Emotional design in multimedia learning: Differentiation on relevant design features and their effects on emotions and learning

Previous research into multimedia learning has mainly focused on cognitive factors to investigate different instructional conditions and design principles. Emotional factors have so far been widely neglected. However, recent studies showed that the emotional design of multimedia learning material can evoke positive emotions in learners that in turn facilitate the learning process. Following this lead, our study aims to further explore the potential of an emotional design. We seek to differentiate the current findings by systematically deducing emotionally relevant design features and also taking into account negative emotional states. In order to deduce relevant design features, we adopt concepts from web design. German college students (N = 334) were assigned to one of nine conditions, created by two design factors (classical vs. expressive aesthetics), each with two levels (high vs. low) and a usability factor (high vs. low usability) as well as a control group (no color/gray scale). Unexpectedly, objective differences in aesthetics or usability did not affect learners’ emotional states. However, the perceived aesthetics and usability positively affected the emotional states of the learners. Learners’ emotional states had a minor impact on learning outcomes but a larger impact on learners’ intrinsic motivation, including the motivation to continue working with the material.     

Using multimedia for e‐learning

This paper reviews 12 research‐based principles for how to design computer‐based multimedia instructional materials to promote academic learning, starting with the multimedia principle (yielding a median effect size of d = 1.67 based on five experimental comparisons), which holds that people learn better from computer‐based instruction containing words and graphics rather than words alone. Principles aimed at reducing extraneous processing (i.e., cognitive processing that is unrelated to the instructional objective) include coherence (d = 0.70), signalling (d = 0.46), redundancy (d = 0.87), spatial contiguity (d = 0.79) and temporal contiguity (d = 1.30). Principles for managing essential processing (i.e., mentally representing the essential material) include segmenting (d = 0.70), pre‐training (d = 0.46) and modality (d = 0.72). Principles for fostering generative processing (i.e., cognitive processing aimed at making sense of the material) include personalization (d = 0.79), voice (d = 0.74) and embodiment (d = 0.36). Some principles have boundary conditions, such as being stronger for low‐ rather than high‐knowledge learners.     

多媒体教学课件的设计与制作简

多样的教学方法对于教师完成教学指标与学生掌握教学内容有着十分重要的影响,教师应结合教学指标与学生的学习现状灵活的使用多种教学方法,以此来提高学生学习的有效性。最近几年,多媒体教学方式的呼声日渐提高,而在多媒体教学中,最重要的内容就是怎样才能设计与制作出一套优秀的多媒体教学课件。对此,本文介绍了多媒体教学特点与设计原则,并讲解了多媒体课件的制作方法及过程,以期为我国多媒体教学提供借鉴。     

Applying eco-visualisations of different interface formats to evoke sustainable behaviours towards household water saving

The shortage of water resources is a global issue. This study attempts to utilise eco-visualisation interface design to affect users’ water-usage behaviour. Three interface proposals were designed in this study: numeric, water droplet (abstract symbol), and swimming fish (animated image). These three different interface formats range from abstract to figurative and from neutral to affective. A total of 93 subjects were divided into three groups and randomly performed designated dishwashing tasks twice. One of the tasks was completed without the assistance of any interface, whereas the other involved applying one of the three interface formats with eco-visualisations. In this study, the Self-Assessment Manikin scales, the System Usability Scale, and the Questionnaires for User Interaction Satisfaction were used to measure the emotional dimensions and perceived usability and to record the differences in water usage volume. The results indicated that the emotional valence evoked by the animated image interface was significantly higher than that by the numeric interface. The effect of the numeric interface formats on the subjects focused on emotional arousal, whereas other interfaces emphasised emotional valence. With the aid of the eco-visualisations of interface design, the evoked emotional response and enhanced usability could help improve sustainable behaviours towards water saving.     

Mobile learning with a mobile game: design and motivational effects

Abstract Mobile technologies offer the opportunity to embed learning in a natural environment. This paper describes the design of the MobileGame prototype, exploring the opportunities to support learning through an orientation game in a university setting. The paper first introduces the scenario and then describes the general architecture of the prototype. The main part of the paper focuses on the evaluation of design issues and the effects observed in two trials. Design issues include: Supporting work on the move poses difficult interface questions, the accuracy of current outdoor, and indoor positioning systems is still problematic and the game requires near real-time response time. The evaluation of the effects shows that features such as ‘map-navigation’ and ‘hunting and hiding’ lead to excitement and fun. The participants immerse into a mixed reality that augments both physical and social space. The game success is based on the motivating design of the game itself. The paper concludes with open issues for future research, especially with the need to thoroughly evaluate the learning benefits.     

How flipped learning based on the cognitive theory of multimedia learning affects students' academic achievements

The study aims to identify the effect of a flipped classroom approach designed according to the cognitive theory of multimedia learning on the academic achievements of eighth‐grade students (aged 14 years) in Saudi Arabia in computer science. To this end, a quasi‐experimental design was used, with a sample of 67 students; 33 students were assigned to the experimental group, whereas 34 comprised the control group. The experimental group was subjected to the flipped classroom approach, whereas the control group was given direct instruction. To measure student achievements, an instrument that measures cognitive skills based on Revised Bloom's taxonomy levels was designed. Findings revealed a positive effect on the experimental group's achievement levels with respect to Bloom's higher order thinking skills, that is, applying, analysing, and evaluating. No difference was found between the two groups in terms of academic achievements at the remembering and understanding levels of Bloom's taxonomy. Moreover, learners with low prior knowledge showed a higher improvement in academic achievements compared with those with high prior knowledge. This corresponds to the assumption of the cognitive theory of multimedia learning that learners with low prior knowledge would benefit from its principles more than learners with high prior knowledge.     

Emotional design and positive emotions in multimedia learning: An eyetracking study on the use of anthropomorphisms

The present eyetracking study examined the influence of emotions on learning with multimedia. Based on a 2 × 2 experimental design, participants received experimentally induced emotions (positive vs. neutral) and then learned with a multimedia instructional material, which was varied in its design (with vs. without anthropomorphisms) to induce positive emotions and facilitate learning. Learners who were in a positive emotional state before learning had better learning outcomes in comprehension and transfer tests and showed longer fixation durations on the text information of the learning environment. Although anthropomorphisms in the learning environment did not induce positive emotions, the eyetracking data revealed that learners' attention was captured by this design element. Hence, learners in a positive emotional state who learned with the learning environment that included anthropomorphisms showed the highest learning outcome and longest fixation on the relevant information of the multimedia instruction. Results indicate an attention arousing effect of expressive anthropomorphisms and the relevance of emotional states before learning.     

Saying the wrong thing: improving learning with multimedia by including misconceptions

Abstract   In this study, 364 first-year physics students were randomly assigned to one of four online multimedia treatments on Newton's First and Second Laws of Motion: (1) the 'Exposition', a concise lecture-style presentation; (2) the 'Extended Exposition', the Exposition with additional interesting information; (3) the 'Refutation', the Exposition with common misconceptions explicitly stated and refuted; or (4) the 'Dialogue', a student–tutor discussion of the same material as in the Refutation. Students were tested using questions from mechanics conceptual inventories before and after watching the multimedia treatments. Results show the Refutation and Dialogue produced the greatest learning gains, with effect sizes of 0.79 and 0.83, respectively, compared with the Exposition. Students with low prior knowledge benefited most, however high prior knowledge learners were not disadvantaged by the misconception-based approach. The findings suggest that online multimedia can be greatly improved, promoting conceptual change in students with all levels of experience, by including a discussion of misconceptions.     

Effects of multimedia and schema induced analogical reasoning on science learning

The present study investigates the effects of multimedia and schema induced analogical reasoning on science learning. It involves 89 fourth grade elementary students in the north‐east of the United States. Participants are randomly assigned into four conditions: (a) multimedia with analogy; (b) multimedia without analogy; (c) analogy without multimedia; and (d) non‐multimedia and non‐analogy. The multivariate analyses of covariance reveal significant main effects for multimedia and analogy learning as well as a significant interaction between multimedia and analogy. The findings show that schema induced analogical reasoning can significantly improve science learning and that multimedia becomes more effective when it is integrated with an instructional method such as analogy and less so when it is used only as a visual tool. The study also shows the field dependence/independence as a significant covariate that influences learners' schema induced analogical reasoning in learning. Discussions pertaining to the significance of the findings and their implications for teaching and learning are made. Suggestions for future research are included with an emphasis on developing multimedia supported analogical reasoning for science learning.     

Exploring the effects of emotional design and emotional intelligence in multimedia-based learning: an engineering educational perspective

ABSTRACT

Emotions are an important aspect in learning and with the current boom in instructional technology, researchers are exploring methods to investigate how emotions may be manipulated to positively influence online learning. One such method is by adapting the theory of emotional design through multimedia elements. This theory emphasises on individuality and metacognition in exploring these learning outcomes and by this we choose to explore the effects of emotional intelligence (EI). We replicated the methodology used in previous research studies in emotional design in multimedia learning by further exploring the gaps from those studies especially the effects of negative design, EI and a new sample that primarily focusses on engineering undergraduates in Malaysia. This study was designed as a quantitative quasi-experimental using a 3?×?2 factorial design. Based on the findings, it was found that emotional design is a better predictor of cognitive outcomes, whereas EI was a better predictor of emotional outcomes such as motivation and satisfaction for multimedia-based learning. It was also found that positive and negative designs have similar effects on students’ learning outcomes, while EI affected perceived satisfaction in each design.     

化工原理课程设计多媒体课件的开发

以Authorware、VC 为开发工具,开发了化工原理塔设备课程设计多媒体CAI应用软件。该软件以其完善的界 面设计和动态计算,产生传统方式无法达到的效果,更适合于塔设备设计的教学。     

试析学校教学多媒体课件的交互设计

多媒体课件以其独特的教学优势在幼儿园得到广泛的应用,而多媒体课件的设计,特别是多媒体课件的交互设计因其概念抽象、专业性强、涉及面广、技术难度较大等,是幼儿园教师的薄弱环节,也是开展多媒体课件教学的重点和难点.本文针对多媒体课件的交互设计进行总结和归纳,力求提供理论指导和技术支持,供幼儿教师及学前教育专业学生借鉴与参考,提升幼儿教师多媒体课件的设计能力.     

填料吸收塔多媒体课程设计系统软件

以Visual Basic6．0和3Dmax为工具,开发了填料吸收塔多媒体课程设计系统软件。软件界面简洁友好、使用灵活方便、运行稳定安全。该软件提供了多个典型的气液混合物系统和不同的计算方法,既可用于不同层次学生进行课程设计或毕业设计,又便于教师对学生的计算过程及计算结果进行检查和评价,极大地丰富了教学内容,产生了传统方式无法比拟的效果。     

The development of SCORM‐conformant learning content based on the learning cycle using participatory design

This study incorporates the 5E learning cycle strategy to design and develop Sharable Content Object Reference Model‐conformant materials for elementary science education. The 5E learning cycle that supports the constructivist approach has been widely applied in science education. The strategy consists of five phases: engagement, exploration, explanation, elaboration and evaluation. It has potential value for creating effective science e‐learning materials. This study implemented the participatory design (PD) method to investigate the possibility of applying the 5E model to science e‐learning materials. PD is an approach that understands knowledge by doing and focuses on collaborating with the intended users rather than designing ‘for’ them. In this study, researchers, designers and elementary science teachers cooperated at all stages of the design process (including explanation, analysis and decision making). The issues to be dealt with in this study included instructional designs based on the 5E model, techniques or specifications of e‐learning, learning objects, metadata and procedures. The results of this study provided concrete recommendations for how to incorporate the 5E learning cycle and how to develop effective e‐learning materials for elementary science instruction.     

Customization in educational computer games and its effect on learning: Experimental study with primary school children

The instructional effects of customization features in child learning games have rarely been examined. This value-added study addresses the existing gap with regards to user-initiated cosmetic customization of environment elements (i.e., non-avatar customization). Participants (N = 143; M_age = 9.41) studied a biological topic for about 20 min: either using the experimental version of a learning game with customization features, or from a control version without them. Null results were found as concerns between-group differences: both for motivation-related variables and learning outcome measures. These findings indicate that user-initiated cosmetic customization features can be omitted by game designers, especially in settings where children are assigned specific instructional materials from which to study.     

SplineLearner: Generative learning system of design constraints for models represented using B-spline surfaces

Product design involves a computer-aided design (CAD) model with its design (dimensional) parameters. A generative design (GD) system can then be utilized to generate new designs by modifying these parameters. There is a need for a GD system to determine the visual validity of a design that is obtained after parametric modification. In this context, this paper introduces an approach to learn visual (i.e., design) constraints of a CAD model (represented using B-spline surfaces) by means of user feedbacks. A deformation technique (utilizing modification and limit curves) for B-spline surfaces is first introduced, which involves a few design (deformation) parameters. Via a generative learning process, the proposed system, SplineLearner, generates random designs, which are shown to user(s) for visual validity classifications. In a machine learning step, a mathematical model is computed that can perform prediction for a design to be valid or not. The mathematical model is also integrated into SplineLearner (after some user interactions) to prevent imbalances between the numbers of valid and invalid designs. As a proof of concept, B-spline surface models of a car body parts (hood, roof, side and trunk) are utilized, and two user studies are conducted to demonstrate the efficacy of the proposed method.     

糖尿病性视网膜图像的深度学习分类方法

目的 糖尿病性视网膜病变（DR）是目前比较严重的一种致盲眼病,因此,对糖尿病性视网膜病理图像的自动分类具有重要的临床应用价值。基于人工分类视网膜图像的方法存在判别性特征提取困难、分类性能差、耗时费力且很难得到客观统一的医疗诊断等问题,为此,提出一种基于卷积神经网络和分类器的视网膜病理图像自动分类系统。方法 首先,结合现有的视网膜图像的特点,对图像进行去噪、数据扩增、归一化等预处理操作;其次,在AlexNet网络的基础上,在网络的每一个卷积层和全连接层前引入一个批归一化层,得到一个网络层次更复杂的深度卷积神经网络BNnet。BNnet网络用于视网膜图像的特征提取网络,对其训练时采用迁移学习的策略利用ILSVRC2012数据集对BNnet网络进行预训练,再将训练得到的模型迁移到视网膜图像上再学习,提取用于视网膜分类的深度特征;最后,将提取的特征输入一个由全连接层组成的深度分类器将视网膜图像分为正常的视网膜图像、轻微病变的视网膜图像、中度病变的视网膜图像等5类。结果 实验结果表明,本文方法的分类准确率可达0.93,优于传统的直接训练方法,且具有较好的鲁棒性和泛化性。结论 本文提出的视网膜病理图像分类框架有效地避免了人工特征提取和图像分类的局限性,同时也解决了样本数据不足而导致的过拟合问题。