Emotional Design of Educational Animations: Effects on Emotion, Learning, Motivation and Interest

Year 2021, Volume: 8 Issue: 3, 344 - 355, 01.08.2021

Ali Haydar Bülbül , Abdullah Kuzu

https://doi.org/10.17275/per.21.69.8.3

Cited By: 5

Abstract

This study aims to investigate the effect of different formats of emotionally designed educational animations in terms of the emotional worthiness of the material, retention and transfer, intrinsic motivation, subject interest and cognitive load. In this direction, an experimental research approach was adopted. Five emotionally diverged animations were developed for the study, one of which was designed without adding any appealing illustrations. Animations were about the life cycle of low mass stars and was developed by researchers under the supervision of an animation expert. With one control and four treatment groups, experiment was carried out with the participation of 256 students at a state university in Turkey. Data were gathered using Turkish adaptation of Subject Interest Scale, Intrinsic Motivation Scale, one-item Subjective Cognitive Load Scale, and a retention test, a transfer tests and an emotional experience survey which were developed by the researchers. Turkish adaptation process of Subject Interest Scale and Intrinsic Motivation Scale were also conducted by the researchers. Findings showed that two of the animations, both of which included character animations and one of which was enhanced by an introduction music and emotionally complementary sound effects, were emotionally effective. According to the results, emotionally effective animations had positive effects on transfer, intrinsic motivation and subject interest while no effect was found in terms of retention and cognitive load.

Keywords

emotional design, multimedia learning, intrinsic motivation, interest

Project Number

1609E615

References

• Arnold, M. B. (1960). Emotion and Personality. New York: Columbia University Press.
• Bülbül, A. H. & Kuzu, A. (2019). On the track of emotional issues in the design of multimedia learning materials: A qualitative approach. Turkish Online Journal of Qualitative Inquiry, 10(1), 112-140.
• Darwin, C. (2017). Türlerin Kökeni (B. Kılıç, Trans.). İstanbul: Alfa.
• Eyler, J. & Giles Jr, D. E. (1999). Where's the Learning in Service-Learning? Jossey-Bass Higher and Adult Education Series. San Francisco, CA: Jossey-Bass.
• Felten, P., Gilchrist, L. Z., & Darby, A. (2006). Emotion and learning: Feeling our way toward a new theory of reflection in service-learning. Michigan Journal of Community Service Learning, 12(2).
• Fraenkel, J. R., Wallen, N. E., & Hyun, H. H. (2012). How to Design and Evaluate Research in Education. New York: McGraw-Hill.
• Haaranen, L., Ihantola, P., Sorva, J., & Vihavainen, A. (2015, May). In search of the emotional design effect in programming. In 2015 IEEE/ACM 37th IEEE International Conference on Software Engineering Vol. 2 (pp. 428-434). IEEE.
• Hertel, G., Neuhof, J., Theuer, T., & Kerr, N. L. (2000). Mood effects on cooperation in small groups: Does positive mood simply lead to more cooperation?. Cognition & emotion, 14(4), 441-472.
• Isen, A. M. & Reeve, J. (2005). The influence of positive affect on intrinsic and extrinsic motivation: Facilitating enjoyment of play, responsible work behavior, and self-control. Motivation and Emotion, 29(4), 295-323.
• Kılıç, E. & Karadeniz, Ş. (2004). Hiper ortamlarda öğrencilerin bilişsel yüklenme ve kaybolma düzeylerinin belirlenmesi. Kuram ve Uygulamada Egitim Yönetimi Dergisi, 10(4), 562-579.
• Kim, C. & Hodges, C. B. (2012). Effects of an emotion control treatment on academic emotions, motivation and achievement in an online mathematics course. Instructional Science, 40(1), 173-192.
• Kolb, D. A. (1984). Experiential learning: Experience as the Source of Learning and Development. Englewood Cliffs, NJ: Prentice-Hall.
• Königschulte, A. (2015). Sound as affective design feature in multimedia learning--Benefits and drawbacks from a cognitive load theory perspective. In 12th International Conference on Cognition and Exploratory Learning in Digital Age (pp. 75-83).International Association for Development of the Information Society.
• Magner, U. I. E., Schwonke, R., Aleven, V., Popescu, O., & Renkl, A. (2013). Triggering situational interest by decorative illustrations both fosters and hinders learning in computer-based learning environments. Learning and Instruction, 29, 141-152.
• Mayer, R. E. (2009). Multimedia Learning Second Edition. New York, NY: Cambridge University Press.
• Mayer, R. E. & Estrella, G. (2014). Benefits of emotional design in multimedia instruction. Learning and Instruction, 33, 12-18.
• Moreno, R. (2006). Does the modality principle hold for different media? A test of the method‐affects‐learning hypothesis. Journal of Computer Assisted Learning, 22(3), 149-158.
• Paas, F. G. & Van Merriënboer, J. J. (1993). The efficiency of instructional conditions: An approach to combine mental effort and performance measures. Human Factors: The Journal of the Human Factors and Ergonomics Society, 35(4), 737-743.
• Park, B., Knörzer, L., Plass, J. L., & Brünken, R. (2015). Emotional design and positive emotions in multimedia learning: An eyetracking study on the use of anthropomorphisms. Computers & Education, 86, 30-42.
• Pekrun, R. (1992). The impact of emotions on learning and achievement: Towards a theory of cognitive/motivational mediators. Applied Psychology, 41(4), 359-376.
• Plass, J. L., Heidig, S., Hayward, E. O., Homer, B. D., & Um, E. (2014). Emotional design in multimedia learning: Effects of shape and color on affect and learning. Learning and Instruction, 29, 128-140.
• Rider, S. & Peters, M. A. (2018). Post-truth, fake news: Viral modernity and higher education. In M. A. Peters, S. Rider, M. Hyvönen, & T. Besley (Eds.), Post-truth, fake news: Viral modernity and higher education (pp. 3-12). Singapore: Springer.
• Sansone, C. & Harackiewicz, J. (2000). Looking beyond rewards: The problem and promise of intrinsic motivation. In C. Sansone & J. Harackiewicz (Eds.) Intrinsic and Extrinsic Motivation (pp. 1-9). San Diego: Academic Press.
• Schaffner, E. & Schiefele, U. (2007). The effect of experimental manipulation of student motivation on the situational representation of text. Learning and Instruction, 17(6), 755-772.
• Schunk, D. H., Meece, J. L., & Pintrich, P. R. (2014). Motivation in Education: Theory, Research, and Applications (4th ed.). Boston, MA: Pearson.
• Stein, N. & Levine, L. (1991). Making sense out of emotion. In A. O. W. Kessen & F. Kraik (Eds.), Memories Thoughts and Emotions: Essays in Honor of George Mandler (p. 295–322). Hillsdale: Erlbaum.
• Sweller, J. (2005). Implications of cognitive load theory for multimedia learning. In R. E. Mayer (Ed.), The Cambridge Handbook of Multimedia Learning, 19-30. New York: Cmabridge University Press.
• Thomas, F. & Johnston, O. (1981). The Illusion of Life: Disney Animation. New York: Walt Disney.
• Um, E., Plass, J. L., Hayward, E. O., & Homer, B. D. (2012). Emotional design in multimedia learning. Journal of Educational Psychology, 104(2), 485.