Emotional design in multimedia learning: Effects of shape and color on affect and learning.

Autor/inn/en	Plass, Jan L.; Heidig, Steffi; Hayward, Elizabeth O.; Homer, Bruce D.; Um, Enjoon
Titel	Emotional design in multimedia learning: Effects of shape and color on affect and learning. Gefälligkeitsübersetzung: Emotionales Design beim multimedialen Lernen: Effekte von Form und Farbe auf Affekt und Lernen.
Quelle	In: Learning and instruction, (2014) 29, S. 128-140Infoseite zur Zeitschrift PDF als Volltext Link als defekt meldenVerfügbarkeit
Sprache	englisch
Dokumenttyp	online; Zeitschriftenaufsatz
ISSN	0959-4752; 1873-3263
DOI	10.1016/j.learninstruc.2013.02.006
Schlagwörter	Emotion; Kognition; Reaktion (Psy); Wahrnehmung; Multimedia; Erkenntnisprozess; Lernen; Motivation; Audiovisuelle Medien; Farbe; Form
Abstract	Examined whether using aesthetically appealing colors and shapes in multimedia environments can induce positive emotion and facilitate learning. In Experiment 1, 121 graduate students (mean age 21 years) were randomly assigned to one of four conditions. At the onset of the experiment, positive emotion was externally manipulated by means of a video-based mood induction procedure with either positive or neutral emotions. Exposure to one of these two conditions was followed by the internal induction of positive emotion: learning materials (on the topic of immunization) were presented with different design schemes. Warm hues and round shapes were employed to induce positive feelings while the neutral emotional design was developed in gray scale with neutral shapes. Measures included the Positive Affect Scale (PAS) from the Positive and Negative Affect Schedule (PANAS), a 7-item self-report checklist for prior knowledge, comprehension and transfer tests, a Cognitive Load Subjective Experience Questionnaire, and a motivation questionnaire. Study 2 (103 students mean age 21 years) examined the effects of the design elements (color and shape) in separate designs (round face-like shapes paired with neutral colors, and warm color design paired with neutral shapes). Results demonstrated that positive emotional design (particularly warm colors and round shapes) increased positive emotion, accompanied by reports of increased motivation and reduced perceived task difficulty, while the mood induction procedure did not. Findings suggest that well-designed learning materials can induce positive feeling, facilitating comprehension. Results regarding the relationship between transfer learning and emotional design were, however, inconsistent and deserve further investigation. (ZPID).
Erfasst von	Leibniz-Institut für Psychologie, Trier
Update	2026/3