积极的情绪能否促进多媒体学习?基于元分析的视角

Does Emotional Design in Multimedia Learning Facilitate Learning? A Meta-analysis

在多媒体学习中,越来越多的研究者开始探究通过教学设计诱发的积极情绪能否达到增进教学效果、促进学习的目的。但诱发的积极情绪究竟能否影响学习者的学习效果和主观感受,以往实证研究的结果仍存在争议。本研究采用元分析技术,探讨多媒体学习背景下诱发的情绪对学习者学习效果和主观感受的影响。研究共纳入文献21篇,在积极情绪、保持成绩、迁移成绩上分别生成了24个(2454人)、28个(2658人)和27个(2447人)独立效应量。结果发现:相对中性情绪组,积极情绪组的确表现出更高的积极情绪(d=0. 64),学习者的保持成绩(d=0. 25)、迁移成绩(d=0. 30)、心理努力(d=0. 21)和学习满意度(d=0. 42)也更高;诱发的情绪对多媒体学习的影响效果在一定程度上受积极情绪诱导方式、外诱材料类型、呈现步调、学习材料时长的调节。

Recently,many studies are exploring whether the positive emotion induced emotional design internally or externally can enhance the teaching effect and learning performance in the multimedia learning. Previous empirical studies have not reached a consensus on how different emotional designs influence learners’ learning performance and cognitive processing. In this study,we conducted a meta-analysis to investigate the effects of emotional design in multimedia learning on learning performance(i. e. retention and transfer test) and cognition processing(i. e.mental effort,internal motivation,results of mood induction,perception about learning achievement,perception of task difficulty,satisfaction with learning experience). We used key words(i. e. emotion,emotional,positive mood,multimedia,multimedia learning,learning,animation,picture and word) to search literatures in database and got 21 related empirical studies. Twenty eight independent effect sizes(2658 participants) were included in retention tests-related meta-analysis while 27 independent effect sizes(2447 participants) were included in transfer tests-related meta-analysis. According to the characteristics of studies about emotional design in multimedia learning,we reasonably chose random-effects model as meta-analysis model. The results showed that positive emotional design could successfully induce the learner’s positive emotions(d = 0. 64),as well as significantly improve mental effect(d = 0. 21),perceived satisfaction(d = 0. 42),learning outcomes of retention(d = 0. 25) and transfer test(d = 0. 30). Moderator analyses indicated that the effect of emotional design on learning outcomes and cognition processing was mainly moderated by ways of emotion inducing,types of external induction materials,pace and the duration of the studying materials.