Park, S., & Lim, J. (2007). Promoting positive emotion in multimedia learning using visual illustrations. Journal of Educational Multimedia and Hypermedia, 16(2), 141-162.
Park, S.; Lim, J.
2007
Park, S., & Lim, J. (2007). Promoting positive emotion in multimedia learning using visual illustrations. Journal of Educational Multimedia and Hypermedia, 16(2), 141-162.
The purpose of this article was to explore the concept of interest, one of the critical positive emotions in learning contexts and to investigate the effects of different types of visual illustrations on learning interest, achievement, and motivation in multimedia learning. The concept of interest was explored in light of positive emotion; an experiment was conducted to examine the effects of visual illustrations. In the experiment, participants were drawn from two classes of "Introduction to Educational Technology" and randomly assigned to one of the three conditions: (a) cognitive interest illustration condition, (b) emotional interest illustration condition, and (c) text-only condition. The cognitive interest illustrations were designed to promote learners cognitive interest by showing the scientific principle with corresponding illustrations. The emotional interest illustrations were designed to increase learners' emotional interest by providing interesting but peripherally relevant illustrations. The text-only condition presented text information only with no illustrations. Results revealed that the post interest was different between the cognitive interest group and the text-only group, and also between the emotional interest group and the text-only group. The study also revealed a significant difference in learners' motivation. The types of visual illustration, however, did not have an effect on learners' information recall or on comprehension
It was found that the level of post interest for learners in the emotional interest illustration condition was signifi cantly higher than the text-only condition. In addition, the level of post interest for learners in the cognitive interest illustration condition was significantly higher than the text-only condition. These results indicate that the learners who were given any types of illustrations felt more interest than did the learners who were given text only information. However, it is noticed that no signifi cant difference was found between the cognitive interest illustration condition and the emotional interest illustration condition. The types of visual illustration, however, did not have an effect on learners’ information recall or on comprehension.
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