The Influences Of The Emotional Design Of The Learning Materials And Learners' Cognitive Styles On Multimedia Learning

This study examined the impact of the emotional design of learning materials and learner's cognitive style on the effectiveness of multimedia learning.Based on the learning materials of “Lightning Formation Process and Principles” designed by Gong Shaoying(2017),this study designed four different types of multimedia learning materials: animated positive emotional material,animated neutral emotional material,textual positive emotional material and textual neutral emotional material.The study randomly selected 80 undergraduates in a college,including 42 males and 38 females,with an average age of 20.79.Participants randomly entered the video learning group of four materials.We measured the academic performance of the participants(transfer test scores and retention test scores)after video learning.The results showed:(1)The transfer scores of the four groups were significantly higher than those before the study,and under positive emotional design conditions(animated positive emotional materials and textual positive emotional materials),the results of the participants' transfer test score were significantly higher than those of the neutral emotional design conditions,but the difference in retention test scores is not significant.(2)The participants were further divided into two groups: learning materials and cognitive style matching and mismatching.When visual learners learn animation materials and verbal learners learn text materials,we defined them as matching;on the contrary,when visual learners learn text materials and verbal learners learn animation materials,we defined them as mismatching.Contrary to the hypothesis,there was no significant difference in the academic performance between matched learners and unmatched learners.(3)Regression analysis showed that the nature of learning materials could predict learning motivation and academic performance,and positive emotional design materials could improve learning motivation and academic performance.At the same time,the results of the mediating effect test showed that there were partial mediating effect among the learning motivation,the nature of learning materials,and academic performance.Further tests showed that when learning materials and learners' cognitive styles were matched,learning motivation was an intermediary factor thatinfluenced academic performance on emotions.When learning materials and learners' cognitive styles were mismatched,emotions could only predict learning motivation but not academic performance.Verified the mediating effect of regulation.That would be,the mediating role of learning motivation was further regulated by cognitive styles.And emotional designed learning materials would improve learners' learning motivation.But only when learning materials and cognitive styles were matched,the academic performance would be further affected.While learning materials did not match the cognitive styles,the academic performance would not be affected.