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

The development of information technology has provided new teaching methods for education,and multimedia teaching has become the most popular teaching method today.How to induce learners' positive emotions in the teaching process and improve the learning effect is a problem that researchers pay close attention to,that is,emotional design of multimedia learning.Emotional design for multimedia learning refers to the way in which the learners are inspired by emotions and promote their learning by designing different design features.At present,the research results on emotional design of multimedia learning are inconsistent.There is no consensus on whether visual emotion design can effectively induce learners'emotions and promote learning performance.Therefore,the study includes three parts:the first part is the study of the influence of visual emotion design on physical multimedia learning(Experiment 1);the second part is the study of the mechanism of individual variable regulation in the process of the influence of visual emotion design on physical multimedia learning(Experiment 2,Experiment 3);The third part is the mediating mechanism of some process variables in the process of visual emotion design affecting physical multimedia learning.The first part(the experiment 1)used one-factor experimental design to study the effect of visual emotion design on learners' physical multimedia learning.The results found that:compared with neutral emotional design,visual positive emotion design can significantly increase high school students' positive emotion,reduce the difficulty of the perception about physics knowledge and improve the understanding of high school students,but it does not improve their transfer performance.The second part includes two experiments(the experiment 2 and the experiment 3)to explore the impact of learner achievement goal orientation and cognitive style on high school students' physical multimedia learning.Experiment 2 uses students'emotion(positive and negative emotions),motivational variables(situational interest,cognitive load,and internal motivation)and learning outcomes(understanding and transfer performance)as dependent variables,2(achievement goal orientation:mastering vs performance)×2(visual emotion design:positive vs neutral)design to explore the role of learner' achievement goal orientation in the multimedia learning of visual emotion design.The results found that:(1)compared with neutral emotion design,visual positive emotion design can significantly increase the high school students' positive emotion,reduce negative emotion and improve learners' situational interest and internal motivation;(2)visual positive emotion design did not promote the improvement of comprehension and transfer performance;(3)In the multimedia learning environment of visual emotion design,achievement goal orientation has no moderated effect on learners' emotions,learning process.In Experiment 3,2(cognitive style:visualizer vs verbalizer)x 2(visual emotion design:positive vs neutral)design to study the role of learners' cognitive style in the multimedia learning of visual emotional design.The results found that:(1)compared with neutral emotion design,positive emotion design can significantly increase high school students' positive emotions and improve learners' situational interest and internal motivation;(2)Compared with visualizer,verbalizer reported higher situational interest;(3)In the multimedia learning environment of visual emotion design,cognitive style have no moderated effect on students' emotions,learning process,comprehension and transfer performance.Based on the data and results of three experiments,this study further explored the mediating mechanism of the influence of visual emotion design on multimedia learning.The results found that:(1)Positive emotions play a part in mediating role between visual emotion design and situational interest.(2)Positive emotions play a part in mediating between visual emotion design and internal motivation.(3)Situational interest plays a fully mediating role between positive emotion and internal motivation.(4)visual emotion design also affected internal motivation through the chain mediating role of learner's positive emotion and situational interest.The results of this study can provide some guidance for physics teaching.Properly adding emotional design elements in the teaching process can induce students'positive emotions,reduce their negative emotion,improve situational interest,and improve learning motivation.