.
All three designs had similar content and narration but differed in visual element such as colour, font size, font style and images.
Based on the findings, it was reported that students performed better in the design used to induce negative emotion (NegD design) followed by the positive (PosD) and Neutral (NeuD).
There is no significant difference in levels of emotional intelligence towards these learning outcomes; however, students with Low Emotional Intelligence performed better overall.
Emotional Intelligence only qualified perceived satisfaction when using a MLE designed to induce emotions and it was found that students with Low Emotional Intelligence preferred the design that induces positive emotions. In addition, High Emotional Intelligence students favored designs with emotionality (positive or negative) compared to neutral design.
This study is designed as a preliminary study to explore the effects of emotional intelligence (EI) on achievement, perceived intrinsic motivation and perceived satisfaction when expose to an emotional designed Multimedia Learning Environment (MLE) that was designed to induce either positive, neutral or negative emotions.
All three designs had similar content and narration but differed in visual element such as colour, font size, font style and images.
Based on the findings, it was reported that students performed better in the design used to induce negative emotion (NegD design) followed by the positive (PosD) and Neutral (NeuD).
There is no significant difference in levels of emotional intelligence towards these learning outcomes; however, students with Low Emotional Intelligence performed better overall.
Emotional Intelligence only qualified perceived satisfaction when using a MLE designed to induce emotions and it was found that students with Low Emotional Intelligence preferred the design that induces positive emotions. In addition, High Emotional Intelligence students favored designs with emotionality (positive or negative) compared to neutral design.
- People responded most towards design that was meant to induce negative emotions more than positive and neutral.
- Emotional Intelligence didn't drastically affect the results, however people with low emotional intelligence performed better.
- Low emotional intelligence preferred design that induced positive emotions.
- High emotional intelligence students favoured designers with emotionality rather than neutral.
Overall, emotional design is effective and this study proves that despite 'emotional intelligence', the volunteers in the study proved to prefer those designs over neutral ones, whether positive or negative. It also showed that those who reacted to these more emotional designs also retained information about them more.
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