Emotional Design in Multimedia Learning: How Emotional Intelligence Moderates Learning Outcomes

Abstract

This study is designed as a preliminary study to explore the effects of emotional intelligence (EI) on achievement, perceived intrinsic motivation and perceived satisfaction when expose to an emotional designed Multimedia Learning Environment (MLE) that was designed to induce either positive, neutral or negative emotions. All three designs had similar content and narration but differed in visual element such as colour, font size, font style and images. Based on the findings, it was reported that students performed better in the design used to induce negative emotion (NegD design) followed by the positive (PosD) and Neutral (NeuD). There is no significant difference in levels of emotional intelligence towards these learning outcomes; however, students with Low EI performed better overall. EI only qualified perceived satisfaction when using a MLE designed to induce emotions and it was found that students with Low EI preferred the design that induces positive emotions. In addition, High EI students favored designs with emotionality (positive or negative) compared to neutral design.