Effects of Emotional Tones and Pacing in Computer-Based Learning (Poster 4)

• In Event: Thursday Poster Session 9:00 am
  In Poster Session: Motivational Beliefs, Context, and Consequences

Abstract

This present study implemented two experiments, examining the effects of valence and arousal of background images in system-paced and learner-paced multimedia environments, respectively. In both experiments, junior high school students were randomly assigned to one of the four experimental groups in a 2×2 factorial design with valence (positive/negative) and arousal (low/high) as two between-subjects factors. The results regarding retention across both experiments did not reveal significant interaction effects. For transfer, the results in Experiment 1 (system-paced) showed that high-arousing images significantly outperformed low-arousing images when positively valenced, while low-arousing images significantly outperformed high-arousing images when negatively valenced. The results in Experiment 2 (learner-paced) showed that negative valenced images outperformed positively valenced images when their arousal levels were high.

Authors

• Yuxin Ren, East China Normal University

• Tianrun Zhu, East China Normal University

• Zhe Wang, East China Normal University