Abstract
In this paper, we validate and extend previous findings on using emotional design in online learning materials by using a randomized controlled trial in the context of a partially-online university level programming course. For students who did not master the content beforehand, our results echo previous observations: emotional design material was not perceived more favourably, while materials’ perceived quality was correlated with learning outcomes. Emotionally designed material lead to better learning outcomes per unit of time, but it didn’t affect students navigation in the material.
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Nurminen, M., Leppänen, L., Väätäjä, H., Ihantola, P. (2017). Search of the Emotional Design Effect in Programming Revised. In: Lavoué, É., Drachsler, H., Verbert, K., Broisin, J., Pérez-Sanagustín, M. (eds) Data Driven Approaches in Digital Education. EC-TEL 2017. Lecture Notes in Computer Science(), vol 10474. Springer, Cham. https://doi.org/10.1007/978-3-319-66610-5_39
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DOI: https://doi.org/10.1007/978-3-319-66610-5_39
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