Emotional design in multimedia learning: Differentiation on relevant design features and their effects on emotions and learning

We deduce design features for an emotional design in multimedia learning.Objectively given aesthetics and usability did not affect learner's emotional states.Perceived aesthetics and usability affected the emotional states of the learners.Emotional states had a minor impact on learning.Emotional states substantially affected learner's intrinsic motivation. Previous research into multimedia learning has mainly focused on cognitive factors to investigate different instructional conditions and design principles. Emotional factors have so far been widely neglected. However, recent studies showed that the emotional design of multimedia learning material can evoke positive emotions in learners that in turn facilitate the learning process. Following this lead, our study aims to further explore the potential of an emotional design. We seek to differentiate the current findings by systematically deducing emotionally relevant design features and also taking into account negative emotional states. In order to deduce relevant design features, we adopt concepts from web design. German college students (N=334) were assigned to one of nine conditions, created by two design factors (classical vs. expressive aesthetics), each with two levels (high vs. low) and a usability factor (high vs. low usability) as well as a control group (no color/gray scale). Unexpectedly, objective differences in aesthetics or usability did not affect learners' emotional states. However, the perceived aesthetics and usability positively affected the emotional states of the learners. Learners' emotional states had a minor impact on learning outcomes but a larger impact on learners' intrinsic motivation, including the motivation to continue working with the material.

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