A Qualitative Analysis of Students’ Experiences with Emotional Design in Multimedia

Abstract

For years, cognitive theories of multimedia learning have been used as the dominant theoretical framework in research on multimedia learning. In recent years, there have been significant developments in affective theories, and researchers have now started to consider the role of emotion and motivation in learning. This study explores students’ views on using emotional design in multimedia learning. Students were taught with different multimedia learning materials on the topic of “work, energy, and energy conservation,” which were identical in terms of the content but different in terms of the extent of emotional design elements. A qualitative study was implemented. Semi-structured in-depth interviews were conducted with 28 interviewees who used the learning materials. Based on content analysis, two main categories appeared: “Emotional Aspect of Multimedia Learning” and “Cognitive Aspect of Multimedia Learning.” It was found that students had different views regarding using emotional design. The “Emotional Aspect of Multimedia Learning” category contained emotional design principles such as color, facial expressions, and sound effects. The “Cognitive Aspect of Multimedia Learning” category included cognitive elements such as interactive questions and exercises, cognitive interest, the multimedia principle, real-life examples, animations, and signaling. Results were discussed along with different opinions about emotional design in multimedia.