Emotions and Multimedia Learning: The Moderating Role of Learner Characteristics

Autor/inn/en	Knörzer, L.; Brünken, R.; Park, B.
Titel	Emotions and Multimedia Learning: The Moderating Role of Learner Characteristics
Quelle	In: Journal of Computer Assisted Learning, 32 (2016) 6, S.618-631 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0266-4909
DOI	10.1111/jcal.12158
Schlagwörter	Psychological Patterns; Multimedia Instruction; Student Characteristics; Learning Theories; Affective Behavior; Outcomes of Education; Short Term Memory; Prior Learning; Experience; Predictor Variables; Emotional Response; Neurosis; Personality Traits; Learning Processes + Suchen Sie Ihr Suchwort? Multimediales Lernen; Learning theory; Lerntheorie; Affective disturbance; Active behaviour; Affektive Störung; Lernleistung; Schulerfolg; Kurzzeitgedächtnis; Vorkenntnisse; Erfahrung; Prädiktor; Emotionales Verhalten; Neurose; Individual characteristics; Personality characteristic; Persönlichkeitsmerkmal; Learning process; Lernprozess
Abstract	The Cognitive-Affective Theory of Learning with Media postulates that affective factors as well as individual learner characteristics impact multimedia learning. The present study investigated how experimentally induced positive and negative emotions influence multimedia learning and how learner characteristics moderated this impact. Results showed that the group with the negative emotion induction outperformed the group with the positive emotion induction with regard to learning outcome. Cognitive resources (working memory capacity, prior knowledge) and openness to experience were significant predictors for learning. In addition, learners with highest prior knowledge or working memory capacity could compensate the emotional impact on learning. Neuroticism enhanced the emotional impact on learning outcome as a moderator. Lay description Emotions and learner characteristics are assumed to influence multimedia learning. There are inconsistent results on emotional impact on multimedia learning. Cognitive resources were shown to be predictors of learning outcomes. There are inconsistent results on how much learners' personality predicts learning. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01