부산대학교 도서관

Recent research has shown that the emotional design of multimedia learning that makes the essential elements of the lesson's graphics more appealing can induce positive emotions in learners, which in turn facilitates learning. Not only do people view the animation in multimedia materials through graphic elements, but they may also be attracted by motion elements. This study explores the influence of the emotional design of motion elements (shot use and role action) on multimedia learning. The participants-187 first grade elementary school students-were assigned to one of three conditions: (a) high aesthetic treatment (HAT), where the shot use and role action of the animated picture book were well-designed, (b)low aesthetic treatment (LAT), where the shot use and role action of the animated picture book were crudely implemented, and (c)the control condition (CC), which was static, without any shot movement or role action in the animated picture book. After viewing the animated picture book, students completed emotional scale tests and learning tests. We found that emotional design affected emotion and learning. The HAT group had higher emotional ratings and outperformed the LAT group on retention tests and cognitive attainment. The findings are generally consistent with the cognitive theory of learning using media. The study suggests that motion elements should be considered an important factor in the design of multimedia learning materials.