Lenski Sina, Großschedl Jörg
Faculty of Mathematics and Natural Sciences, Institute for Biology Education, University of Cologne, Cologne, North Rhine-Westphalia, Germany.
German Institute for Adult Education, Bonn, North Rhine-Westphalia, Germany.
Front Psychol. 2023 Jan 4;13:966287. doi: 10.3389/fpsyg.2022.966287. eCollection 2022.
A new field of research builds on the theoretical assumption that distinct design manipulations, such as human-like features with appealing colors (emotional design), foster multimedia learning by influencing the learners' affective state (i.e., valence and arousal) and attention. Empirical studies, however, provide inconsistent findings of the affective potential of emotional design, underlining the need for psychophysiological measurements to assess the affective state and attention more objectively. The effects of differently designed stimuli (picture-text combinations with anthropomorphic pictures in bright and saturated colors [emotional design], picture-text combinations with non-anthropomorphic pictures in grayscale [neutral design], and plain text [control design]) on junior high school students' valence ( = 15), arousal ( = 18), and attention ( = 27) were examined. Valence was determined by students' judgments on a rating scale; arousal and attention were assessed by psychophysiological parameters (electrodermal activity of students and their dwell time on stimuli, respectively). To allow the examination of valence and arousal as separate dimensions, two independent experiments were conducted. Results of experiment I show that students perceived emotional design stimuli as more pleasant than stimuli in neutral or control design. Besides, an interaction with the content of the stimuli was found. While the positive effect of the emotional design was found for concepts that could be interpreted as potentially positive (e.g., sunlight) or neutral (e.g., consumer), stimuli representing potentially negative concepts (e.g., dead consumer) were not perceived as more pleasant if presented in emotional design. Experiment II shows that emotional design did not induce higher arousal than neutral and control designs and did not attract more attention. Instead, the text within picture-text combinations (emotional and neutral designs) attracted more attention when pictures were presented in neutral than in emotional design. By investigating the emotional state more differentiated and by examining arousal and attention using psychophysiological parameters, the present study helps to understand the heterogeneous findings of previous studies.
独特的设计操作，如具有吸引人颜色的类人特征（情感设计），通过影响学习者的情感状态（即效价和唤醒）和注意力来促进多媒体学习。然而，实证研究关于情感设计的情感潜力给出了不一致的结果，这凸显了需要进行心理生理测量以更客观地评估情感状态和注意力。研究了不同设计的刺激（色彩鲜艳且饱和的拟人化图片与文字的组合[情感设计]、灰度的非拟人化图片与文字的组合[中性设计]以及纯文本[对照设计]）对初中生的效价（n = 15）、唤醒（n = 18）和注意力（n = 27）的影响。效价由学生在评分量表上的判断确定；唤醒和注意力分别通过心理生理参数（学生的皮肤电活动及其在刺激上的停留时间）进行评估。为了能够将效价和唤醒作为单独的维度进行研究，进行了两个独立的实验。实验一的结果表明，学生认为情感设计的刺激比中性或对照设计的刺激更令人愉悦。此外，还发现了与刺激内容的相互作用。虽然情感设计对可解释为潜在积极（如阳光）或中性（如消费者）的概念有积极影响，但如果以情感设计呈现代表潜在消极概念（如死去的消费者）的刺激，并不会被认为更令人愉悦。实验二表明，情感设计并没有比中性和对照设计引起更高的唤醒，也没有吸引更多的注意力。相反，当图片以中性而非情感设计呈现时，图片 - 文字组合（情感和中性设计）中的文字吸引了更多的注意力。通过更细致地研究情感状态，并使用心理生理参数来检验唤醒和注意力，本研究有助于理解先前研究中不一致的结果。
