2. Cognitive Science Overview Emotional Design

3. Cognitive Science Emotions and Moods Psychiatry: "mood" routinely used to denote states of happiness and sadness and their extremes Emotions: person's mental state of being, normally based in or tied to the person's internal (physical) and external (social) sensory feeling Emotional Design

4. Cognitive Science Seven emotions fear (or terror, shock, phobia)fear anger (or rage, which can be directed to the self or others)anger sorrow (or sadness, or grief or depression, which some people think of a separate emotion ﾑ see depression)sorrowdepression joy (happiness, glee, gladness).joy disgust ･ acceptance ･ anticipation ･ surprisedisgust ･ acceptance ･ anticipation ･ surprise Source: Wikipedia Emotional Design

5. Scenario Cognitive Science Observation Task I will demonstrate a number of sites/materials. Please take notes on the following observations:  List the strongest emotions you experienced.  What was your general emotional response to the site? Elaborate why. Later:  How can the site be described in terms of the three levels of processing (visceral, behavioral, reflective?

6. Cognitive Science Impact on Learning Emotions impact cognition Mood-dependant retrieval Mood-congruent processing Emotional Design

7. Cognitive Science Mood-dependent retrieval Emotional Design

8. Cognitive Science Mood-dependent retrieval Emotional Design

9. Cognitive Science Mood-congruent processing Emotional Design

10. Cognitive Science Astleitner (2000) FEASP Model Emotional Design Model

11. Cognitive Science Levels of Information Processing Visceral Level Behavioral Level Reflective Level Emotional Design

12. Cognitive Science Levels of Information Processing Visceral Level –automatic, ‘prewired,’ genetically programmed –response based on recognizing sensory information –incapable of reasoning –uses pattern matching: * positive affect based on food, warmth, protection * negative affect based on unknowns, danger indicators –but: this biological mechanism is only resulting in predispositions –Product characteristics: appearance –Learning environments: __________________ from: Norman (2004) Emotional Design

13. Cognitive Science Levels of Information Processing Behavioral Level –controls human action and behavior –not conscious -- automatic, routine operations –actions can be enhanced or inhibited by reflective level –can enhance or inhibit visceral level –Product characteristics: pleasure and effectiveness of use –Learning environments: __________________ from: Norman (2004) Emotional Design

14. Cognitive Science Levels of Information Processing Reflective Level –contemplative part of brain –not bound to the immediate feelings - includes past and future –Most vulnerable to variability through culture, experience, education, individual differences –can override other levels –Product characteristics: self-image, personal satisfaction, memory –Learning environments: __________________ from: Norman (2004) Emotional Design

15. Scenario Cognitive Science Group Discussion Based on the games reviewed so far, consider:  What, if anything, can games teach us about the design of learning environments?  How do games evoke emotions?  Do certain types of games represent certain aspects of some of the theoretical frameworks we have discussed?  Sort Gee’s principles based on a theoretical approach you devise, using theories discussed to date.

16. Scenario Cognitive Science Group Work Review the one of the Games-To-Teach frameworks. [ http://www.educationarcade.org/gtt/proto.html ] Discuss the following questions  Is the approach taken effective for the content and audience specified?  Does the approach appear to be based on a theoretical framework?  What emotional impact do you expect this game to have on learners?