诱发的积极情绪会促进多媒体学习吗?

doi:10.3724/SP.J.1042.2018.01818

摘要/Abstract

摘要：

近来, 教育心理学领域开始关注情绪因素对多媒体学习的影响, 其中诱发情绪逐渐成为研究者关注的指导设计形式。已有研究主要通过外部情绪诱发和内部情绪设计来考察诱发的积极情绪在学习过程中的作用, 并发现外部情绪诱发和内部情绪设计能够成功诱发积极情绪, 但由于情绪诱发方式的多样性和多媒体学习过程的复杂性, 诱发的积极情绪对学习效果的促进作用比较微弱。综述发现, 7项涉及外部情绪诱发的实验在学习结果上产生的效应量中值分别为d_保持 = -0.25, d_理解 = 0.04, d_迁移 = 0.30; 14项涉及内部情绪设计的实验在学习结果上产生的效应量中值分别为d_保持 = 0.27, d_理解 = 0.36, d_迁移 = 0.29。诱发的情绪对学习过程的主观体验影响很小。多媒体学习认知情感理论认为诱发的积极情绪会通过动机的中介作用进而促进学习; 相反, 认知负荷理论认为诱发的积极情绪会增加学习者的外在认知负荷从而阻碍学习。未来研究仍需关注情绪的操纵方法、效果评定以及潜在调节变量的作用等。

关键词: 积极情绪, 多媒体学习, 多媒体学习认知情感理论, 认知负荷理论

Abstract:

Recently, educational psychologists have paid much attention to the effect of emotional factors on multimedia learning, especially the induction of emotions which belongs to one of instructional designs. The effect of positive emotions in the learning process was mainly investigated through external mood induction and internal emotional design in previous studies which indicated that these two emotional induction methods both can induce positive emotions successfully. Nevertheless, the facilitation of positive emotions on multimedia learning performance had very small effect due to the diversity of the emotional induction method and the complexity of the multimedia learning process. In this article, results showed that the median effect sizes related to the effect of external mood induction on learning outcomes were d_retention = -0.25, d_{comprehension} = 0.04, d_transfer = 0.30, respectively; the median effect sizes related to the effect of internal emotional design on learning outcomes were d_retention = 0.27, d_{comprehension} = 0.36, d_transfer = 0.29, respectively. Induced emotions had little effect on subjective learning experience. According to cognitive affective theory of learning with media, the induction of positive emotions can improve learning through motivation. Cognitive load theory, however, predicts an opposite result of learning for the reason that the induction of positive emotions might bring about an increase of the learner’s extraneous cognitive load. Future studies should focus on the experimental manipulation and the effect evaluation of emotion itself, as well as the effect of the undiscovered moderator variables, etc.

Key words: positive emotions, multimedia learning, cognitive affective theory of learning with media, cognitive load theory

陈佳雪, 谢和平, 王福兴, 周丽, 李文静. (2018). 诱发的积极情绪会促进多媒体学习吗?. 心理科学进展 , 26(10), 1818-1830.

CHEN Jiaxue, XIE Heping, WANG Fuxing, ZHOU Li, LI Wenjing. (2018). Do induced positive emotions facilitate multimedia learning?. Advances in Psychological Science, 26(10), 1818-1830.

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