The Use of Emotional Design in Interactive Concept-Mapping for Chemistry Learning

• In Event: Student-Centered Approaches in Postsecondary STEM

Abstract

Research focused on emotional design within multimedia has yielded positive findings for student performance, affect, and motivation. However, there appears to be little to no research that examines the use of emotional design within concept mapping formats. Therefore, the present study examines the effect of using emotional design (warmer colors and round shapes) on a specific concept map format (fill-in-the-blanks) on undergraduate chemistry students’ learning performance, affect, and motivation. Results indicated no significant effect on learning performance, however, a significant difference in student motivation was found in favor of the group without emotional design. Additionally, there was an overall decrease in positive student affect, contrary to previous findings. Additional findings and implications will be discussed at the conference.

Authors

• Chloe G. Dydasco, Washington State University
  Presenting Author

• Rachel Min Wong, University of Tennessee
  Non-Presenting Author

• Olusola Olalekan Adesope, Washington State University
  Non-Presenting Author

• Krista Nishida, Washington State University
  Non-Presenting Author