The Effects Of Emotional Design On Physical Multimedia Learning Of Middle School Students:the Role Of Learners' Emotion Regulation Competence

High school physics is a general,abstract and difficult subject.Many high school students have some emotional problems in the physics learning process,which seriously affects their physics academic performance.Under the background of informational education,how to use teaching media to provide better services for student learning,bring about a better learning experience and promote learning performance has become an important research topic.This study is based on the theory of cognitive-emotional theory of multimedia learning,the integration model of emotional learning of multimedia learning,the interactive model of multimedia learning,and the research results of existing multimedia learning emotion design.The anthropomorphism,shape and other aspects of emotional design,explore the impact of emotional design on the real learning environment for high school students physical multimedia learning and learner's individual characteristics-emotional regulation ability in which role.Experiment 1 explored the influence of different emotional designs(positive VS neutral)on learners' physical multimedia learning using single-factorial design,and found that:(1)Positive emotional design can significantly increase learning in high school students compared to neutral emotional design.Positive emotions,reducing their negative emotions;(2)Positive mood design can significantly improve the motivation and satisfaction of high school students compared to neutral mood design,and reduce perceived difficulty;(3)Positive mood compared to neutral mood design Design can significantly improve the understanding of high school students.Experiment 2 used two factors(emotional design:positive VS neutral)x 2(emotional adjustment ability:high VS low)two-factor experimental design,and found that:(1)positive mood,higher emotional regulation ability group was significantly higher Emotional regulation ability was lower;negative emotions were lower in the emotional regulation ability group than in the high emotional regulation ability group,especially in the neutral emotional design conditions;(2)motivation adjustment and learning satisfaction were significantly higher in the high emotional regulation ability group.There was no significant difference between the two groups in the positive emotional design conditions in the low emotional conditioning ability group;(3)In the neutral emotional design condition,the higher the emotional conditioning ability group's recognition performance was significantly higher than the two groups.There was no significant difference in emotional regulation ability between the two groups in terms of comprehension scores;on the migration test,the higher emotional regulation ability group was significantly higher than the low emotion regulation ability group.Based on previous studies,this study applied emotional design to the context of physical learning.It not only explored the influence of emotional design on the participants' positive emotions,but also explored the influence of emotional design on the participants' negative emotions.The results showed that(1)Emotional design of high school physics study materials can effectively stimulate learners' positive emotions,reduce negative emotions,reduce perceptual difficulty,improve learning motivation,learning satisfaction and sense of accomplishment,and promote students' understanding of achievement.(2)In a physical multimedia learning environment,Emotionally regulated learners have higher positive emotions and lower negative emotions.At the same time,learning motivation and learning satisfaction are significantly higher than learners with low emotional adjustment ability.(3)Emotion regulation ability influences high school physical multimedia learning in emotional design The recognition of the scores of the participants played a regulatory role.Positive emotional design can significantly improve the recognition scores of the low-motivation groups.This study verifies the validity of the previous experimental research results in real teaching situations,and helps to provide reference for future educators to optimize multimedia teaching design of physical subjects and improve students' physics learning effects.