Skip to main content Accessibility help
×
Hostname: page-component-586b7cd67f-g8jcs Total loading time: 0 Render date: 2024-11-26T04:53:26.813Z Has data issue: false hasContentIssue false

9 - Motivation and Affect in Multimedia Learning

from Part II - Theoretical Foundations

Published online by Cambridge University Press:  19 November 2021

Richard E. Mayer
Affiliation:
University of California, Santa Barbara
Logan Fiorella
Affiliation:
University of Georgia
Get access

Summary

This chapter summarizes research and theory concerned with the effect of learner motivation and emotional states on multimedia learning. It describes trends and issues in the current approaches, identifies relevant theoretical models, and assesses the importance of motivation (including interest, intrinsic-extrinsic motivation, goal orientation, and self-efficacy) and affect (including positive and negative affective states) as mediators and moderators of the effects of multimedia learning on cognitive outcomes. The reviewed empirical findings indicate the strong influence of multimedia learning environments on learner motivation and affect.

Type
Chapter
Information
Publisher: Cambridge University Press
Print publication year: 2021

Access options

Get access to the full version of this content by using one of the access options below. (Log in options will check for institutional or personal access. Content may require purchase if you do not have access.)

References

Ainley, M. (2006). Connecting with learning: Motivation, affect and cognition in interest processes. Educational Psychology Review, 18(4), 391405.CrossRefGoogle Scholar
Astleitner, H., & Wiesner, C. (2004). An integrated model of multimedia learning and motivation. Journal of Educational Multimedia and Hypermedia, 13(1), 321.Google Scholar
Baker, R. S., D’Mello, S. K., Rodrigo, M. M. T., & Graesser, A. C. (2010). Better to be frustrated than bored: The incidence, persistence, and impact of learners’ cognitive–affective states during interactions with three different computer-based learning environments. International Journal of Human–Computer Studies, 68(4), 223241.CrossRefGoogle Scholar
Bandura, A. (1986). Social Foundations of Thought and Action: A Social Cognitive Theory. Englewood Cliffs, NJ: Prentice Hall.Google Scholar
Bandura, A. (1993). Perceived self-efficacy in cognitive development and functioning. Eductional Psychologist, 28, 117148.CrossRefGoogle Scholar
Bandura, A. (2004). Social cognitive theory for personal and social change by enabling media. In Singhal, A., Cody, M. J., Rogers, E. M., & Sabido, M. (eds.), LEA’s Communication Series. Entertainment-Education and Social Change: History, Research, and Practice (pp. 7596). Mahwah, NJ: Lawrence Erlbaum.Google Scholar
Baylor, A., Ryu, J., & Shen, E. (2003). The effects of pedagogical agent voice and animation on learning, motivation and perceived persona. In Lassner, D., & McNaught, C. (eds.), Proceedings of ED-MEDIA 2003-World Conference on Educational Multimedia, Hypermedia & Telecommunications (pp. 452458). New York: Association for the Advancement of Computing in Education (AACE).Google Scholar
Bless, H., & Fiedler, K. (2006). Mood and the regulation of information processing and behavior. In Forgas, J. P. (ed.), Affect in Social Thinking and Behavior (pp. 6584). New York: Psychology Press.Google Scholar
Brom, C., Děchtěrenko, F., Frollová, N., Stárková, T., Bromová, E., & D’Mello, S. K. (2017). Enjoyment or involvement? Affective-motivational mediation during learning from a complex computerized simulation. Computers & Education, 114, 236254.CrossRefGoogle Scholar
Brom, C., Stárková, T., & D’Mello, S. K. (2018). How effective is emotional design? A meta-analysis on facial anthropomorphisms and pleasant colors during multimedia learning. Educational Research Review, 25, 100119.CrossRefGoogle Scholar
Chiu, T. K., Jong, M. S. Y., & Mok, I. A. (2020). Does learner expertise matter when designing emotional multimedia for learners of primary school mathematics? Educational Technology Research and Development, 68(5), 23052320.Google Scholar
Clark, R. E. (1983). Reconsidering research on learning from media. Review of Educational Research, 53(4), 445459.CrossRefGoogle Scholar
Clark, R. E. (1994). Media and method. Educational Technology, Research and Development, 42, 710.CrossRefGoogle Scholar
D’Mello, S. K. (2013). A selective meta-analysis on the relative incidence of discrete affective states during learning with technology. Journal of Educational Psychology, 105, 10821099.Google Scholar
D’Mello, S., & Graesser, A. (2007). Monitoring affective trajectories during complex learning. Proceedings of the Annual Meeting of the Cognitive Science Society, 29(29), 203208.Google Scholar
D’Mello, S., & Graesser, A. (2011). The half-life of cognitive-affective states during complex learning. Cognition & Emotion, 25(7), 12991308.CrossRefGoogle ScholarPubMed
D’Mello, S., & Graesser, A. (2012). Dynamics of affective states during complex learning. Learning and Instruction, 22(2), 145157.CrossRefGoogle Scholar
D’Mello, S., Lehman, B., Pekrun, R., & Graesser, A. (2014). Confusion can be beneficial for learning. Learning and Instruction, 29, 153170.Google Scholar
Deaney, R., Ruthven, K., & Hennessy, S. (2003). Pupil perspectives on the contribution of information and communication technology to teaching and learning in the secondary school. Research Papers in Education, 18(2), 141165.Google Scholar
Deci, E. L., & Ryan, R. M. (1985). Conceptualizations of intrinsic motivation and self-determination. In Deci, E. L., & Ryan, R. M. (eds.), Intrinsic Motivation and Self-determination in Human Behavior (pp. 1140). Boston, MD: Springer.Google Scholar
Deimann, M., & Keller, J. (2006). Volitional aspects of multimedia learning. Journal of Educational Multimedia and Hypermedia, 15(2), 137158.Google Scholar
Domagk, S., Schwartz, R. N., & Plass, J. L. (2010). Interactivity in multimedia learning: An integrated model. Computers in Human Behavior, 26(5), 10241033.CrossRefGoogle Scholar
Dweck, C. S., & Elliot, E. S. (1983). Achievement motivation. In Mussen, P. H. (Series ed.) & Hetherington, E. M. (Vol. ed.), Handbook of Child Psychology: Socialization, Personality, and Social Development (4th ed., pp. 643691). New York: Wiley.Google Scholar
Dweck, C. S., & Leggett, E. L. (1988). A social-cognitive approach to motivation and personality. Psychological Review, 95(2), 256.CrossRefGoogle Scholar
Eccles, J. S., Wigfield, A., & Schiefele, U. (1998). Motivation to succeed. In Damon, W., & Eisenberg, N. (eds.). Handbook of Child Psychology (3rd ed., pp. 10171095). New York: Wiley.Google Scholar
Ekman, P., Levenson, R. W., & Friesen, W. V. (1983). Autonomic nervous system activity distinguishes among emotions. Science, 221(4616), 12081210.CrossRefGoogle ScholarPubMed
Erhel, S., & Jamet, E. (2013). Digital game-based learning: Impact of instructions and feedback on motivation and learning effectiveness. Computers & Education, 67, 156167.Google Scholar
Eseryel, D., Law, V., Ifenthaler, D., Ge, X., & Miller, R. (2014). An investigation of the interrelationships between motivation, engagement, and complex problem solving in game-based learning. Educational Technology & Society, 17(1), 4253.Google Scholar
Faber, J. M., Luyten, H., & Visscher, A. J. (2017). The effects of a digital formative assessment tool on mathematics achievement and student motivation: Results of a randomized experiment. Computers & Education, 106, 8396.CrossRefGoogle Scholar
Feldon, D. F., Callan, G., Juth, S., & Jeong, S. (2019). Cognitive load as motivational cost. Educational Psychology Review, 31, 319337.Google Scholar
Fraser, K., Huffman, J., Ma, I., Sobczak, M. E., McIlwrick, J., Wright, B., & McLaughlin, K. (2014). The emotional and cognitive impact of unexpected simulated patient death: A randomized controlled trial. Chest, 145(5), 958963.Google Scholar
Fredrickson, B. L., & Branigan, C. (2005). Positive emotions broaden the scope of attention and thought-action repertoires. Cognition & Emotion, 19(3), 313332.Google Scholar
Gao, T., & Lehman, J. D. (2003). The effects of different levels of interaction on the achievement and motivation perceptions of college students in a Web-based learning environment. Journal of Interactive Learning Research, 14(4), 367386.Google Scholar
Gerjets, P., & Scheiter, K. (2003). Goal configurations and processing strategies as moderators between instructional design and cognitive load: Evidence from hypertext-based instruction. Educational Psychologist, 38(1), 3341.Google Scholar
Graesser, A., Chipman, P., King, B., McDaniel, B., & D’Mello, S. (2007). Emotions and learning with auto tutor. Frontiers in Artificial Intelligence and Applications, 158, 569.Google Scholar
Harp, S. F., & Mayer, R. E. (1997). The role of interest in learning from scientific text and illustrations: On the distinction between emotional interest and cognitive interest. Journal of Educational Psychology, 89(1), 92102.Google Scholar
Hede, A. (2002). An integrated model of multimedia effects on learning. Journal of Educational Multimedia and Hypermedia, 11, 177191.Google Scholar
Heidig, S., & Clarebout, G. (2011). Do pedagogical agents make a difference to student motivation and learning? Educational Research Review, 6(1), 2754.Google Scholar
Heidig, S., Müller, J., & Reichelt, M. (2015). Emotional design in multimedia learning: Differentiation on relevant design features and their effects on emotions and learning. Computers in Human Behavior, 44, 8195.CrossRefGoogle Scholar
Hidi, S., & Renninger, K. A. (2006). The four phase model of interest development. Educational Psychologist, 41(2), 111127.Google Scholar
Hung, C. M., Huang, I., & Hwang, G. J. (2014). Effects of digital game-based learning on students’ self-efficacy, motivation, anxiety, and achievements in learning mathematics. Journal of Computers in Education, 1(2–3), 151166.CrossRefGoogle Scholar
Hunt, J. M. V. (1965). Intrinsic motivation and its role in psychological development. In Levine, D. (ed.), Nebraska Symposium on Motivation (13th ed., pp. 189282). Nebraska: University of Nebraska Press.Google Scholar
Isen, A. M., & Reeve, J. (2005). The influence of positive affect on intrinsic and extrinsic motivation: Facilitating enjoyment of play, responsible work behavior, and self-control. Motivation and Emotion, 29(4), 295323.CrossRefGoogle Scholar
Jiang, L., Elen, J., & Clarebout, G. (2009). The relationships between learner variables, tool-usage behaviour and performance. Computers in Human Behavior, 25(2), 501509.Google Scholar
Keller, J. M. (1987). Motivational design and multimedia: Beyond the novelty effect. Strategic Human Resource Development Review, 1(1), 188203.Google Scholar
Keller, J. M., & Suzuki, K. (2004). Learner motivation and E-learning design: A multinationally validated process. Journal of Educational Media, 29(3), 229239.CrossRefGoogle Scholar
Knörzer, L., Brünken, R., & Park, B. (2016a). Facilitators or suppressors: Effects of experimentally induced emotions on multimedia learning. Learning and Instruction, 44, 97107.CrossRefGoogle Scholar
Knörzer, L., Brünken, R., & Park, B. (2016b). Emotions and multimedia learning: The moderating role of learner characteristics. Journal of Computer Assisted Learning, 32(6), 618631.CrossRefGoogle Scholar
Korakakis, G., Pavlatou, E. A., Palyvos, J. A., & Spyrellis, N. (2009). 3D visualization types in multimedia applications for science learning: A case study for 8th grade students in Greece. Computers & Education, 52(2), 390401.Google Scholar
Kort, B., Reilly, R., & Picard, R. W. (2001). An affective model of interplay between emotions and learning: Reengineering educational pedagogy-building a learning companion. In Advanced Learning Technologies. Proceedings. IEEE International Conference (pp. 4346). IEEE.Google Scholar
Lajoie, S. P., Pekrun, R., Azevedo, R., & Leighton, J. P. (2019). Understanding and measuring emotions in technology-rich learning environments. Learning and Instruction, 70, 101272.Google Scholar
Leutner, D. (2014). Motivation and emotion as mediators in multimedia learning. Learning and Instruction, 29, 174175.Google Scholar
Li, J., Antonenko, P. D., & Wang, J. (2019). Trends and issues in multimedia learning research in 1996–2016: A bibliometric analysis. Educational Research Review, 28, 121.Google Scholar
Liew, T. W., & Tan, S. M. (2016). The effects of positive and negative mood on cognition and motivation in multimedia learning environment. Journal of Educational Technology & Society, 19(2), 104115.Google Scholar
Liew, T. W., Zin, N. A. M., & Sahari, N. (2017). Exploring the affective, motivational and cognitive effects of pedagogical agent enthusiasm in a multimedia learning environment. Human-Centric Computing and Information Sciences, 7(9), 121.Google Scholar
Lin, M. H., Chen, H. C., & Liu, K. S. (2017). A study of the effects of digital learning on learning motivation and learning outcome. Eurasia Journal of Mathematics, Science and Technology Education, 13(7), 35533564.CrossRefGoogle Scholar
Linnenbrink, E. A., & Pintrich, P. R. (2002). Achievement goal theory and affect: An asymmetrical bidirectional model. Educational Psychologist, 37(2), 6978.CrossRefGoogle Scholar
Loderer, K., Pekrun, R., & Lester, J. C. (2018). Beyond cold technology: A systematic review and meta-analysis on emotions in technology-based learning environments. Learning and Instruction, 70, 101162.Google Scholar
Low, R., & Jin, P. (2009). Motivation and multimedia learning. In Zheng, R. Z. (ed.), Cognitive Effects of Multimedia Learning (pp. 154172). Hershey, PA: Information Science Reference/IGI Global.Google Scholar
Magner, U. I., Schwonke, R., Aleven, V., Popescu, O., & Renkl, A. (2014). Triggering situational interest by decorative illustrations both fosters and hinders learning in computer-based learning environments. Learning and instruction, 29, 141152.Google Scholar
Malone, T., & Lepper, M. (1987). Making learning fun: A taxonomy of intrinsic motivations of learning. In Snow, R. E., & Farr, M. J. (eds.), Aptitude, Learning, and Instruction: Conative and Affective ProcessA (pp. 223253). Hillsdale, NJ: Lawrence Erlbaum.Google Scholar
Meinhardt, J., & Pekrun, R. (2003). Attentional resource allocation to emotional events: An ERP study. Cognition and Emotion, 17(3), 477500.CrossRefGoogle ScholarPubMed
Merchant, Z., Goetz, E. T., Keeney-Kennicutt, W., Kwok, O. M., Cifuentes, L., & Davis, T. J. (2012). The learner characteristics, features of desktop 3D virtual reality environments, and college chemistry instruction: A structural equation modeling analysis. Computers & Education, 59(2), 551568.Google Scholar
Mills, C., D’Mello, S. K., & Kopp, K. (2015). The influence of consequence value and text difficulty on affect, attention, and learning while reading instructional texts. Learning and Instruction, 40, 920.Google Scholar
Moos, D. C., & Marroquin, E. (2010). Multimedia, hypermedia, and hypertext: Motivation considered and reconsidered. Computers in Human Behavior, 26(3), 265276.Google Scholar
Moreno, R. (2006). Does the modality principle hold for different media? A test of the method-affects-learning hypothesis. Journal of Computer Assisted Learning, 22, 149158.Google Scholar
Moreno, R., & Mayer, R. (2007). Interactive multimodal learning environments. Educational Psychology Review, 19(3), 309326.Google Scholar
Murphy, K. P., & Alexander, P. A. (2000). A motivated exploration of motivation terminology. Contemporary Educational Psychology, 25, 353.Google Scholar
Park, B., Knörzer, L., Plass, J. L., & Brünken, R. (2015). Emotional design and positive emotions in multimedia learning: An eyetracking study on the use of anthropomorphisms. Computers & Education, 86, 3042.Google Scholar
Park, B., Plass, J. L., & Brünken, R. (2014). Cognitive and affective processes in multimedia learning. Learning and Instruction, 29, 125127.Google Scholar
Park, S., & Jung, L. (2007). Promoting positive emotion in multimedia learning using visual illustrations. Journal of Educational Multimedia and Hypermedia, 16(2), 141162.Google Scholar
Pekrun, R. (2006). The control-value theory of achievement emotions: Assumptions, corollaries, and implications for educational research and practice. Educational Psychology Review, 18, 315341.CrossRefGoogle Scholar
Pekrun, R., & Perry, R. P. (2014). Control-value theory of achievement emotions. In Pekrun, R. & Linnenbrink-Garcia, L. (Eds.), International handbook of emotions in education (pp. 120141). New York, NY: Routledge.Google Scholar
Pintrich, P. R., & Schunk, D. H. (2002). Motivation in Education: Theory, Research and Applications (2nd ed.). Essex: Pearson Prentice Hall.Google Scholar
Plass, J. L., & Kalyuga, S. (2019). Four ways of considering emotion in cognitive load theory. Educational Psychology Review, 31(2), 339359.Google Scholar
Plass, J. L., & Kaplan, U. (2016). Emotional design in digital media for learning. In Tettegah, S. Y., & Gartmeier, M. (eds.), Emotions, Technology, Design, and Learning (pp. 131161). London: Elsevier Academic Press.Google Scholar
Plass, J. L., Mayer, R. E., & Homer, B. D. (eds.) (2020). Handbook of Game-Based Learning. Cambridge, MA: MIT Press.Google Scholar
Plass, J. L., & Pawar, S. (2020). Toward a taxonomy of adaptivity for learning. Journal of Research on Technology in Education, 52(3), 275300.Google Scholar
Roseman, I. J. (1984). Cognitive determinants of emotion: A structural theory. Review of Personality & Social Psychology, 5, 1136.Google Scholar
Roseman, I. J. (2011). Emotional behaviors, motivational goals, emotion strategies: Multiple levels of organization integrate variable and consistent responses. Emotion Review, 3(4), 434443.Google Scholar
Russell, J. A. (1980). A circumplex model of affect. Journal of Personality and Social Psychology, 39(6), 11611178.CrossRefGoogle Scholar
Russell, J. A. (2003). Core affect and the psychological construction of emotion. Psychological Review, 110(1), 145172.Google Scholar
Ryan, R. M., & Deci, E. L. (2002). Overview of self-determination theory: An organismic-dialectical perspective. In Deci, E. L., & Ryan, R. M. (eds.), Handbook of Self-determination Research (pp. 333). Rochester, NY: University of Rochester Press.Google Scholar
Salmerón, L., Kintsch, W., & Cañas, J. J. (2006b). Reading strategies and prior knowledge in learning from hypertext. Memory & Cognition, 34(5), 11571171.Google Scholar
Scherer, K. R. (2009). The dynamic architecture of emotion: Evidence for the component process model. Cognition and Emotion, 23(7), 13071351.CrossRefGoogle Scholar
Scherer, K. R., Shuman, V., Fontaine, J. J. R., & Soriano, C. (2013). The GRID meets the wheel: Assessing emotional feeling via self-report. In Fontaine, J. J. R., Scherer, K. R., & Soriano, C. (eds.), Series in Affective Science. Components of Emotional Meaning: A Sourcebook (pp. 281298). Oxford: Oxford University Press.Google Scholar
Schrader, C., Brich, J., Frommel, J., Riemer, V., & Rogers, K. (2017). Rising to the challenge: An emotion-driven approach toward adaptive serious games. In Ma, M., & Oikonomou, A. (eds.), Serious Games and Edutainment Applications (pp. 3-28). Switzerland: Springer.Google Scholar
Schrader, C., & Kalyuga, S. (2020). Linking students’ emotions to engagement and writing performance when learning Japanese letters with a pen-based tablet: An investigation based on individual pen-pressure parameters. International Journal of Human–Computer Studies, 135, 111.Google Scholar
Schrader, C., & Nett, U. (2018). The perception of control as a predictor of emotional trends during gameplay. Learning and Instruction, 54, 6272.Google Scholar
Schukajlow, S., Rakoczy, K., & Pekrun, R. (2017). Emotions and motivation in mathematics education: Theoretical considerations and empirical contributions. ZDM: The International Journal on Mathematics Education, 49(3), 307322.Google Scholar
Schunk, D. H. (1989). Self-efficacy and cognitive achievement: Implications for students with learning problems. Journal of Learning Disabilities, 22(1), 1422.Google Scholar
Schunk, D. H. (1991). Self-efficacy and academic motivation. Educational Psychologist, 26, 207231.Google Scholar
Schwarz, N., & Clore, G. L. (1996). Feelings and phenomenal experiences. In Higgins, E. T., & Kruglanski, A. W. (eds.), Social Psychology: Handbook of Basic Principles (pp. 433465). New York: The Guilford Press.Google Scholar
Seibert, P. S., & Ellis, H. C. (1991). Irrelevant thoughts, emotional mood states, and cognitive task performance. Memory & Cognition, 19(5), 507513.Google Scholar
Shute, V. J., D’Mello, S., Baker, R., Cho, K., Bosch, N., Ocumpaugh, J., …, Almeda, V. (2015). Modelling how incoming knowledge, persistence, affective states, and in-game progress influence student learning from an educational game. Computers & Education, 86, 224235.Google Scholar
Song, H. S., Kalet, A. L., & Plass, J. L. (2016). Interplay of prior knowledge, self‐regulation and motivation in complex multimedia learning environments. Journal of Computer Assisted Learning, 32(1), 3150.Google Scholar
Song, S. H., & Keller, J. M. (2001). Effectiveness of motivationally adaptive computer-assisted instruction on the dynamic aspects of motivation. Educational Technology, Research & Development, 49(2), 522.Google Scholar
Spence, D. J., & Usher, E. L. (2007). Engagement with mathematics courseware in traditional and online remedial learning environments: Relationship to self-efficacy and achievement. Journal of Educational Computing Research, 37(3), 267288.Google Scholar
Stark, L., Malkmus, E., Stark, R., Brünken, R., & Park, B. (2018). Learning-related emotions in multimedia learning: An application of control-value theory. Learning and Instruction, 58, 4252.Google Scholar
Stephan, M., Gläser-Zikuda, M., & Markus, S. (2019). Students’ achievement emotions and online learning in teacher education. Frontiers in Education, 4(109), 121.Google Scholar
Tellegen, A., Watson, D., & Clark, L. A. (1999). On the dimensional and hierarchical structure of affect. Psychological Science, 10(4), 297303.Google Scholar
Um, E., Plass, J. L., Hayward, E. O., & Homer, B. D. (2012). Emotional design in multimedia learning. Journal of Educational Psychology, 104(2), 485498.CrossRefGoogle Scholar
van Merriënboer, J. J., & Sweller, J. (2005). Cognitive load theory and complex learning: Recent developments and future directions. Educational Psychology Review, 17(2), 147177.Google Scholar
Wouters, P., van Nimwegen, C., van Oostendorp, H., & van der Spek, E. D. (2013). A meta-analysis of the cognitive and motivational effects of serious games. Journal of Educational Psychology, 105(2), 249256.CrossRefGoogle Scholar
Zhong, B., Qin, Z., Yang, S., Chen, J., Mudrick, N., Taub, M., Azevedo, R. & Lobaton, E. (2017). Emotion recognition with facial expressions and physiological signals. In 2017 IEEE Symposium Series on Computational Intelligence (SSCI) (pp. 18). IEEE.Google Scholar

Save book to Kindle

To save this book to your Kindle, first ensure [email protected] is added to your Approved Personal Document E-mail List under your Personal Document Settings on the Manage Your Content and Devices page of your Amazon account. Then enter the ‘name’ part of your Kindle email address below. Find out more about saving to your Kindle.

Note you can select to save to either the @free.kindle.com or @kindle.com variations. ‘@free.kindle.com’ emails are free but can only be saved to your device when it is connected to wi-fi. ‘@kindle.com’ emails can be delivered even when you are not connected to wi-fi, but note that service fees apply.

Find out more about the Kindle Personal Document Service.

Available formats
×

Save book to Dropbox

To save content items to your account, please confirm that you agree to abide by our usage policies. If this is the first time you use this feature, you will be asked to authorise Cambridge Core to connect with your account. Find out more about saving content to Dropbox.

Available formats
×

Save book to Google Drive

To save content items to your account, please confirm that you agree to abide by our usage policies. If this is the first time you use this feature, you will be asked to authorise Cambridge Core to connect with your account. Find out more about saving content to Google Drive.

Available formats
×