Neural and emotional responses to mood induction and emotional design in multimedia learning.

Abstract

This study investigates the effect of external mood induction and emotional design on learning and cognitive and affective outcomes in multimedia learning environments. Eye tracking and neuroimaging (EEG) methods were utilized to examine cognitive processes more thoroughly. Two different multimedia learning materials with and without emotional design were developed. Students induced with different emotional states (positive and neutral) at the beginning of the process learned the topic with the materials. The study employed a 2 × 2 factorial design between subjects with factors of emotion induction (positive induction vs. neutral) and emotional design (multimedia with emotional and multimedia with neutral design). One hundred seventeen students participated in the study. Results revealed no significant differences in learning outcomes (retention and transfer) and eye-tracking data across the groups, while a significant difference in beta waves was observed. It was found that either positive emotion induction or positive emotional design was sufficient to reduce negative emotional states. Specifically, a significant reduction in negative emotions was observed in all conditions providing at least one form of affective support, whether external (mood induction) or internal (design). Based on the results, we postulate that emotional manipulations had only a limited effect on cognitive and effective outcomes.