Emotional design of multimedia learning using background images with motivational cues

Abstract

Abstract Emotional design for multimedia learning can be implemented primarily using aesthetic design elements (e.g., color, shape and layout); however, we still have limited understanding on emotional design using content features visually depicting motivational cues. This study examines how valence and arousal of emotional learning content, generated by background images, in multimedia learning influenced learners' retention of factual knowledge and cognitive load, using a 2 (valence: positive, negative) × 2 (arousal: moderately low, moderately high) between‐subjects experiment. The results showed significant interaction effects, implying the positive effects of using moderately low arousing negative images on both recognition and cued‐recall test scores. Both scores were significantly lower when moderately high arousing negative images were used; however, they did not differ with increasing arousal of positive images. The emotional content did not influence germane and extraneous loads. Our findings emphasize the need for considering optimal levels of valence and arousal in emotional design.

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