Abstract
Against the background of Moreno's “cognitive-affective theory of learning with media” (CATLM) (Moreno, 2006), three papers on cognitive and affective processes in learning with multimedia are discussed in this commentary. The papers provide valuable insights in how cognitive processing and learning results can be affected by constructs such as “situational interest”, “positive emotions”, or “confusion”, and they suggest questions for further research in this field.
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have