1. Sascha Schneider Steve Nebel Günter Daniel Rey
Ich fühle mich gut - also lerne ich besser?
[I feel good – so I learn better?] Emotionale dekorative Bilder beim Lernen mit Multimedia
[Emotional decorative pictures in multimedia learning]
Sascha Schneider
Steve Nebel
Günter Daniel Rey

2. Lerning and Media

3. Emotions, Learning and Media

4. Emotions, Learning and Media

5. CATLM (Moreno, 2006)
Figure 1. CATLM and the mediation of affect and motivation (signaled with bold print). Adapted from “Does the modality principle hold for different media? A test of the method‐affects‐learning hypothesis,” by R. Moreno, 2006, Journal of Computer Assisted Learning, 22, Copyright 2006 by Academic Search Premier database.

6. Emotions and Learning „Emotion-as-facilitator-hypothesis“
Task performance improvement (Lindström & Bohlin, 2011), response precision (Anderson & Phelps, 2001), increase in recognition performance (Levens & Phelps, 2008), enhancement of cognitive processing (Boekaerts, 2007), increased metacognitive processing (Yang, Yang, & Isen, 2013)
„Emotion-as-supressor-hypothesis“
misleading goals (Daniels et al., 2009), decreased focusing (Norman, 2004), an illusion of learning (Baumeister, Alquist, & Vohs, 2014), working memory impairment (Eysenck, Derakshan, Santos, & Calvo, 2007; Martin & Kerns, 2011),
learning
emotion
learning
emotion

7. Decorative pictures and learning
Sung & Mayer (2012)
decorative
seductive
Vs.
Problems within the research on seductive details:
No examination of emotional impact
No meaningful link between pictures and material
Missing information on irrelevant content
No real differentiation of pictures in learning materials (Elia & Philippou, 2004; Levin, 2002)

8. Decorative pictures and learning
(Schneider, Nebel, & Rey, 2016)

9. Experiment Participants and design:
82 students (mean age: 24.2 years, 71% female)
variation of emotions (positive vs. negative) and
variation of displayed context (leisure vs. learning)
Pre-tested pictures
Learning material about cell division
prior knowledge: low / no significant difference
Dependent variables:
Retention and transfer tasks (Multiple choice)
Semantic Differential Questionnaire (Russell & Mehrabian, 1977)
Hypothesis:
Students with positive affective decorative pictures in their learning materials will have higher learning scores (retention and transfer) than students with negative affective decorative pictures.

10. Experiment

11. Experiment F (1, 77) = 8.92, p = .004, ηp2 = .10 F (1, 77) = 4.48,
Retention scores ranges from 0 to 21
Transfer scores ranges from 0 to 12
F (1, 77) = 8.92,
p = .004, ηp2 = .10
F (1, 77) = 4.48,
p = .038, ηp2 = .06

12. Experiment F (1, 77) = 33.57, p < .001, ηp2 = .30
No differences in motivation or cognitive load
F (1, 77) = 33.57, p < .001, ηp2 = .30
F (1, 77) = 16.73, p < .001, ηp2 = .18

13. Discussion Learning enhancement through positive pictures
Higher pleasure and arousal scores for positive pictures
Higher arousal scores might have led to long-term memory enhancement (Bradley, Greenwald, Petry, & Lang, 1992)
A closer look at different activation levels could be helpful
Future studies
Should pay attention to the valence of the included pictures
Should examine different kinds of emotions (e.g. prospective vs. retrospective)
Should compare decorative pictures with instructional graphics

14. References
Moreno, R. (2006). Does the modality principle hold for different media? A Test of the method‐affects‐learning hypothesis. Journal of Computer Assisted Learning, 22(3),
Lindström, B. R., & Bohlin, G. (2011). Emotion processing facilitates working memory performance. Cognition & Emotion, 25(7),
Anderson, A. K., & Phelps, E. A. (2001). Lesions of the human amygdala impair enhanced perception of emotionally salient events. Nature, 411(6835),
Levens, S. M., & Phelps, E. A. (2008). Emotion processing effects on interference resolution in working memory. Emotion, 8(2),
Boekaerts, M. (2007). Understanding students’ affective processes in the classroom. Emotion in Education,
Yang, H., Yang, S., & Isen, A. M. (2013). Positive affect improves working memory: Implications for controlled cognitive processing. Cognition & Emotion, 27(3),
Daniels, L. M., Stupnisky, R. H., Pekrun, R., Haynes, T. L., Perry, R. P., & Newall, N. E. (2009). A longitudinal analysis of achievement goals: From affective antecedents to emotional effects and achievement outcomes. Journal of Educational Psychology, 101(4),
Baumeister, R. F., Alquist, J. L., & Vohs, K. D. (2015). Illusions of learning: irrelevant emotions inflate judgments of learning. Journal of Behavioral Decision Making, 28(2),
Eysenck, M. W., Derakshan, N., Santos, R., & Calvo, M. G. (2007). Anxiety and cognitive performance: attentional control theory. Emotion, 7(2),
Martin, E. A., & Kerns, J. G. (2011). The influence of positive mood on different aspects of cognitive control. Cognition and Emotion, 25(2),
Sung, E., & Mayer, R. E. (2012). When graphics improve liking but not learning from online lessons. Computers in Human Behavior, 28(5),
Schneider, S., Nebel, S., & Rey, G. D. (2016). Decorative pictures and emotional design in multimedia learning. Learning and Instruction, 44,
Russell, J. A., & Mehrabian, A. (1977). Evidence for a three-factor theory of emotions. Journal of research in Personality, 11(3),
Bradley, M. M., Greenwald, M. K., Petry, M. C., & Lang, P. J. (1992). Remembering pictures: pleasure and arousal in memory. Journal of experimental psychology: Learning, Memory, and Cognition, 18(2),

15. Diskussion Thank you for your attention! Sascha Schneider
Wissenschaftlicher Mitarbeiter / Research Associate
Straße der Nationen 12, Chemnitz, Raum 244
+49 (0) 371 /
E-Learning and New Media
Institute for Media Research
Faculty of Humanities
TU Chemnitz