Désiron Juliette C, Schneider Sascha
Institute of Education, University of Zürich, Zurich, Switzerland.
Front Psychol. 2024 Nov 29;15:1393113. doi: 10.3389/fpsyg.2024.1393113. eCollection 2024.
Looking at recent developments in multimedia learning research, the interaction between cognitive and affective processes is examined more extensively. Based on the emotional design hypothesis, for example, using colors, in contrast to black and white representations, for designing learning materials can elicit positive emotions, guide attention, increase motivation, and foster learning. The attention-guiding effect of colors might not be beneficial when used in learning-irrelevant, decorative pictures. In such a case, the seductive detail effect suggests that interesting but irrelevant additions can hinder learning. Previous studies manipulated colors in the whole learning material independent of the relevance of the information. The present study aimed to examine the effect of color variations according to the relevance of the information presented.
With a 2 (colorfulness of learning-relevant information background: black and white vs. colored) × 2 (colorfulness of learning-irrelevant pictorial information: black/white vs. colored) between-subject design. The main and interaction effects of colors as attention guides of multimedia learning material on the formation of hurricanes were tested with two samples (128 university students and 140 secondary school students). The first sample is university students in laboratory conditions. The second sample is students in school classes. Besides learning outcomes, perceptions of cognitive load, metacognitive judgments, and affective states are measured.
Results show that the interplay between information relevance and the colorfulness of representations affects learners' cognitive processes and metacognitive and affective perceptions.
These findings have practical implications for the design of multimedia learning materials, highlighting the importance of considering the interplay between colorfulness and information relevance.
审视多媒体学习研究的最新进展，认知与情感过程之间的相互作用得到了更广泛的研究。例如，基于情感设计假设，与黑白呈现方式相比，使用色彩来设计学习材料能够引发积极情绪、引导注意力、增强动机并促进学习。当色彩用于与学习无关的装饰性图片时，其引导注意力的效果可能并无益处。在这种情况下，诱人细节效应表明有趣但无关的添加内容会阻碍学习。以往的研究在整个学习材料中操控色彩，而不考虑信息的相关性。本研究旨在考察根据所呈现信息的相关性进行色彩变化的效果。
采用2（与学习相关信息背景的色彩丰富度：黑白 vs. 彩色）×2（与学习无关的图片信息的色彩丰富度：黑白 vs. 彩色）的组间设计。以两个样本（128名大学生和140名中学生）测试多媒体学习材料中作为注意力引导的色彩对飓风形成的主要及交互效应。第一个样本是实验室条件下的大学生。第二个样本是学校班级中的学生。除了学习成果外，还测量了认知负荷感知、元认知判断和情感状态。
结果表明，信息相关性与呈现方式的色彩丰富度之间的相互作用会影响学习者的认知过程以及元认知和情感感知。
这些发现对多媒体学习材料的设计具有实际意义，突出了考虑色彩丰富度与信息相关性之间相互作用的重要性。
