Sustaining focus when It's hardest: Emotional design strengthens sustained learning, especially in contexts with attractive alternatives

Abstract

Learners increasingly use digital devices such as laptops or tablets for studying. While these devices offer advantages, they also pose challenges. They present attractive alternative opportunities for learners, such as communication or entertainment opportunities that may distract from learning. Such alternatives increase demand for self-control, particularly over time. We investigated the potential of emotional design in learning materials to support self-control by triggering and maintaining situational interest, thereby reducing the mental load required for self-control. We hypothesize that emotional design becomes especially effective in distraction-prone learning situations, such as during extended learning durations or when attractive alternative opportunities are present. We employed a 2 × 2 × 2 mixed design, varying video design (neutral vs. emotional) and opportunity presentation (no opportunity vs. opportunity presented) as between-subjects factors, and learning phase (beginning vs. end of the video) as a within-subjects factor. Our participants (N = 144) learned from a 16-min video on photography. We assessed triggered and maintained situational interest, mental load, and learning outcomes. Emotional design interacted with the learning phase, enhancing learning outcomes particularly at the end of the video. This learning benefit was mediated by the development of situational interest and a reduction in mental load. The positive impact of emotional design on learning at the end of the video was significantly stronger when an alternative opportunity was present (three-way interaction). Emotional design seems to be particularly helpful when self-control demands are high. Such conditions include extended learning sessions, the presence of attractive alternatives, or situations where multiple self-control demands come together.