多媒体学习中的情绪性设计:学习者经验作用  

Emotional Design in Multimedia Learning: The Role of Learners' Knowledge

作　　者：薛野[1,2] 王福兴[1,2] 钱莹莹[1,2] 周宗奎[1,2] 蔡华[2] 

机构地区：[1]青少年网络心理与行为教育部重点实验室,武汉430079 [2]华中师范大学心理学院,武汉430079

出　　处：《心理研究》2015年第1期78-84,共7页Psychological Research

摘　　要：以往研究对多媒体学习中情绪性设计的学习效果还存在争议。为探讨学习者的知识经验水平是否会对情绪性设计的效果产生影响,本研究以"人体免疫过程"动画视频为实验材料,比较情绪性设计和中性设计两种设计形式对不同知识经验水平者的情绪状态、学习成绩、内在动机等的影响。研究发现,相比于中性设计,情绪性设计学习材料可以提高学习者的内在动机水平,但是并没有激发不同知识经验水平者的积极情绪,也没能提高学习成绩。The previous studies hold different opinions on the effect of emotional design in multimedia learning. This study explored whether learners＇ expertise had influence on the effect of emotional design.With the immune process as learning material, this study compared the influence of the design form on emotional state, learning performance, intrinsic motivation and other subjective feelings of learners with different level of expertise. Results indicated that compared with neutral design, emotional design can improve learners＇ intrinsic motivation, but can not necessarily motivate their positive emotion and improve their performance.

关 键 词：多媒体学习 情绪性设计 经验 

分 类 号：B842.6[哲学宗教—基础心理学]