ABSTRACT Emotions are an important aspect in learning and with the current boom in instructional technology, researchers are exploring methods to investigate how emotions may be manipulated to positively influence online learning. One such method is by adapting the theory of emotional design through multimedia elements. This theory emphasises on individuality and metacognition in exploring these learning outcomes and by this we choose to explore the effects of emotional intelligence (EI). We replicated the methodology used in previous research studies in emotional design in multimedia learning by further exploring the gaps from those studies especially the effects of negative design, EI and a new sample that primarily focusses on engineering undergraduates in Malaysia. This study was designed as a quantitative quasi-experimental using a 3 × 2 factorial design. Based on the findings, it was found that emotional design is a better predictor of cognitive outcomes, whereas EI was a better predictor of emotional outcomes such as motivation and satisfaction for multimedia-based learning. It was also found that positive and negative designs have similar effects on students’ learning outcomes, while EI affected perceived satisfaction in each design.

中文翻译：

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探索情感设计和情商在多媒体学习中的作用：工程教育视角

摘要 情绪是学习的一个重要方面，随着当前教学技术的蓬勃发展，研究人员正在探索研究如何操纵情绪以积极影响在线学习的方法。其中一种方法是通过多媒体元素适应情感设计理论。该理论在探索这些学习成果时强调个性和元认知，因此我们选择探索情商 (EI) 的影响。我们通过进一步探索这些研究的差距，尤其是负面设计、EI 和主要针对马来西亚工程本科生的新样本的影响，复制了之前多媒体学习中情感设计研究中使用的方法。本研究被设计为使用 3 × 2 因子设计的定量准实验。根据研究结果，发现情感设计是认知结果的更好预测指标，而 EI 是基于多媒体学习的动机和满意度等情感结果的更好预测指标。还发现积极和消极的设计对学生的学习成果有相似的影响，而 EI 影响每个设计的感知满意度。