The Effect Of Visual And Aural Emotional Design In Multimedia Learning

For a long time, research on multimedia learning has primarily been focusing on cognitive aspects. Affective aspects, however, such as emotion and motivation, have largely been neglected in research on multimedia learning. Against this background, more and more researcher began to focus on the effect of affective factors on multimedia learning in recent years. Follow this line, researchers investigated the effect of emotional design on positive emotions, cognitive load, and learning outcomes. But the results are inconsistent. So the current study aimed to investigate the effect of emotional design on multimedia learning, so to determine the robustness of the benefits of incorporating emotional design in multimedia instruction.Moreover, current researches about the emotional design only focus on the visual factors. It is well known that we can use the visual and auditory channel to learn. So can we design the auditory factor to facilitate learning? Because the voice pitch correlates linearly with its attractiveness assessment, so the current study aimed to explore the effect of voice pith on multimedia learning. Besides, If we design the visual factor and auditory factor at the same time, can the learners’ learning effect achieve a better status? Then the current study aimed to research this question.The multimedia lesson covering the topic "how immunization works" was used as learning material. And the participants were all college students. The current study contained three experiments. Experimentl aimed to explore the effect of visual emotional design on multimedia.Experiment2 aimed to explore the effect of aural emotional design on multimedia. Experiments aimed to explore the effect of visual and aural emotional design on multimedia.The results were as follows:(1) Applying visual emotional design principles to learning materials could induce positive emotions, and increased comprehension and transfer.(2) When applying aural emotional design principles to learning materials, i.e. the voice pitch of narration lowered 0.5ERB, learners could feel more positive emotions, more germane cognitive load, and they got better performance both in comprehension and transfer test.(3) Applying visual and aural emotional design principles to learning materials, had no significantly difference with only visual or aural emotional design in positive emotions, germane cognitive load and learning outcomes.