【作 者】：
杨红云， 陈旭辉， 顾小清
【关 键 词 】：
多媒体学习； 视觉情绪设计； 学习效果； 元分析
【栏 目】：
学习环境与资源
【中文摘要】：
随着信息技术的发展，多媒体与网络化教学成为现代教育的主流。多媒体教学中学习材料的情绪因素受到研究者越来越多的关注。国内外学者已开展了大量实验与准实验研究，探索在使用颜色、形状、拟人化等多种视觉元素设计的学习材料中，视觉情绪因素对学习者学习效果的影响，结论尚存争议。研究采用元分析方法，对二十年来国内外有关视觉情绪设计影响学习效果的31篇文献进行梳理与分析，并进一步从学习材料呈现步调、学习者学段和实验时长三个调节变量的影响维度进行深入探讨。研究发现：整体而言，视觉情绪设计能够促进反映学习者学习效果的保持成绩、理解成绩和迁移成绩的提高；不同呈现步调、学习者学段和实验时长对学习者学习效果的调节作用组间差异不显著。研究得到的启示：多媒体学习材料中使用饱和、高亮暖色、图片及拟人化设计，对于多媒体学习认知过程和学习效果有益。最后，在深入阅读文献的基础上，指出多媒体学习情绪设计研究中存在的问题及进一步研究的方向。
【英文摘要】：
With the development of information technology, multimedia and network teaching have become the mainstream of modern education. The emotional factors of learning materials in multimedia teaching have attracted more and more researchers' attention. Scholars at home and abroad have carried out a large number of experiments and quasi-experimental studies to explore the influence of visual emotional factors on learners' learning effect in learning materials designed with various visual elements such as color, shape and personification, and the results are still controversial. In this paper, the meta-analysis method is used to synthesize and analyze 31 papers about the impacts of visual emotional design on learning effect in the past 20 years at home and abroad. Furthermore, the influence of three moderating variables including the pace of learning material presentation, learners' learning segment and experimental duration are discussed. It is found that visual emotional design can promote retention, understanding and transfer of learning. There is no significant difference between groups in the moderating effect of different presentation pace, learning segments and experimental duration on learners' learning effect. The results indicate that the use of saturated, bright and warm colors, pictures and anthropomorphic design in multimedia leaning materials are beneficial to the cognitive process and learning effect of multimedia learning. Finally, on the basis of in-depth study of the literature, this paper points out the existing problems as well as the future prospect in the study of emotional design of multimedia learning.