本文选自由巴贝特·帕克，丽莎·克诺泽尔，简·L·普拉斯，托兰·布伦肯合写的《多媒体学习中的情感设计和积极情绪：关于拟人化的使用的眼球跟踪研究》

Emotional design and positive emotions in multimedia learning: An eyetracking study on the use of anthropomorphisms

多媒体学习中的情感设计和积极情绪：关于拟人化的使用的眼球跟踪研究

（第一段）

abstract：The present eyetracking study examined the influence of emotions on learning with multimedia. Based on a 2 ✖️2 experimental design, participants received experimentally induced emotions (positive vs. neutral) and then learned with a multimedia instructional material, which was varied in its design (with vs. without anthropomorphisms) to induce positive emotions and facilitate learning. Learners who were in a positive emotional state before learning had better learning outcomes in comprehension and transfer tests and showed longer fixation durations on the text information of the learning environment. Although anthropomorphisms in the learning environment did not induce positive emotions, the eyetracking data revealed that learners attention was captured by this design element. Hence, learners in a positive emotional state who learned with the learning environment that included anthropomorphisms showed the highest learning outcome and longest fixation on the relevant information of the multimedia instruction. Results indicate an attention arousing effect of expressive anthropomorphisms and the relevance of emotional states before learning.

Keywords: Multimedia learning，Eyetracking，CATLM Emotion induction，Positive emotions

1. Introduction

In the past years, research on multimedia learning (Mayer, 2001) has begun to consider the influence of affective processes, such as emotions (Park, Plass, amp; Bruuml;nken, 2014; Um, Plass, Hayward, amp; Homer, 2012). Based on the established fact that emotions influence cognitive processes (Isen, Daubmann, amp; Nowicki, 1987; Izard, 2009; Russell, 2003) and learning (Pekrun, 2006), the question arises how emotions affect learning with multimedia instruction. Taking into consideration that the design multimedia learning environments should be optimized to enhance learning processes, the question emerges whether certain design elements in such a learning environment evoke emotions and foster learning. Studies by Um et al. (2012) and Plass, Heidig, Hayward, Homer, and Um (2014) investigated the influence of positive emotions induced before learning, and the use of an emotional design with design elements inducing positive emotions during learning. Their results revealed that a positive emotional design with round shapes, warm colors and anthropomorphisms in the multimedia instruction was able to induce positive emotions and fostered learning, as did a positive mood before learning. A study by Mayer and Estrella (2014) replicated the results that an emotionally appealing design enhanced learning. They suggested that measures on motivational aspects and cognitive processes should be taken into account in future research. In the present study, the facilitating effect of positive emotions was therefore further investigated by examining whether the use of anthropomorphisms, i.e. face-like shapes, in multimedia instruction evokes positive emotions during learning and facilitates learning processes. This issue is combined with a manipulation of mood state before learning and assessment of affective measures as well as cognitive load. Additionally the learners eye movements were examined as a process measure to reveal underlying perception processes.

（第二段）

2. Theoretical framework

2.1. Multimedia learning Traditional theories of learning with multimedia, such as Mayers (2005) Cognitive Theory of Multimedia Learning (CTML), focus on cognitive processes and do not explicitly consider the impact of motivation or emotion on learning. Therefore, Morenos Cognitive Affective Theory of Learning with Media (CATLM; Moreno, 2005, 2006, 2007, 2009) extended the CTML by adding motivational and affective aspects, thereby beginning to build the required bridge between affective and cognitive processes in learning with multimedia instruction. This model maintains the assumptions of the CTML about the three relevant cognitive processes for successful information processing: selecting, organizing, and integrating. Additionally, the model includes three new assumptions describing the impact of motivational and selfregulatory skills as well as the influence of individual learner characteristics: First, the affective mediation assumption stands for the idea that affective and motivational factors mediate learning by increasing or decreasing cognitive engagement. Second, the metacognitive mediation assumption postulates that metacognitive factors like self-regulatory skills mediate learning by regulating cognitive and affective processes. Third, the individual differences assumption suggests that differences in learners prior knowledge and traits such as cognitive styles and abilities affect the efficacy of learning with certain methods and media; see the model in Fig. 1. The present study focuses on the affective mediation assumption of the CATLM to see whether and how positive emotions in multimedia learning actually influence learning processes. Especially the question how positive emotions mediate learning is the focus of the present work and is explored by using the continuous high-resolution-measure eyetracking. We employ eyetracking indicators to provide new process information for a detailed analysis of the active learning process that can be initiated by using emotional design in multimedia learning material. In addition to these assumptions, the emotional design hypothesis postulates that “making essential elements visually appealing initiates and guides cognitive processing during learning” (Mayer amp; Estrella, 2014, p.14; Plass,

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本文选自由巴贝特·帕克，丽莎·克诺泽尔，简·L·普拉斯，托兰·布伦肯合写的《多媒体学习中的情感设计喝积极情绪：关于拟人化的使用的眼球跟踪研究》

（段落一）

目前的眼球跟踪研究检验了情绪对多媒体学习的影响。基于2times;2实验设计，参与者接受实验诱导的情绪（积极与中性），然后用多媒体教学材料学习，其设计不同（有人与无拟人），以诱导积极情绪和促进学习。在学习之前处于积极情绪状态的学习者在理解和转移测试中具有更好的学习成果，并且在学习环境的文本信息上显示更长的固定持续时间。虽然学习环境中的拟人化并没有引起积极情绪，但是眼动跟踪数据显示学习者的注意力被这个设计元素所捕获。因此，处于积极情绪状态的学习者，他们在包含拟人化的学习环境中学习，表现出最高的学习成果和对多媒体教学相关信息的最长固定。结果表明，在学习之前，表达拟人的注意力和情绪状态的相关性引起了人们的注意。

段落二:

在过去几年中，关于多媒体学习的研究已经开始考虑情感过程的影响，例如情绪。基于情感影响认知过程的既定事实和学习，问题出现了情绪如何影响多媒体教学的学习。考虑到设计多媒体学习环境应该被优化以增强学习过程，问题在于这样的学习环境中的某些设计元素是否唤起情感和促进学习。研究了学习前诱发的积极情绪的影响，以及在学习过程中使用具有诱导积极情绪的设计元素的情感设计。他们的研究结果表明，在多媒体教学中，圆形，暖色和拟人化的积极情感设计能够诱导积极的情绪和促进学习，就像学习前的积极情绪一样。Mayer和Estrella的一项研究复制了一个情感吸引人的设计增强学习的结果。他们建议在未来的研究中应考虑有关动机方面和认知过程的措施。因此，在本研究中，通过检查在多媒体教学中使用拟人化（即面部形状）是否在学习过程中唤起积极情绪并促进学习过程，进一步研究了积极情绪的促进作用。在学习和评估情感测量以及认知负荷之前，该问题与情绪状态的操纵相结合。此外，学习者的眼球运动被视为一种过程测量，以揭示潜在的感知过程。

段落四：

传统的多媒体学习理论，如Mayer的多媒体学习认知理论，侧重于认知过程，没有明确考虑动机或情绪对学习的影响。因此，莫雷诺的媒体学习认知情感理论通过增加动机和情感方面扩展CTML，从而开始在多媒体教学的学习中建立情感和认知过程之间的必要桥梁。该模型维护CTML关于成功信息处理的三个相关认知过程的假设：选择，组织和整合。此外，该模型包括三个新的假设，描述动机和自我调节技能的影响以及个体学习者特征的影响：首先，情感调解假设代表情感和动机因素通过增加或减少认知来调节学习的观点订婚。第二，元认知调解假设假设自我调节技能等元认知因素通过调节认知和情感过程来调节学习。第三，个体差异假设表明，学习者的先验知识和认知方式和能力等特征的差异会影响学习某些方法和媒介的效果; 看看模特。本研究的重点是CATLM的情感调解假设，以了解多媒体学习中的积极情绪是否以及如何影响学习过程。尤其是积极情绪如何介导学习是当前工作的重点，并通过使用连续的高分辨率测量眼动跟踪进行探索。我们使用眼动跟踪指标来提供新的过程信息，以便通过在多媒体学习材料中使用情感设计来启动主动学习过程的详细分析。

段落五：该研究的结果具有理论和实践意义。在理论层面，该研究为CATLM的情感调解假设提供了额外的证据。结果支持这一假设，因为它们表明学习者的情绪状态和学习计划的情感设计对影响学习的情感和认知过程有影响。因此，在未来的多媒体学习研究中应始终考虑学习者的情绪状态，因为除了知识获取过程的认知视角外，学习者的情绪状态应该被考虑在内。关于将情感设计应用于多媒体材料的效果的发现支持进一步整合情感和认知过程的需要，例如最近在综合认知情感模型学习与多媒体中提出的。

对于实际水平的影响，本研究表明，学习指导设计中的拟人化不会诱发积极的情绪，因此不会影响学习成果。此外，结果显示在学习增强学习成果之前处于积极情绪状态。此外，两个因素的结合，学习前的情绪状态和学习环境的设计，导致最高的学习成果并影响学习者的眼球运动。与之前研究的结果一起多媒体学习中的情感设计研究为学习环境的设计提供了建议。教师和教学设计师应提供促进积极情绪的学习环境。此外，建议在学习计划中仔细实施表达性拟人，以吸引学习者的注意力，但不要分散相关的学习内容。

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