The Effects Of Emotional Design On Multimedia Learning Of Middle School Students

With the universal application of modern technology in education, the development of educational resources and the optimization of educational process have become the focus of current researchers’ attention. China’s education information will also be referred to the height of the national development strategy, and primary and secondary education of information technology research is often lagging behind the practical needs.Multimedia technology is widely used in education, therefore, how to make multimedia technology serve primary and secondary students better, giving them a better learning experience and better learning results becomes a very important question. This study focuses on the influence of emotional design on the multimedia learning of middle school students. We focus not only on learning outcomes such as the positive emotions, learning motivation, cognitive load, and learning satisfaction of learners in the learning process,but also on learners’ learning processes such as learning transfer. and further explores the role of individual differences in previous knowledge in the multimedia learning.This study included two studies to explore the impact of emotional design on the multimedia learning of middle school students. From the point of view of emotional design, this paper explores the relationship between the two aspects of emotional design(visual level and behavior level) on the emotional and learning effect of middle school students. Study 1 included two experiments. The second study examines whether learners’ previous knowledge and experience play a regulatory role in the process of multimedia learning for middle school. students from the point of view of learners’individual differences - learners’ previous knowledge and experience.Studyl has two experiments: Experiment 1 explored the visual level of emotional design for middle school students in multimedia learning mood and learning effect. In experiment 1, students were randomly assigned into two groups: positive visual emotional design and neutral visual emotional design on multimedia learning of middle school students. The positive visual emotion design was the design of natural color and high anthropomorphic design, and neutral visual emotion is colorless and low anthropomorphic design. Experiment 1 found that the visual positive emotion design is conducive to the maintenance of positive emotions in the process of multimedia learning for middle school students, which is conducive to reducing cognitive load and improving perceived achievement and satisfaction.Experiment 2 was to explore both the visual level and the behavioral level of emotional design. 2(Visual design: positive vs neutral) × 2 (behavioral design:controllable vs uncontrollable) design was used to explore the effects of emotions of different design levels on multimedia learning of middle school students. In experiment 2,it is found that the active emotion design of the behavioral level can effectively stimulate the positive emotions of the learners. The combination of the positive and emotional design of the visual and behavioral aspects is more conducive to the maintenance of the positive emotions of the learners, while the positive emotion design is beneficial to the learners’ transfer.On the basis of Study 1, students in Study 2 were randomly assigned to four conditions created by two factors: emotional design (positive vs neutral) and learners’previous knowledge (high vs low). The role of previous knowledge was explored in the influence of emotional design on multimedia learning. Experiment 3 found that positive emotional design (combination of visual level and behavioral level) facilitated learning migration, high previous knowledge experience was better in satisfaction and migration,and positive emotional design could improve the mental effort of low previous knowledge experience.The results show that: (1) In the multimedia learning environment,the visual emotion design of multimedia learning materials is conducive to the maintenance of positive emotions in the process of multimedia learning,and the emotional design of behavioral level can stimulate the positive emotions of middle school students. (2)Combining the positive emotional design at the visual level with the positive emotional design of the behavioral level can improve the learner’s migration performance. (3) In the multimedia learning environment, compared with the low knowledge students, the high knowledge students have a higher psychological effort and higher learning satisfaction,while the transfer result is also good. (4) Learners’ previous knowledge and experience have played a certain role in the process of emotional design affecting middle school students’ multimedia learning: the positive emotion design at the visual level and the behavioral level can improve the low knowledge students’ psychological effort.The findings from the present research have important implications for multimedia design and teaching: (1) The production of multimedia learning materials can refer to the framework of emotional design, combing visual and behavioral emotional design to fully stimulate the positive emotions of learners and to promote multimedia learning. (2) In multimedia learning environment, it is more beneficial to optimize the multimedia learning process for the learners with different previous knowledge and experience,especially the learners with low previous knowledge and experience.