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How Seductive Graphics Inhibit Learn...

Scotton, Tameka Michelle.

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How Seductive Graphics Inhibit Learning in Positive Emotional Design Multimedia: A Qualitative, Multiple-Case Study in a Non-academic Setting.

Record Type:	Electronic resources : Monograph/item
Title/Author:	How Seductive Graphics Inhibit Learning in Positive Emotional Design Multimedia: A Qualitative, Multiple-Case Study in a Non-academic Setting./
Author:	Scotton, Tameka Michelle.
Published:	Ann Arbor : ProQuest Dissertations & Theses, : 2018,
Description:	148 p.
Notes:	Source: Dissertations Abstracts International, Volume: 80-05, Section: A.
Contained By:	Dissertations Abstracts International80-05A.
Subject:	Instructional Design. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=10976808
ISBN:	9780438666771

How Seductive Graphics Inhibit Learning in Positive Emotional Design Multimedia: A Qualitative, Multiple-Case Study in a Non-academic Setting.
Scotton, Tameka Michelle.

How Seductive Graphics Inhibit Learning in Positive Emotional Design Multimedia: A Qualitative, Multiple-Case Study in a Non-academic Setting. - Ann Arbor : ProQuest Dissertations & Theses, 2018 - 148 p.

Source: Dissertations Abstracts International, Volume: 80-05, Section: A.

Thesis (Ed.D.)--Northcentral University, 2018.

This item must not be sold to any third party vendors.

Seductive graphics are interesting graphics that do not relate to lessons being taught. The problem addressed in this qualitative multiple-case study was that seductive graphics in positive emotional design multimedia inhibit learning. The purpose of this qualitative multiple-case study was to explore how and in what ways seductive graphics in positive emotional design multimedia inhibit learning. The theoretical framework of the study was derived from arousal theory of motivation and emotional interest theory. Eleven participants observed a 5-minute PowerPoint presentation based on Galatians 5:19-26 in the Holy Bible. Upon completion of the PowerPoint, the participants were individually interviewed. The majority of the participants found that seductive graphics inhibit learning because they are irrelevant graphics; distract learners from the lesson; hurt the learning experience; and should not be included in lessons. Further research is recommended for leaders, instructors, and instructional designers to find more ways to: decrease demands on the working memory; design effective instruction; ensure the design structure supports learning; identify the problem; establish an appropriate appearance for the materials and message; supercharge lessons with appropriate, appealing, and relevant graphics; ensure the design structure encourages appropriate connections between text and graphics; cause learners to pay close attention to the lesson; promote deeper learning, while producing a positive learning experience; reduce extraneous cognitive load; consider how best to design learning tasks; give clear learning goals; tailor instruction to the learners' level of understanding and prior knowledge; allow learners to adjust their learning pace based on cognitive capabilities; create mental representations of the information presented; seek constructive criticism; continue learning and improving their work; motivate themselves; and expand their visual knowledge.

ISBN: 9780438666771Subjects--Topical Terms:

3432465
Instructional Design.

How Seductive Graphics Inhibit Learning in Positive Emotional Design Multimedia: A Qualitative, Multiple-Case Study in a Non-academic Setting.
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