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What is Emotional Design

Handbook of Research on Modern Educational Technologies, Applications, and Management
Manipulating visual appeal of a product to evoke appropriate certain emotions.
Published in Chapter:
Emotional Design in Multimedia and Measuring Learning Emotions
Ahmet Murat Uzun (Afyon Kocatepe University, Turkey) and Zahide Yıldırım (Middle East Technical University, Turkey)
DOI: 10.4018/978-1-7998-3476-2.ch043
Abstract
Cognitive learning theories have extensively been used for designing effective and efficient multimedia materials. Yet, these theories have been limited to cognitive aspects of learning. With the introduction of the recent cognitive-affective theories, emotional and motivational factors are generating considerable interest. Recently, emotional design approach has been introduced by the researchers. Emotional design refers to manipulating visual appeal of a product or a learning material in an effort to induce positive emotions and thereby learning. Although emotional design approach is interesting, the research on the issue is at the beginning. What is more, studies mostly adopted paper-based measures that are based on self-report to detect learning emotions. Given this rationale, the aim of this chapter is to introduce emotional design approach used in multimedia, to mention different techniques for inducing positive emotions, and to address research on the topic. It also discusses objective tools identifying learning emotions with a focus on emWave emotion recognition technology.
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More Results
Design for Desirability: A Collaborative Innovation-Initiative between New Zealand Design Academia and Industry
Emotional design is concerned with the discovery and understanding of human emotions elicited by user-product interactions. Emotions are the results of appraisal process that is based on our experiences and concerns regarding the activity / interaction. They can be positive, negative or absent (Desmet, 2002).
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Emotional Design and Engagement With Multimedia Learning Materials in E-Learning
The visual and auditory elements in the multimedia learning material are designed to create or regulate students' affect or regulate their current mood. The valence (positive-negative) and arousal (low-high) dimensions of affect may be altered by various design elements and features such as anthropomorphism, ambient sounds, warm colors, and metaphors. Thus, the student's cognitive structures (attention, working memory, etc.) are regulated by the affect created by design; the student is more effectively connected to the material, and learning is achieved.
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