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An eye tracking study: positive emotional interface design facilitates learning outcomes in multimedia learning?
Xian Peng1,2, Qinmei Xu2, Yufan Chen2
1National Engineering Laboratory for Educational Big Data, Central China Normal University, Wuhan, 430079 Hubei China.
International Journal of Educational Technology in Higher Education
|November 15, 2021
Summary
Local positive emotional design in multimedia learning enhances cognitive effort and learning outcomes. This approach focuses attention on content, improving retention and transfer tests compared to holistic or neutral designs.
Area of Science:
- Educational Technology
- Human-Computer Interaction
- Cognitive Psychology
Background:
- Previous research often conflates visual interface design and content structure in multimedia learning.
- Understanding the specific impact of emotional design on learning processes is crucial for effective instructional material development.
Purpose of the Study:
- To investigate the influence of positive emotional interface design on learners' cognitive processes, emotional states, and learning outcomes.
- To differentiate the effects of holistic versus local positive emotional design in multimedia learning environments.
Main Methods:
- An experimental study with 81 college students divided into three groups: holistic positive emotional design (HPED), local positive emotional design (LPED), and neutral design (ND).
- A mixed-methods approach combining questionnaires and eye-tracking technology to assess cognitive processing, emotional valence, learning outcomes, and subjective experience.
- Learning outcomes were measured using retention and transfer tests.
Main Results:
- The local positive emotional design (LPED) group demonstrated higher cognitive effort and greater attentional focus on relevant content modules.
- The LPED group achieved significantly better performance on retention and transfer tests compared to both HPED and ND groups.
- No significant differences were found in the dynamic changes of emotional states among the three experimental groups.
Conclusions:
- Local positive emotional design in multimedia learning effectively enhances cognitive engagement and improves learning performance.
- This study provides valuable insights for researchers and practitioners on optimizing multimedia learning through targeted emotional design strategies.
- The findings suggest that focusing emotional design elements locally within the interface can facilitate mental engagement and subjective perception more effectively than a holistic approach.
