Anthropomorphizing Malware, Bots, and Servers with Human-Like Images and Dialogues: The Emotional Design Effects in a Multimedia Learning Environment

Autor/inn/en	Liew, Tze Wei; Pang, Wei Ming; Leow, Meng Chew; Tan, Su-Mae
Titel	Anthropomorphizing Malware, Bots, and Servers with Human-Like Images and Dialogues: The Emotional Design Effects in a Multimedia Learning Environment
Quelle	In: Smart Learning Environments, 9 (2022), Artikel 5 (27 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Liew, Tze Wei)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2196-7091
DOI	10.1186/s40561-022-00187-w
Schlagwörter	Multimedia Instruction; Instructional Design; Multimedia Materials; Human Body; Imagery; Computer Software; Computer Security; Cognitive Processes; Difficulty Level; Information Security; Animation; Undergraduate Students; Foreign Countries; Affective Behavior; Psychological Patterns; Asians; Information Technology + Suchen Sie Ihr Suchwort? Multimediales Lernen; Lesson concept; Lessonplan; Unterrichtsentwurf; Menschlicher Körper; Metaphorik; Computervirus; Computersicherheit; Cognitive process; Kognitiver Prozess; Schwierigkeitsgrad; Ausland; Affective disturbance; Active behaviour; Affektive Störung; Asian; Asiat; Asiatin; Asiaten; Asiate; Informationstechnologie
Abstract	Emotional design refers to imbuing a multimedia learning environment with design attributes that promote learners' positive affect and motivation to enhance learning. One such feature is anthropomorphism, in which human-like attributes are infused into learning elements in a multimedia learning environment. This study examines the affective, motivational, and cognitive effects of incorporating cute and funny human-like images and dialogues into learning objects depicting malware, bots, and servers in an animation conveying a lesson on how a distributed denial-of-service attack occurs. A between-subjects online experiment was conducted in which undergraduates from a large Asian university (n = 70) engaged with either the anthropomorphized or non-anthropomorphized multimedia lesson. The findings partially supported the anthropomorphism effects on learners' affective-motivational states insofar as the anthropomorphized multimedia lesson evoked a significantly greater change of positive affect but did not differently affect intrinsic motivation and learning outcome than the non-anthropomorphized version. Concerning cognitive load, anthropomorphism led to significantly lower perceived difficulty regarding the learning topic (intrinsic load), which conforms with most emotional design findings. There was a marginal trend in which learners engaged longer with the anthropomorphized than the non-anthropomorphized multimedia lesson. This study offers insights on anthropomorphism in multimedia learning that extends to cultural factors unique to Asian learners and information technology subject domain. Theoretical and practical implications are discussed through the lens of cognitive-affective theory of learning with media, integrated cognitive affective model of learning with multimedia, and cognitive load theory. Future directions concerning anthropomorphism research in the multimedia learning context are addressed in this paper. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01