Emotional Design in Digital Media for Learning
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Introducing minor visual cues that trigger positive emotions, such as warm colors and child-like faces, can enhance learning.
“In numerous studies, it has been shown that introducing minor visual cues that trigger positive emotions (such as warm colors and child-like faces) can enhance learning (e.g., Brom et al., 2018; Plass & Kaplan, 2016).”
From Understanding Cognitive Load in Digital and Online Learning: a New Perspective on Extraneous Cognitive Load (2022) · cites this paper as Plass & Kaplan, 2016
The basic premise of the great majority of research on stress, emotions and uncertainty in learning is that learning is best supported by preventing states that might negatively affect learning.
“There has been a considerable amount of research on this phenomenon, but the basic premise of the great majority of this research is that learning is best supported by preventing states that might negatively affect learning (e.g. Plass and Kaplan 2016).”
From Cognitive Architecture and Instructional Design: 20 Years Later (2019) · cites this paper as Plass and Kaplan 2016
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Cognitive Architecture and Instructional Design: 20 Years Later
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- Authors
- Plass, J. L., & Kaplan, U.
- Affiliations
- New York University (US)
- Venue
- Emotions, Technology, Design, and Learning
- Publisher
- Elsevier
- Published
- 2016
- Pages
- 131-161
- OpenAlex
- W2313678225
- Semantic Scholar
- eb12647b7c8973807d046b53ee91fdd17f68c28c
- Cited by
- 377
- References
- 117
- Citations by year
- 2026: 48 · 2025: 45 · 2024: 55 · 2023: 41 · 2022: 65 · 2021: 45 · 2020: 25 · 2019: 21 · 2018: 21 · 2017: 9 · 2016: 1 · 2015: 1
- FWCI
- 81.87
- Type
- book chapter
- Language
- en
- Open access
- closed
- Locations
- Elsevier eBooks (publishedVersion)
- Topics
- Social Sciences › Psychology › Experimental and Cognitive Psychology › Visual and Cognitive Learning Processes
- Social Sciences › Psychology › Developmental and Educational Psychology › Innovative Teaching and Learning Methods
- Physical Sciences › Computer Science › Human-Computer Interaction › Innovative Human-Technology Interaction
- Keywords
- emotional design, multimedia learning, affective computing, emotion and cognition, control-value theory of achievement emotions, digital learning environments, educational simulation, game-based learning, virtual worlds
About these checks
Registry, retraction, Cites and statistics results are computed, not judged, with one exception: a printed reference that no index lists is read once by a model before it counts as a citation error. Claims are extracted by a model and kept only when their quote appears verbatim in the text; each cited source is then checked, with a model’s help, for whether it says what the claim relies on. Those verdicts can be wrong — read the claim’s quote and the cited source before relying on one.
Statistics and arithmetic are recomputed, not judged.
Confidence bands are shown only for fields calibrated on our annotated test set. None is calibrated yet, so no band is shown.
What counts as a claim ›How we measure confidence ›How we check this ›
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