ArticleFrontiers in psychology2019
More Attractive or More Interactive? The Effects of Multi-Leveled Emotional Design on Middle School Students' Multimedia Learning.
Article in Frontiers in psychology, 2019. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 7 papers, 2 of them syntheses that pooled it.
What it found
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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.
The trial behind it
Trials whose registry record cites this paper, or whose number appears in the abstract. A trial that started after this paper was published is citing it as background, not reporting it.
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Who cites it
7 citing papers in PubMed, 2 syntheses or guidelines pooled it.
- Effect of classroom physical activity breaks on learning behaviors and academic achievements in university students: a systematic review.The international journal of behavioral nutrition and physical activity · 2026Pooled it
- The Influence of Academic Emotions on Learning Effects: A Systematic Review.International journal of environmental research and public health · 2021Pooled it
- Neural and emotional responses to mood induction and emotional design in multimedia learning.BMC neuroscience · 2026Article
- Challenging Cognitive Load Theory: The Role of Educational Neuroscience and Artificial Intelligence in Redefining Learning Efficacy.Brain sciences · 2025Review
- Understanding preservice teachers' affective responses to VR-enabled scientific experiments.Frontiers in psychology · 2022Article
- The Effects of Emotional Design on Multimedia Learning and Appreciation of Chinese Poetry.Frontiers in psychology · 2021Article
- Benefits of Affective Pedagogical Agents in Multimedia Instruction.Frontiers in psychology · 2021Article
Corrections and comments
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Authors and funding
5 authors.
Funding
No grant is acknowledged in the PubMed record.
Abstract
Previous studies on multimedia learning have provided shreds of evidence for the positive effect of visually attractive emotional design on college students' emotion and learning outcomes. However, the effect may vary among middle school students. The aim of this study was to examine the impacts of visual and behavioral emotional design on the emotional, motivational and cognitive outcomes of middle school students. In Experiment 1, 50 participants (ages 13-15) were randomly assigned to one of two conditions: visual positive emotional design (colorful and anthropomorphic design) and visual neutral emotional design (achromatic and without anthropomorphic design). In Experiment 2, 173 participants (ages 13-16) were randomly assigned to one of four conditions created by the two factors: visual emotional design (positive vs. neutral) and behavioral emotional design (positive vs. neutral). The behavioral positive emotional design allows learners to interact with learning materials, whereas behavioral neutral emotional design only allows learners to watch learning video. Results showed that both visually attractive and behaviorally interactive design (visual positive emotion design and behavioral positive emotional design) had positive effect on learners' positive emotions. Combining visual positive with behavioral positive emotional design could facilitate learning performance.
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Registered trials
Read under generation 80e0d062 · epoch 390. Bibliography from PubMed, PubMed Central and OpenAlex; grants from NIH RePORTER; trial links from ClinicalTrials.gov; estimates, votes and beliefs from the OpenQuestion graph.