The Effects Of Emotions And Learner Control On Multimedia Learning

In recent years,with the continuous development of modern information society,multimedia-based multimedia learning has emerged,and the related research has been endless.With the deepening of research,more and more researchers have gradually realized that the research perspective of multimedia learning should not only focus on the cognitive features,but also take into account the impact of learners' emotions,motivations,and other factors on multimedia learning.Based on this,studies have explored the impact of learner's emotions on multimedia learning,but the conclusions reached are inconsistent,especially when discussing the role of negative emotions in multimedia learning.Therefore,this study starts from the aspects of learning achievement(recognition test scores,transfer test scores),academic performance(level of internal motivation,cognitive load,learning satisfaction,and perceived achievement),using the experimental research method.And the college students in Northwestern University were selected as the study subject.An animation based on knowledge of the working principle of the automobile engine was used as the study material.The current study contained two experiments.The first experiment explored what happened to the multimedia learning of learners when they were in different emotional states(positive vs.negative);The second experiment was based on experiment One and explored the influence of learner control(learner control vs.program control)on learner's multimedia learning in negative emotional state.The results of the study shows that:(1a)In the multimedia learning test scores,the learner's recognition test scores and transfer test scores in the positive emotional state are all significantly higher than those in the negative emotion state;(1b)In terms of learning performance,learners' perception of learning materials in positive emotional states is significantly more difficult than learners in negative emotional states;(1c)At the perceptual level of achievement,the learner in the negative emotional state is significantly higher than the learner in the positive emotional state.(2)The scores of the recognition test and transfer test of the learner control group are significantly higher than those of the program control group.