Effects of Position on Learning With Emotional Pictures

• In Event: 31.088 - Designing for Learning in Multimedia and Virtual Environments

Abstract

There is mounting research evidence showing that text and illustrations should be coherent and presented temporally close to each other to improve learning. However, there is a lack of understanding of the position effects of emotional pictures on learning. To address this gap, the present study selected positively and negatively-valenced pictures from the International Affective Picture System (IAPS). In a computer-based environment, Chinese college students (N=80) were randomly assigned to one of four conditions. The results showed that positive and negative emotional states were induced successfully before and during the learning stage. There was a significant interaction effect between the emotional valence and the position on retention, transfer, and cognitive load. Theoretical and practical implications of the findings are discussed.

Authors

• Olusola Olalekan Adesope, Washington State University

• Pengcheng Zhang, Nantong University, Nantong

• Zhe Wang, East China Normal University