Does learner expertise matter when designing emotional multimedia for learners of primary school mathematics?
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Does learner expertise matter when designing emotional multimedia for learners of primary school mathematics? Thomas K. F. Chiu1 · Morris Siu‑yung Jong1 · Ida A. C. Mok2
© Association for Educational Communications and Technology 2020
Abstract Recent research on multimedia learning has considered the integration of cognitive and affective aspects of media processing. The literature suggests that learners’ emotions influence the effectiveness of multimedia learning, which is explained by the cognitive-affective theory of learning with media (CATLM). A multimedia design that changes learners’ emotional status can facilitate or suppress learning. Individual difference, which suggests that learners with different expertise levels respond differently to an emotional design, is an assumption of CATLM. However, how learner expertise influences the effectiveness of emotional designs remains unclear. This study investigated the effects of learner expertise (novice vs advanced) and an emotional design incorporating a face-like shape and warm colours (with vs without) on developing skills in remembering and understanding in mathematics learning. The novice group comprised younger learners who had no prior knowledge of the topic; the advanced group comprised older learners who had studied the topic previously. We randomly allocated 122 primary school students to four experimental groups to see how they learned geometrical patterns from videos with different designs. These results showed that (1) the emotional design group performed better in remembering, and (2) the emotional design benefited the advanced group, but not the novice group, in understanding. A plausible explanation is that the benefits of the emotional design do not outweigh its drawback in the novice group when developing understanding. Further analysis revealed that learner expertise and learning outcomes influence the designs’ effects. Our findings suggested that using emotional design can effectively facilitate lower-order thinking skills such as remembering, identifying and procedural skills, and drawing students interests and motivation may not lead to better learning outcomes. Keywords Cognitive load theory · Learner expertise · Emotional design · Multimedia learning · Mathematics learning
* Thomas K. F. Chiu [email protected] Extended author information available on the last page of the article
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Introduction To expand previous research on multimedia learning, which has taken a predominantly cognitive perspective, recent studies have focused on the influence of affective processes such as emotions and motivations (Chiu and Hew 2018; Park et al. 2015a, b; Plass and Kalyuga 2019; Um et al. 2012). Such studies have aimed to integrate affective variables into cognitive processing theories of multimedia learning (Park et al. 2014). Appealing and interesting design elements in multimedia learning can evoke a positive emotional status in learners (Heidig et al. 2015), which alters working memory capa
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