Análisis documental del diseño emocional en el aprendizaje, una cartografía conceptual
DOI:
10.37618/PARADIGMA.1011-2251.2024.e2024015.id1369Palavras-chave:
Diseño emocional, Aprendizaje, Cartografía Conceptual, Diseño InstruccionalResumo
El objetivo de esta revisión documental a través de una cartografía conceptual fue analizar el concepto de diseño emocional aplicado en el aprendizaje y establecer sus diferencias, características, clasificación, para que una vez se entiendan sus alcances y relación con otras áreas, apoye en el proceso de enseñanza y aprendizaje al tener el panorama más claro por parte del profesorado y personal encargado de diseño instruccional. Se utilizó el método de cartografía conceptual, que es un proceso de análisis crítico en cuatro fases: 1) búsqueda de documentos relevantes al problema de investigación, 2) definición de criterios de inclusión y exclusión, 3) análisis de datos a partir de los ocho ejes cartográficos, e 4) interpretación de los resultados desde la perspectiva del diseño emocional. Se realizó una búsqueda en las bases de datos Web Of Science y ERIC, únicamente artículos en inglés. Entre los resultados obtenidos está que el diseño emocional se diferencia de los términos decorativo y seductivo en que éstos incluyen elementos sin vínculo con el material didáctico, su clase principal deviene del diseño instruccional. Es necesario precisar sus características y metodología, para que su aporte en el aprendizaje sea mejor comprendido por las y los diseñadores instruccionales y por el profesorado.Downloads
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Referências
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Bülbül, A.L., & Kuzu, A. (2021). Emotional Design of Educational Animations:
Effects on Emotion, Learning, Motivation and Interest. Participatory Educational Research, 8(3), 344-355. https://doi.org/10.17275/per.21.69.8.3
Castro, M., y Rodríguez, S. (2020). El diseño instruccional en Ciencias Sociales, una
propuesta en la formación del pensamiento crítico. En D. Gutiérrez y A. Gándara (Coords). Diseño instruccional. Un punto de partida estratégico. (pp. 46-65). Durango: Universidad Pedagógica de Durango, Unidad Gómez Palacio.
Chen, Wk., Chang, Jr., Chen, Ls., & Hsu, Ry. (2022). Using refined kano model and decision
trees to discover learners’ needs for teaching videos. Multimedia Tools and Applications, 81. https://doi.org/10.1007/s11042-021-11744-9
Chiu, T. (2021). Digital support for student engagement in blended learning based on self-
determination theory. Computers in Human Behavior, 124. https://doi.org/10.1016/j.chb.2021.106909
Chung, S., & Cheon, J. (2020). Emotional design of multimedia learning using background
images with motivational cues. Journal of Computer Assisted Learning, 36, 922–932. https://doi.org/10.1111/jcal.12450
Coll, C. (2016). Aprender y enseñar con las TIC: expectativas, realidad y potencialidades.
En R. Carneiro, J. Toscano y T. Díaz. (Coords.). Los desafíos de las TIC para el cambio educativo (pp. 113-126). Madrid: Fundación Santillana y OEI.
Correa, M. (2021). Diseño Instruccional: Aplicaciones en la Educación en Línea. En M.
Luna, M. Ayala, y P. Rosas. (Coords.), El Diseño Instruccional Elemento clave para la Innovación en el Aprendizaje: Modelos y Enfoques (pp. 13-36). Astra Ediciones S. A. de C. V.
Díaz, F. (2005). Principios de diseño instruccional de entornos de aprendizaje apoyados con
TIC: un marco de referencia sociocultural y situado. Tecnología y Comunicación Educativas, 41, 4-18. http://investigacion.ilce.edu.mx/tyce/41/art1.pdf
Endres, T., Weyreter, S., Renkl, A., & Eitel, A. (2020). When and why does emotional
design foster learning? Evidence for situational interest as a mediator of increased persistence. Journal of Computer Assisted Learning, 36, 514– 525. https://doi.org/10.1111/jcal.12418
Heidig, S., Müller, J., & Reichelt, M. (2015). Emotional design in multimedia learning:
Differentiation on relevant design features and their effects on emotions and learning. Computers in Human Behavior, 44, 81–95. https://doi.org/10.1016/j.chb.2014.11.009
Javora, O., Hannemann, T., Stárková, T., Volná, K., & Brom, C. (2019). Children like it
more but don’t learn more: Effects of esthetic visual design in educational games. British Journal of Educational Technology, 50, 1942-1960. https://doi.org/10.1111/bjet.12701
Ketzer-Nöltge, A., Schweppe, J., & Rummer, R. (2019). Is the seductive details effect
moderated by mood? An eye-tracking study. Applied Cognitive Psychology, 33, 62–70. https://doi.org/10.1002/acp.3487
Koskinen, A., Mcmullen, J., Ninaus, M., & Kiili, K. (2022). Does the emotional design of
scaffolds enhance learning and motivational outcomes in game-based learning?. Journal of Computer Assisted Learning, 1–17. https://doi.org/10.1111/jcal.12728
Kühl, T., & Münzer, S. (2021). Learning about a serious disease: When a personalized
message is harmful unless you are happy. Journal of Computer Assisted Learning, 37(5), 1312– 1323. https://doi.org/10.1111/jcal.12571
Kumar, J. A., Muniandy, B., & Yahaya, W. A. J. W. (2018). Exploring the effects of visual
aesthetics in e-learning for engineering students. Knowledge Management & E-Learning, 10(3), 250–264. https://doi.org/10.34105/j.kmel.2018.10.015
Kumar, J. A., Muniandy, B., & Yahaya, W. A. J. W. (2016). Emotional Design in
Multimedia: Does Gender and Academic Achievement Influence Learning Outcomes?. Malaysian Online Journal of Educational Technology, 4(3), 37-50. https://files.eric.ed.gov/fulltext/EJ1106474.pdf
Lauc, T., Jagodić, G., & Bistrović, J. (2020). Effects of Multimedia Instructional Message
on Motivation and Academic Performance of Elementary School Students in Croatia. International Journal of Instruction, 13(4), 491-508. https://doi.org/10.29333/iji.2020.13431a
Lawson, A.P., Mayer, R.E., Adamo-Villani, N., Benes, B., Lei, X., & Cheng, J. (2021). The
positivity principle: do positive instructors improve learning from video lectures?. Educational Technology Research and Development, 69, 3101–3129. https://doi.org/10.1007/s11423-021-10057-w
Lenski, S., & Großschedl, J. (2022). Emotional Design in Concept Maps – No Support but
Also No Burden. Frontiers in Education, 7. https://doi.org/10.3389/feduc.2022.807627
Li, J., Luo, C., Zhang, Q., & Shadiev, R. (2020). Can emotional design really evoke emotion
in multimedia learning?. International Journal of Educational Technology in Higher Education, 17. https://doi.org/10.1186/s41239-020-00198-y
Liew, T., Pang, W., Leow, M., & Tan S. (2022). Anthropomorphizing malware, bots, and
servers with human-like images and dialogues: the emotional design effects in a multimedia learning environment. Smart Learning Environments, 9(5). https://doi.org/10.1186/s40561-022-00187-w
Liew, T., Tan, S., Pang, W., Khan, M., & Kew, S. (2022). I am Alexa, your virtual tutor!:
The effects of Amazon Alexa’s text-to-speech voice enthusiasm in a multimedia learning environment. Education and Information Technologies. https://doi.org/10.1007/s10639-022-11255-6
Liew, T., Mat Zin, N., & Sahari, N. (2017). Exploring the affective, motivational and
cognitive effects of pedagogical agent enthusiasm in a multimedia learning environment. Human-centric Computing and Information Sciences, 7(9). https://doi.org/10.1186/s13673-017-0089-2
Lin, Y., Holmqvist, K., Miyoshi, K., & Ashida, H. (2017). Effects of detailed illustrations
on science learning: an eye-tracking study. Instructional Science, 45, 557–581. https://doi.org/10.1007/s11251-017-9417-1
Liu, Y., Ma, W., Guo, X., Lin, X., Wu, C., & Zhu, T. (2021). Impacts of Color Coding on
Programming Learning in Multimedia Learning: Moving Toward a Multimodal Methodology. Frontiers in Psychology, 12. https://doi.org/10.3389/fpsyg.2021.773328
Mayer, R., & Estrella, G. (2014). Benefits of emotional design in multimedia instruction.
Learning and Instruction, 3, 12-18. https://doi.org/10.1016/j.learninstruc.2014.02.004
Mikheeva, M., Schneider, S., Beege, M., & Rey, G. (2021). The influence of affective
decorative pictures on learning statistics online. Human Behavior and Emerging Technologies, 3, 401– 412. https://doi.org/10.1002/hbe2.250
Mokhsin, M., Aziz, A., Shahuddin, A., Lokman, A., & Idris, M. (2017). Web-based virtual
learning environment (EmoViLe) with emotive interface feature. Journal of Fundamental and Applied Sciences, 9(4S), 430-448. http://dx.doi.org/10.4314/jfas.v9i4S.25
Moreno, R., & Mayer, R. (2007). Interactive Multimodal Learning Environments.
Educational Psychology Review, 19, 309–326. https://doi.org/10.1007/s10648-007-9047-2
Münchow, H., Mengelkamp, C., & Bannert, M. (2017). The Better You Feel the Better You
Learn: Do Warm Colours and Rounded Shapes Enhance Learning Outcome in Multimedia Learning?. Education Research International. https://doi.org/10.1155/2017/2148139
Navratil, S., Kühl, T., & Heidig, S. (2018). Why the Cells Look Like That – The Influence
of Learning With Emotional Design and Elaborative Interrogations. Frontiers in Psychology, 9. https://doi.org/10.3389/fpsyg.2018.01653
Nguyen, N., Muilu, T., Dirin, A., & Alamäki, A. (2018). An interactive and augmented
learning concept for orientation week in higher education. International Journal of Educational Technology in Higher Education, 15(35). https://doi.org/10.1186/s41239-018-0118-x
Norman, D. (2012). El diseño emocional. Barcelona: Paidós.
Pasqualotto, A., Parong, J., Shawn, C., & Bavelier, D. (2022). Video Game Design for
Learning to Learn. International Journal of Human–Computer Interaction. https://doi.org/10.1080/10447318.2022.2110684
Peng, X., Xu, Q., Chen, Y., Zhou, C., Ge, Y., & Li, N. (2021). An eye tracking study:
positive emotional interface design facilitates learning outcomes in multimedia learning?. International Journal of Educational Technology in Higher Education, 18(40). https://doi.org/10.1186/s41239-021-00274- x
Plass, J., Heidig, S., Hayward, E., Homer, B., & Um, E. (2014). Emotional design in
multimedia learning: Effects of shape and color on affect and learning. Learning and Instruction, 29, 128-140. https://doi.org/10.1016/j.learninstruc.2013.02.006
Plass, J., Homer, B., Macnamara, A., Ober, T., Rose, M., Pawar, S., Hovey, C., & Olsen, A.
(2019). Emotional design for digital games for learning: The effect of expression, color, shape, and dimensionality on the affective quality of game characters. https://files.eric.ed.gov/fulltext/ED599078.pdf
Rosar, M., & Weidlich, J. (2022). Creative students in self-paced online learning
environments: an experimental exploration of the interaction of visual design and creativity. Research and Practice in Technology Enhanced Learning, 17. https://doi.org/10.1186/s41039-022-00183-1
Shangguan, C., Wang, Z., Gong, S., Guo, Y., & Xu, S. (2020). More Attractive or More
Interactive? The Effects of Multi-Leveled Emotional Design on Middle School Students’ Multimedia Learning. Frontiers in Psychology, 10. https://doi.org/10.3389/fpsyg.2019.03065
Sharif, A., & Cho, S. (2015). Diseñadores instruccionales del siglo XXI: cruzando las
brechas perceptuales entre la identidad, práctica, impacto y desarrollo profesional. RUSC. Universities and Knowledge Society Journal, 12(3), 72-86. http://dx.doi.org/10.7238/rusc.v12i3.2176
Slabbert, C., De Lange, R., & Mason, H. (2022) Anthropomorphisms in multimedia
learning: Do they facilitate learning in primary school learners?. Cogent Education, 9(1). https://doi.org/10.1080/2331186X.2022.2034390
Stárková, T., Lukavský, J., Javora, O., & Brom, C. (2019). Anthropomorphisms in
multimedia learning: Attract attention but do not enhance learning?. Journal of Computer Assisted Learning, 35, 555– 568. https://doi.org/10.1111/jcal.12359
Tien, L.-C., Chiou, C.-C., & Lee, Y.-S. (2018). Emotional Design in Multimedia Learning:
Effects of Multidimensional Concept Maps and Animation on Affect and Learning. Eurasia Journal of Mathematics, Science and Technology Education, 14(12). https://doi.org/10.29333/ejmste/94229
Thielsch, M., Haines, R. & Flacke, L. (2019). Experimental investigation on the effects of
website aesthetics on user performance in different virtual tasks. PeerJ. https://doi.org/10.7717/peerj.6516
Tobón, S., Martínez, J. E., Valdez Rojo, E., y Quiriz, T. (2018). Prácticas pedagógicas:
Análisis mediante la cartografía conceptual. Revista Espacios, 39(53). http://www.revistaespacios.com/cited2017/cited2017-31.html
Um, E. “R.”; Plass, J. L.; Hayward, E. O., & Homer, B. D. (2012). Emotional design in
multimedia learning. Journal of Educational Psychology, 104(2), 485–498. https://doi.org/10.1037/a0026609
Veletsianos, G., Houlden, S., Reid, D., Hodson, J., & Thompson, C. (2022). Design
Principles for an Educational Intervention Into Online Vaccine Misinformation. TechTrends, 66, 748–759. https://doi.org/10.1007/s11528-022-00755-4
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before Study Facilitate Learning?. International Journal of Environmental Research and Public Health, 19. https://doi.org/10.3390/ijerph19084434
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Multimedia Learning and Appreciation of Chinese Poetry. Frontiers in Psychology, 12. https://doi.org/10.3389/fpsyg.2021.621969
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Sciences, 9(11). https://doi.org/10.3390/socsci9110210
Bülbül, A.L., & Kuzu, A. (2021). Emotional Design of Educational Animations:
Effects on Emotion, Learning, Motivation and Interest. Participatory Educational Research, 8(3), 344-355. https://doi.org/10.17275/per.21.69.8.3
Castro, M., y Rodríguez, S. (2020). El diseño instruccional en Ciencias Sociales, una
propuesta en la formación del pensamiento crítico. En D. Gutiérrez y A. Gándara (Coords). Diseño instruccional. Un punto de partida estratégico. (pp. 46-65). Durango: Universidad Pedagógica de Durango, Unidad Gómez Palacio.
Chen, Wk., Chang, Jr., Chen, Ls., & Hsu, Ry. (2022). Using refined kano model and decision
trees to discover learners’ needs for teaching videos. Multimedia Tools and Applications, 81. https://doi.org/10.1007/s11042-021-11744-9
Chiu, T. (2021). Digital support for student engagement in blended learning based on self-
determination theory. Computers in Human Behavior, 124. https://doi.org/10.1016/j.chb.2021.106909
Chung, S., & Cheon, J. (2020). Emotional design of multimedia learning using background
images with motivational cues. Journal of Computer Assisted Learning, 36, 922–932. https://doi.org/10.1111/jcal.12450
Coll, C. (2016). Aprender y enseñar con las TIC: expectativas, realidad y potencialidades.
En R. Carneiro, J. Toscano y T. Díaz. (Coords.). Los desafíos de las TIC para el cambio educativo (pp. 113-126). Madrid: Fundación Santillana y OEI.
Correa, M. (2021). Diseño Instruccional: Aplicaciones en la Educación en Línea. En M.
Luna, M. Ayala, y P. Rosas. (Coords.), El Diseño Instruccional Elemento clave para la Innovación en el Aprendizaje: Modelos y Enfoques (pp. 13-36). Astra Ediciones S. A. de C. V.
Díaz, F. (2005). Principios de diseño instruccional de entornos de aprendizaje apoyados con
TIC: un marco de referencia sociocultural y situado. Tecnología y Comunicación Educativas, 41, 4-18. http://investigacion.ilce.edu.mx/tyce/41/art1.pdf
Endres, T., Weyreter, S., Renkl, A., & Eitel, A. (2020). When and why does emotional
design foster learning? Evidence for situational interest as a mediator of increased persistence. Journal of Computer Assisted Learning, 36, 514– 525. https://doi.org/10.1111/jcal.12418
Heidig, S., Müller, J., & Reichelt, M. (2015). Emotional design in multimedia learning:
Differentiation on relevant design features and their effects on emotions and learning. Computers in Human Behavior, 44, 81–95. https://doi.org/10.1016/j.chb.2014.11.009
Javora, O., Hannemann, T., Stárková, T., Volná, K., & Brom, C. (2019). Children like it
more but don’t learn more: Effects of esthetic visual design in educational games. British Journal of Educational Technology, 50, 1942-1960. https://doi.org/10.1111/bjet.12701
Ketzer-Nöltge, A., Schweppe, J., & Rummer, R. (2019). Is the seductive details effect
moderated by mood? An eye-tracking study. Applied Cognitive Psychology, 33, 62–70. https://doi.org/10.1002/acp.3487
Koskinen, A., Mcmullen, J., Ninaus, M., & Kiili, K. (2022). Does the emotional design of
scaffolds enhance learning and motivational outcomes in game-based learning?. Journal of Computer Assisted Learning, 1–17. https://doi.org/10.1111/jcal.12728
Kühl, T., & Münzer, S. (2021). Learning about a serious disease: When a personalized
message is harmful unless you are happy. Journal of Computer Assisted Learning, 37(5), 1312– 1323. https://doi.org/10.1111/jcal.12571
Kumar, J. A., Muniandy, B., & Yahaya, W. A. J. W. (2018). Exploring the effects of visual
aesthetics in e-learning for engineering students. Knowledge Management & E-Learning, 10(3), 250–264. https://doi.org/10.34105/j.kmel.2018.10.015
Kumar, J. A., Muniandy, B., & Yahaya, W. A. J. W. (2016). Emotional Design in
Multimedia: Does Gender and Academic Achievement Influence Learning Outcomes?. Malaysian Online Journal of Educational Technology, 4(3), 37-50. https://files.eric.ed.gov/fulltext/EJ1106474.pdf
Lauc, T., Jagodić, G., & Bistrović, J. (2020). Effects of Multimedia Instructional Message
on Motivation and Academic Performance of Elementary School Students in Croatia. International Journal of Instruction, 13(4), 491-508. https://doi.org/10.29333/iji.2020.13431a
Lawson, A.P., Mayer, R.E., Adamo-Villani, N., Benes, B., Lei, X., & Cheng, J. (2021). The
positivity principle: do positive instructors improve learning from video lectures?. Educational Technology Research and Development, 69, 3101–3129. https://doi.org/10.1007/s11423-021-10057-w
Lenski, S., & Großschedl, J. (2022). Emotional Design in Concept Maps – No Support but
Also No Burden. Frontiers in Education, 7. https://doi.org/10.3389/feduc.2022.807627
Li, J., Luo, C., Zhang, Q., & Shadiev, R. (2020). Can emotional design really evoke emotion
in multimedia learning?. International Journal of Educational Technology in Higher Education, 17. https://doi.org/10.1186/s41239-020-00198-y
Liew, T., Pang, W., Leow, M., & Tan S. (2022). Anthropomorphizing malware, bots, and
servers with human-like images and dialogues: the emotional design effects in a multimedia learning environment. Smart Learning Environments, 9(5). https://doi.org/10.1186/s40561-022-00187-w
Liew, T., Tan, S., Pang, W., Khan, M., & Kew, S. (2022). I am Alexa, your virtual tutor!:
The effects of Amazon Alexa’s text-to-speech voice enthusiasm in a multimedia learning environment. Education and Information Technologies. https://doi.org/10.1007/s10639-022-11255-6
Liew, T., Mat Zin, N., & Sahari, N. (2017). Exploring the affective, motivational and
cognitive effects of pedagogical agent enthusiasm in a multimedia learning environment. Human-centric Computing and Information Sciences, 7(9). https://doi.org/10.1186/s13673-017-0089-2
Lin, Y., Holmqvist, K., Miyoshi, K., & Ashida, H. (2017). Effects of detailed illustrations
on science learning: an eye-tracking study. Instructional Science, 45, 557–581. https://doi.org/10.1007/s11251-017-9417-1
Liu, Y., Ma, W., Guo, X., Lin, X., Wu, C., & Zhu, T. (2021). Impacts of Color Coding on
Programming Learning in Multimedia Learning: Moving Toward a Multimodal Methodology. Frontiers in Psychology, 12. https://doi.org/10.3389/fpsyg.2021.773328
Mayer, R., & Estrella, G. (2014). Benefits of emotional design in multimedia instruction.
Learning and Instruction, 3, 12-18. https://doi.org/10.1016/j.learninstruc.2014.02.004
Mikheeva, M., Schneider, S., Beege, M., & Rey, G. (2021). The influence of affective
decorative pictures on learning statistics online. Human Behavior and Emerging Technologies, 3, 401– 412. https://doi.org/10.1002/hbe2.250
Mokhsin, M., Aziz, A., Shahuddin, A., Lokman, A., & Idris, M. (2017). Web-based virtual
learning environment (EmoViLe) with emotive interface feature. Journal of Fundamental and Applied Sciences, 9(4S), 430-448. http://dx.doi.org/10.4314/jfas.v9i4S.25
Moreno, R., & Mayer, R. (2007). Interactive Multimodal Learning Environments.
Educational Psychology Review, 19, 309–326. https://doi.org/10.1007/s10648-007-9047-2
Münchow, H., Mengelkamp, C., & Bannert, M. (2017). The Better You Feel the Better You
Learn: Do Warm Colours and Rounded Shapes Enhance Learning Outcome in Multimedia Learning?. Education Research International. https://doi.org/10.1155/2017/2148139
Navratil, S., Kühl, T., & Heidig, S. (2018). Why the Cells Look Like That – The Influence
of Learning With Emotional Design and Elaborative Interrogations. Frontiers in Psychology, 9. https://doi.org/10.3389/fpsyg.2018.01653
Nguyen, N., Muilu, T., Dirin, A., & Alamäki, A. (2018). An interactive and augmented
learning concept for orientation week in higher education. International Journal of Educational Technology in Higher Education, 15(35). https://doi.org/10.1186/s41239-018-0118-x
Norman, D. (2012). El diseño emocional. Barcelona: Paidós.
Pasqualotto, A., Parong, J., Shawn, C., & Bavelier, D. (2022). Video Game Design for
Learning to Learn. International Journal of Human–Computer Interaction. https://doi.org/10.1080/10447318.2022.2110684
Peng, X., Xu, Q., Chen, Y., Zhou, C., Ge, Y., & Li, N. (2021). An eye tracking study:
positive emotional interface design facilitates learning outcomes in multimedia learning?. International Journal of Educational Technology in Higher Education, 18(40). https://doi.org/10.1186/s41239-021-00274- x
Plass, J., Heidig, S., Hayward, E., Homer, B., & Um, E. (2014). Emotional design in
multimedia learning: Effects of shape and color on affect and learning. Learning and Instruction, 29, 128-140. https://doi.org/10.1016/j.learninstruc.2013.02.006
Plass, J., Homer, B., Macnamara, A., Ober, T., Rose, M., Pawar, S., Hovey, C., & Olsen, A.
(2019). Emotional design for digital games for learning: The effect of expression, color, shape, and dimensionality on the affective quality of game characters. https://files.eric.ed.gov/fulltext/ED599078.pdf
Rosar, M., & Weidlich, J. (2022). Creative students in self-paced online learning
environments: an experimental exploration of the interaction of visual design and creativity. Research and Practice in Technology Enhanced Learning, 17. https://doi.org/10.1186/s41039-022-00183-1
Shangguan, C., Wang, Z., Gong, S., Guo, Y., & Xu, S. (2020). More Attractive or More
Interactive? The Effects of Multi-Leveled Emotional Design on Middle School Students’ Multimedia Learning. Frontiers in Psychology, 10. https://doi.org/10.3389/fpsyg.2019.03065
Sharif, A., & Cho, S. (2015). Diseñadores instruccionales del siglo XXI: cruzando las
brechas perceptuales entre la identidad, práctica, impacto y desarrollo profesional. RUSC. Universities and Knowledge Society Journal, 12(3), 72-86. http://dx.doi.org/10.7238/rusc.v12i3.2176
Slabbert, C., De Lange, R., & Mason, H. (2022) Anthropomorphisms in multimedia
learning: Do they facilitate learning in primary school learners?. Cogent Education, 9(1). https://doi.org/10.1080/2331186X.2022.2034390
Stárková, T., Lukavský, J., Javora, O., & Brom, C. (2019). Anthropomorphisms in
multimedia learning: Attract attention but do not enhance learning?. Journal of Computer Assisted Learning, 35, 555– 568. https://doi.org/10.1111/jcal.12359
Tien, L.-C., Chiou, C.-C., & Lee, Y.-S. (2018). Emotional Design in Multimedia Learning:
Effects of Multidimensional Concept Maps and Animation on Affect and Learning. Eurasia Journal of Mathematics, Science and Technology Education, 14(12). https://doi.org/10.29333/ejmste/94229
Thielsch, M., Haines, R. & Flacke, L. (2019). Experimental investigation on the effects of
website aesthetics on user performance in different virtual tasks. PeerJ. https://doi.org/10.7717/peerj.6516
Tobón, S., Martínez, J. E., Valdez Rojo, E., y Quiriz, T. (2018). Prácticas pedagógicas:
Análisis mediante la cartografía conceptual. Revista Espacios, 39(53). http://www.revistaespacios.com/cited2017/cited2017-31.html
Um, E. “R.”; Plass, J. L.; Hayward, E. O., & Homer, B. D. (2012). Emotional design in
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2024-07-01
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García, J. de J. R., & Zúñiga, M. A. V. (2024). Análisis documental del diseño emocional en el aprendizaje, una cartografía conceptual . PARADIGMA, 45(2), e2024015. https://doi.org/10.37618/PARADIGMA.1011-2251.2024.e2024015.id1369
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