Effects of Feedback Providers' Positive Emotional Tone and Gender on Learning From a Multimedia Lesson

IF 5.1 2区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Journal of Computer Assisted Learning Pub Date : 2025-05-01 DOI:10.1111/jcal.70052

Yun Zhang, Fangzheng Zhao, Richard E. Mayer

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Abstract

Background and Objective

The positivity principle states that students learn better from instructors who display positive rather than negative or neutral emotions in multimedia lessons (Lawson et al. 2021a). This study extends this work by exploring the role of affective and social cues displayed by feedback providers, such as their emotional tone and gender, on multimedia learning.

Method

In this between-subject study, 160 college students received a five-section video lesson on human vision, with two practice questions inserted after each section. After each question, students received explanatory feedback videos presented by either a male or female feedback provider who displayed either positive or neutral emotion through gesture and voice.

Results

Students who received feedback from providers with a positive emotional tone rated the provider higher on perceived positive emotion, supportiveness and competence, as well as on their own feelings of positivity. However, the emotional tone of the feedback provider did not impact posttest scores. Additionally, female feedback providers were perceived to be more negative, less supportive and less competent than male feedback providers, but the gender of feedback providers had no effect on posttest scores.

Conclusion

This study expands the positivity principle (Horovitz and Mayer 2021) and the cognitive-affective model of e-learning (Lawson et al. 2021a) by showing that positive emotional cues from feedback providers enhance learning, similar to the impact of the instructor's emotional cues in presenting the main lesson. These findings highlight the broader role of positivity in creating engaging and supportive multimedia learning environments across contexts.

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反馈者积极情绪基调和性别对多媒体课堂学习的影响

积极原则指出，在多媒体课程中，学生从表现出积极情绪而不是消极或中性情绪的教师那里学得更好（Lawson et al. 2021a）。本研究通过探索反馈提供者所显示的情感和社会线索，如他们的情绪基调和性别，在多媒体学习中的作用，扩展了这项工作。方法在本研究中，160名大学生接受了关于人类视觉的五部分视频课程，每个部分后插入两个练习题。在每个问题之后，学生们都会收到由男性或女性反馈提供者播放的解释性反馈视频，这些反馈提供者通过手势和声音表现出积极或中性的情绪。结果从积极情绪基调的服务提供者处获得反馈的学生对服务提供者的积极情绪感知、支持度、能力以及自身积极感受的评价较高。然而，反馈者的情绪基调并没有影响测试后的分数。此外，女性反馈者被认为比男性反馈者更消极、更不支持和更不称职，但反馈者的性别对后测分数没有影响。本研究扩展了积极原理（Horovitz and Mayer 2021）和电子学习的认知-情感模型（Lawson et al. 2021a），表明反馈提供者的积极情绪线索可以促进学习，类似于教师在讲授主要课程时的情绪线索的影响。这些发现强调了在创造跨情境的吸引和支持性多媒体学习环境中，积极性的更广泛作用。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

Journal of Computer Assisted Learning EDUCATION & EDUCATIONAL RESEARCH-

CiteScore

9.70

自引率

6.00%

发文量

116

期刊介绍： The Journal of Computer Assisted Learning is an international peer-reviewed journal which covers the whole range of uses of information and communication technology to support learning and knowledge exchange. It aims to provide a medium for communication among researchers as well as a channel linking researchers, practitioners, and policy makers. JCAL is also a rich source of material for master and PhD students in areas such as educational psychology, the learning sciences, instructional technology, instructional design, collaborative learning, intelligent learning systems, learning analytics, open, distance and networked learning, and educational evaluation and assessment. This is the case for formal (e.g., schools), non-formal (e.g., workplace learning) and informal learning (e.g., museums and libraries) situations and environments. Volumes often include one Special Issue which these provides readers with a broad and in-depth perspective on a specific topic. First published in 1985, JCAL continues to have the aim of making the outcomes of contemporary research and experience accessible. During this period there have been major technological advances offering new opportunities and approaches in the use of a wide range of technologies to support learning and knowledge transfer more generally. There is currently much emphasis on the use of network functionality and the challenges its appropriate uses pose to teachers/tutors working with students locally and at a distance. JCAL welcomes: -Empirical reports, single studies or programmatic series of studies on the use of computers and information technologies in learning and assessment -Critical and original meta-reviews of literature on the use of computers for learning -Empirical studies on the design and development of innovative technology-based systems for learning -Conceptual articles on issues relating to the Aims and Scope