The Better You Feel the Better You Learn: Do Warm Colours and Rounded Shapes Enhance Learning Outcome in Multimedia Learning?

Hannes Münchow,Maria Bannert,Christoph Mengelkamp

doi:10.1155/2017/2148139

Abstract

The aim of the present study was to examine whether fostering positive activating affect during multimedia learning enhances learning outcome. University students were randomly assigned to either a multimedia learning environment designed to induce positive activating affect through the use of “warm” colours and rounded shapes (n=61) or an affectively neutral environment that used achromatic colours and sharp edges (n=50). Participants learned about the topic of functional neuroanatomy for 20 minutes and had to answer several questions for comprehension and transfer afterwards. Affective states as well as achievement goal orientations were investigated before and after the learning phase using questionnaires. The results show that participants in the affectively positive environment were superior in comprehension as well as transfer when initial affect was strong. Preexperimental positive affect was therefore a predictor of comprehension and a moderator for transfer. Goal orientations did not influence these effects. The findings support the idea that positive affect, induced through the design of the particular multimedia learning environment, can facilitate performance if initial affective states are taken into account.

Highlights

For many years, research in multimedia learning concentrated on cognitive processes that are related to learning outcomes like the cognitive load theory (CLT) by Sweller et al [1] or Sweller [2] and the cognitive theory of multimedia learning (CTML) proposed by Mayer [3, 4]
The findings support the idea that positive affect, induced through the design of the particular multimedia learning environment, can facilitate performance if initial affective states are taken into account
Research in multimedia learning concentrated on cognitive processes that are related to learning outcomes like the cognitive load theory (CLT) by Sweller et al [1] or Sweller [2] and the cognitive theory of multimedia learning (CTML) proposed by Mayer [3, 4]

Summary

Introduction

Research in multimedia learning concentrated on cognitive processes that are related to learning outcomes like the cognitive load theory (CLT) by Sweller et al [1] or Sweller [2] and the cognitive theory of multimedia learning (CTML) proposed by Mayer [3, 4]. The crucial influence of affect on learning is commonly accepted [5]. Whereas some findings indicate that positive activating affect can be beneficial for learning (e.g., [6]), there are studies that did not find this relationship (e.g., [7],). Little is known about the causal influence of these affective states in short-time learning situations because most of present studies examine affect and learning in bigger spans of time (e.g., school years or semesters) or refer to correlational designs. Research on the causal relation between positive activating affect that occurs directly while learning and learning outcome is still rare. It is necessary to carry out experimental studies in which affect is elicited directly in the learning situation

Objectives

Methods

Results

Conclusion