How effective is emotional design? A meta-analysis on facial anthropomorphisms and pleasant colors during multimedia learning

Cyril Brom; Tereza Stárková; Sidney K. D'Mello

Educational Research Review Vol. 25, No. 1 (November 2018) pp. 100–119

We conducted a meta-analysis of 33 independent samples (N = 2924) to address whether adding anthropomorphic faces to multimedia graphics and/or adding pleasant colors are effective emotional design approaches. We found significant positive meta...

Language: English

Are educational computer micro-games engaging and effective for knowledge acquisition at high-schools? A quasi-experimental study

Cyril Brom; Michal Preuss; Daniel Klement

Computers & Education Vol. 57, No. 3 (November 2011) pp. 1971–1988

Curricular schooling can benefit from the usage of educational computer games, but it is difficult to integrate them in the formal schooling system. Here, we investigate one possible approach to this integration, which capitalizes on using a micro...

Language: English

You Like It, You Learn It: Affectivity and Learning in Competitive Social Role Play Gaming

Cyril Brom; Vít Šisler; Michaela Slussareff; Tereza Selmbacherová; Zdenek Hlávka

International Journal of Computer-Supported Collaborative Learning Vol. 11, No. 3 (2016) pp. 313–348

Despite the alleged ability of digital game-based learning (DGBL) to foster positive affect and in turn improve learning, the link between affectivity and learning has not been sufficiently investigated in this field. Regarding learning from team...

Personalized messages in a brewery educational simulation: Is the personalization principle less robust than previously thought?

Cyril Brom; Edita Bromová; Filip Děchtěrenko; Michaela Buchtová; Martin Pergel

Computers & Education Vol. 72, No. 1 (March 2014) pp. 339–366

The personalization principle, one of the design principles of multimedia learning, states that people learn better from multimedia presentations when instructions are in a conversational style rather than a formal style, possibly due to learners'...

Language: English

The role of cultural background in the personalization principle: Five experiments with Czech learners

Cyril Brom; Tereza Hannemann; Tereza Stárková; Edita Bromová; Filip Děchtěrenko

Computers & Education Vol. 112, No. 1 (September 2017) pp. 37–68

Composing instructional texts in multimedia learning materials in a conversational style rather than a formal style can facilitate learning. We investigated whether a specific language/cultural background could present a boundary condition for this...

Language: English

Enjoyment or involvement? Affective-motivational mediation during learning from a complex computerized simulation

Cyril Brom; Filip Děchtěrenko; Nikola Frollová; Tereza Stárková; Edita Bromová; Sidney K. D’Mello

Computers & Education Vol. 114, No. 1 (November 2017) pp. 236–254

There is increased interest in augmenting multimedia instructional materials to elevate learners’ positive affective-motivational states in order to improve learning. However, these efforts have only been partly successful and mediational effects of ...

Language: English

Flow, social interaction anxiety and salivary cortisol responses in serious games: A quasi-experimental study

Cyril Brom; Michaela Buchtová; Vít Šisler; Filip Děchtěrenko; Rupert Palme; Lisa Maria Glenk

Computers & Education Vol. 79, No. 1 (October 2014) pp. 69–100

Serious games are supposed to instigate engagement and, in turn, improve learning. High engagement is frequently connected with a positive affective state and a high flow state. However, the alleged link between a learner’s affective state, his/her...

Language: English