Assessing Learning Emotion for Both the Cognitive Styles of Visualizer and Verbalizer Distributed to Different Types of Multimedia Learning Materials

Abstract

Learning emotion frequently generates variation in learning processes due to the affection of different learning materials or scenes. Many education scholars have pointed out that emotions are directly related to and affect learning performance. Few studies investigated the relationship between the learning emotion with learning materials owing to the difficulty of on-line assessing learning emotion. With the rapid development of emotion recognition technologies, the study focuses on the evaluation of learning emotion variation for the cognitive learning styles of visualizer and verbalizer who are distributed to different types of multimedia materials based on the emotion assessment instrument emWave developed by HeartMath. To identify the cognitive learning style of individual learners, the Style of Processing (SOP) scale was employed to divide all participants who took part in the teaching experiment into the cognitive learning styles of visualizer and verbalizer. Meanwhile, three types of the designed multimedia materials including the static text and image-based materials, video-based materials, and animation interaction-based materials were randomly distributed to those participants with different cognitive learning styles for learning. Experimental results indicate that the difference of learning emotion variation of the cognitive learning styles of visualizer and verbalizer who are distributed to different types of multimedia materials for learning reaches significant level.