E19.2174 Cognitive Science and Educational Technology I

1. E19.2174 Cognitive Science and Educational Technology I • Jan L. Plass, ECT

2. Overview • Emotion and Multimedia Learning • Emotions Defined • Theoretical Foundations • Practical Relevance • Design Activity

3. Cognitive Science I • What are examples of basic emotions? • Name some basic emotions.

4. Examples Samorost

5. Examples

6. Examples Ken Perlin • NYU Courant

7. Examples

8. Examples Club Marian • Maid Marian

9. Examples

10. Cognitive Science I • Emotions • Acceptance Affection Aggression Ambivalence Anger Apathy Anxiety Compassion Depression Disgust Doubt Ecstasy Empathy Envy Embarrassment Euphoria Fear Forgiveness Frustration Guilt Gratitude Grief Happiness Hatred Hope Horror Hostility Homesickness Hysteria Loneliness Love Paranoia Pity Pleasure Pride Rage Regret Remorse Sadness Shame Suffering Surprise Sympathy

11. Cognitive Science I • Seven basic emotions • fear (or terror, shock, phobia) • anger (or rage, directed to the self or others) • sorrow (or sadness, or grief or depression) • joy (happiness, glee, gladness). • disgust • acceptance • anticipation • surprise

12. Cognitive Science I • Emotions Defined

13. Cognitive Science I • Emotions Defined • Evolutionary Perspective • Physiological Perspective • Cognitive Perspective

14. Cognitive Science I • Evolutionary PerspectiveEmotions: based in evolution, serve essential biological and social functions

15. Cognitive Science I • Physiological Perspective • Emotions: result of a ‘bodily change’ that results in physiological arousal

16. Cognitive Science I • Physiological Perspective • Emotions: generated by people’s judgement about the world, • initiated by an individual’s appraisal of his or her circumstances • (Frijda, 1993; Lazarus, 1991; Oatley & Johnson-Laird, 1987)

17. Cognitive Science I • Emotions • Psychiatry: "mood" routinely used to denote states of happiness and sadness and their extremes • Emotions: person's mental state of being, normally based in or tied to the person's internal (physical) and external (social) sensory feeling • Emotion is the conscious experience of affect, with attribution of cause and identification of its object

18. Cognitive Science I Desmet & Hekkert • Source

19. Examples Circumplex model of core affect with product relevant emotions • Desmet & Heckert, 2005, adopted from Russell. 1980

20. Cognitive Science I • Levels of Emotions (Norman, 2003) • Visceral • Appearance, physical features of the material => instant and rapid judgments • Behavioral • Pleasure and effectiveness of use by providing interactions between the user and the material • Reflective • Deals with self-image, personal satisfaction, and memories, which come from the conscious reflection and experience including knowledge, learning and culture

21. Discussion • What practical relevance does emotion have for instructional designers?

22. Cognitive Science I • Practical Relevance • Emotions are inseparable from and necessary part of cognition • Emotions affect cognition • Cognition affects learning • Mood-dependent retrieval • Mood-congruent processing

23. Cognitive Science I • Mood-dependent retrieval

24. Cognitive Science I • Mood-congruent processing

25. Cognitive Science I • How do emotions affect learning? • Facilitation Hypothesis • Cognitive Load Hypothesis

26. Cognitive Science I • Facilitation Hypothesis • Emotions broaden available cognitive resources • Positive emotions help long-term memory and retrieval (e.g., Erez & Isen, 2002; Weiss, Nicholas, & Daus, 1999) • Learners experiencing positive emotions interpret situations more positively than they would at other times, making more positive judgments and give more favorable feedback(Isen, Shalker, Clark, & Karp, 1978; Isen & Patrick, 1983; Petty et al., 1993; Weiss et al., 1999) • => Learning increases

27. Cognitive Science I • Suppression (Cognitive Load) Hypothesis • Emotions compete with cognition for available cognitive resources, i.e., emotions increase extraneous cognitive load • Coherence Principle: Remove interesting but irrelevant facts(Harp & Mayer, 1997, 1998; Moreno & Mayer, 2000) • => Learning decreases

28. Discussion • How would you determine whether the facilitation hypothesis or the cognitive load hypothesis applies to your materials?

29. Cognitive Science I • How are emotions induced? • Externally, before learning materials • Internally, as part of the learning materials

30. Cognitive Science I • Example

31. Cognitive Science I • Example

32. Cognitive Science I • How can visual design affect emotion? • Comparison of different visual designs • Variation of hue, saturation, lightness • Use of “baby face bias” (Lorenz & Generale, 1950) • Use of Anthropomorphism effect (Dehn & Van Mulken, 2000) • Study with 116 NYU graduate students: • The design of visual materials can affect emotions positively, resulting in better learning (Um & Plass, 2007)

33. Examples Control affects learning with animations (Hasler, Kersten, & Sweller, 2007)

34. Examples The affective background circle, showing how the colours, shapes and sizes of objects vary together with Russell’s circumplex model of affect (Fagerberg et al., 2004)

35. Examples The affective gestural plane model (Fagerberg et al., 2004)

36. Examples The tangible interface–expressing emotions through gestures (Fagerberg et al., 2004)

37. Cognitive Science I • Emotions in ID

38. Design Activity • Emotional Design Task • Design an interface for a learning tool that uses elements of emotional design to increase learning: • Define which hypothesis will apply to your situation, • Decide what emotions you plan to affect • Decide how you will affect emotions • Describe how you would test whether your plan has worked.