ArticleFrontiers in psychology2018
Why the Cells Look Like That - The Influence of Learning With Emotional Design and Elaborative Interrogations.
Article in Frontiers in psychology, 2018. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 8 papers.
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The abstract states no effect estimate the extractor could read, or names no intervention and outcome on the map, so this paper lights no cell and moves no belief. It is still indexed, cited and linked below.
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Who cites it
8 citing papers in PubMed.
- Neural and emotional responses to mood induction and emotional design in multimedia learning.BMC neuroscience · 2026Article
- The Effect of Emotional Congruency on Multimedia Learning: An Eye Movement Study.Behavioral sciences (Basel, Switzerland) · 2025Article
- Learning with self-generated drawings and the impact of learners' emotional states.Frontiers in psychology · 2023Article
- Emotional design pictures: Pleasant but too weak to evoke arousal and attract attention?Frontiers in psychology · 2022Article
- The Effects of Emotional Design on Multimedia Learning and Appreciation of Chinese Poetry.Frontiers in psychology · 2021Article
- Is Learning With Elaborative Interrogation Less Desirable When Learners Are Depleted?Frontiers in psychology · 2019Article
- More Attractive or More Interactive? The Effects of Multi-Leveled Emotional Design on Middle School Students' Multimedia Learning.Frontiers in psychology · 2019Article
- Exploring EEG Effective Connectivity Network in Estimating Influence of Color on Emotion and Memory.Frontiers in neuroinformatics · 2019Article
Corrections and comments
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Authors and funding
3 authors.
Funding
No grant is acknowledged in the PubMed record.
Abstract
We investigated emotional design features that may influence multimedia learning with a self-generated learning (SGL) activity, namely answering elaborative interrogations. We assumed that a positive emotional design would be associated with a higher motivation to accomplish the additional SGL activity. Moreover, an interaction was expected: Learners learning with a positive emotional design should profit from learning with elaborative interrogations whereas learners learning with a negative emotional design would not profit from this strategy to the same extent but would rather benefit through reading. Since no negative emotional design existed yet, we additionally took the challenge to construct one. In a preliminary study, the emotional design features were pre-tested for their influence on emotional state and according to evaluation results, emotional design features were modified for the final versions. For the main study, German students (
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Registered trials
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