Emotions and motivation on performance during multimedia learning: How do I feel and why do I care?

Abstract

This experiment examined the role of emotion and motivation on metacognitive judgments and learning performance during multimedia learning. A false-biofeedback paradigm was used to induce emotional states and track learners' metacognitive monitoring and control behaviors in a self-paced, linearly structured multimedia learning environment. Our results indicate that induced emotional states significantly impact these processes in college students. We will discuss the implications for these findings on the design of intelligent tutoring systems and multimedia learning environments to help learners achieve optimal self-regulation and deep learning. © Springer-Verlag Berlin Heidelberg 2010.