In this master thesis, we studied the effect of the use of graphical personification in multimedia learning materials on positive and negative affect, and retention and transfer of the acquired knowledge. According to the Cognitive-Affective Theory of Learning with Media, graphical personification, as one of the main forms of emotional design, could increase the learning outcomes by means of elevated positive affect. The theoretical section of the thesis describes the underlying theories of emotions, emphasizing the Cognitive-Affective Theory of Learning with Media. The respective subsections are dedicated to cognitive multimedia learning principles, emotional design and the Cognitive Load Theory. The experimental section describes a replication and an extension of the original study by Mayer and Estrella. In our experiment, we used an incomplete 2 x 3 between-subject design with independent factors being the use of personification in learning materials (three levels) and the presence of eye tracker in the experimental setup (two levels). We have found no significant effect of graphical personification in learning materials on positive affect, retention or transfer of acquired knowledge. The participants that were given learning materials containing personification and were subject to eye tracking...
| Identifer | oai:union.ndltd.org:nusl.cz/oai:invenio.nusl.cz:358216 |
| Date | January 2017 |
| Creators | Stárková, Tereza |
| Contributors | Lukavský, Jiří, Morávková Krejčová, Lenka |
| Source Sets | Czech ETDs |
| Language | Czech |
| Detected Language | English |
| Type | info:eu-repo/semantics/masterThesis |
| Rights | info:eu-repo/semantics/restrictedAccess |
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