EDIT 720 Jennifer N. Hudson, M.Ed.

Annotated Bibliographies #11

#1 Keller, J. M. (1987). Development and use of the ARCS model of instructional design.
Journal of instructional development, 103(3), 2-10.

This article discussed the ARCS Model of motivation. It was originally developed to find more
effective ways of understanding the influences on the motivation to learn and solving problems
with learning motivation (Keller, 1987, pp. 2). There is a four category synthesis determined to
show how design works (Keller, 1987, pp. 2). The ARCS model also has motivational strategies
to enhance learning (Keller, 1987, pp. 2). It also has a motivational design (Keller, 1987, pp. 2).

The rationale of motivation is the assumption that it is an uncontrollable state (Keller, 1987, pp.
2). Most teachers believe that motivation can be controlled by reinforcements and rules (Keller,
1987, pp. 2), but that is not the case with inspiring a student to actually have the desire to learn.

The four categories in the original model were interest, relevance, expectancy, and outcomes.
(Keller, 1987, pp. 3). These variables are important in some aspect, but the interest variable plays
a role in the attentional factors and relevance is more goal directed (Keller, 1987, pp. 3).

#2 Fredrickson, B. L. (2001). The Role of Emotion in Positive Psychology: The broaden-and-

build theory of positive emotions. American Psychologist, 56, 1368-1377.

In this article, it was discussed that positive emotions signal optimal functioning (Fredrickson,
2001, pp. 1368). When learners have positive emotions in themselves and in those around them,
it promotes achievement in psychological growth and their overall well-being (Fredrickson,
2001, pp. 1368). When there are negative emotions, many things can spiral out of that. Some of
those things consist of eating disorders, depression, and suicide (Fredrickson, 2001, pp. 1368).

Positive emotions can also be changed by physical environments (Fredrickson, 2001, pp. 1368).
Positive moods can be confused with positive emotions (Fredrickson, 2001, pp. 1368). With
positive emotions engage the individual to interact with the environment (Fredrickson, 2001, pp.
1368).

Childhood play builds intellectual resources (Fredrickson, 2001, pp. 1368). Those intellectual
resources include creating creativity, creating a theory of mind, and fueling brain development
(Fredrickson, 2001, pp. 1369). All of the emotions play a very important role in making sure the
individual receives what it needs (Fredrickson, 2001, pp. 1369).

#3 Isen, A. M., Nowicki, G.P., & Daubman, K. A. (1987). Positive affect facilitates creative
problem solving. Journal of Personality & Social Psychology, 52(6), 1122-1131.

This article discusses the positive affect can influence the way cognitive material is organized
(Isen, Nowicki, Daubman, 1987, 1122). Creativity is promoted when there is a positive affect
(Isen, Nowicki, Daubman, 1987, 1122).

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There are two different task a performance can be categorized in (Isen, Nowicki, Daubman,
1987, 1122). Those tasks are rating task and sorting task (Isen, Nowicki, Daubman, 1987, 1122).
The article discussed the findings from four studies. One of the studies came to a conclusion that
when a person feels happy, the positive feelings assist in accessing positive material to memory
(Isen, Nowicki, Daubman, 1987, 1124). There was reflective creativity happening when the
subjects were induced by a comedy or small candy (Isen, Nowicki, Daubman, 1987, 1128). Even
though there was a negative film and promotion of arousal, but that did not have an effect on the
measures (Isen, Nowicki, Daubman, 1987, 1128).

The results showed that creativity is an important skill and is considered being a stable
characteristic of a person (Isen, Nowicki, Daubman, 1987, 1128).

#4 Um, E., Plass, J. L., Hayward, E. O., & Homer, B. D. (2012). Emotional design in multimedia
learning. Journal of Educational Psychology, 104(2), 485-498.

In this article, it discussed how multimedia could be designed to create positive emotions (Um,
Plass, Hayward, Homer, 2012, pp. 485). The question remains the same, does the positive
emotions affect learning outcomes (Um, Plass, Hayward, Homer, 2012, pp. 485). The affect
directly linked to learning, instruction, and academic achievement are described as academic
emotions (Um, Plass, Hayward, Homer, 2012, pp. 485). There can be negative and positive
emotions that could impact performance (Um, Plass, Hayward, Homer, 2012, pp. 485). Negative
emotions can be detrimental to learning and positive emotions strengthen motivation (Um, Plass,
Hayward, Homer, 2012, pp. 486).

Positive emotions to learning enhances information processing, communication processing,

negotiation processing, and decision-making processing (Um, Plass, Hayward, Homer, 2012, pp.
486). The emotions in multimedia learning is just as powerful. The features such as colors,
sounds, and graphics play a major role in multimedia learning emotions (Um, Plass, Hayward,
Homer, 2012, pp. 486).

#5 Mayer, R. E. (2003). Social cues in multimedia learning: Role of speakers voice. Journal of
Educational Psychology, 95(2), 419-425.

The article discusses the role of the developer in creating computer-based multimedia instruction
(Mayer, 2003, pp. 419). The social cues can influence the process and outcome of learning
(Mayer, 2003, pp. 419). The idea of multimedia learning being a social event helps the learner
produce more schema and relate to the content (Mayer, 2003, pp. 419). When the learners are
able to make the human-to-human connection with the computer-based activity, they try to make
sense by tapping into their cognitive processing (Mayer, 2003, pp. 419).

The instructors voice in multimedia learning plays an important role in engaging the learner
(Mayer, 2003, pp. 420). When the learner believes that the instructor is partaking in meaningful
conversations, then that will increase the learners attention (Mayer, 2003, pp. 420). The study
was done to see if the voice of the instructor plays a major role in learning. The two aspects were
if the instructor has the voice of a native speaker of standard American English or not an

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automated machine (Mayer, 2003, pp. 420). Could foreign accents deter a students interest in
learning as well?

#6 Chung, S., Cheon, J., & Lee, K. (2015). Emotion and Multimedia Learning: An Investigation
of the Effects of Valence and Arousal on Different Modalities in an Instructional Animation.
Instructional Science: An International Journal Of The Learning Sciences, 43(5), 545-559.

I selected this article because this week we were discussing emotions and how it relates to
multimedia learning. The limited capacity model of motivated mediated message processing
(LC4MP) study showed how learners were influenced by their learning performance and mental
effort with animated instruction (Chung, Cheon, Lee, 2015, pp. 545). When there are positive
emotions involved, it increases a learners intrinsic motivation (Chung, Cheon, Lee, 2015, pp.
545). The learners curiosity will be enhanced and they will be able to explore different things
(Chung, Cheon, Lee, 2015, pp. 545).

Emotions come in two dimensions: valence and arousal (Chung, Cheon, Lee, 2015, pp. 545).
Valence refers to how positive or negative an emotional experience is, and arousal means how
calm or arousing an emotional experience is (Chung, Cheon, Lee, 2015, pp. 545). Cognitive
learning processing is always to be considered if those two domains play a role (Chung, Cheon,
Lee, 2015, pp. 545).

What I discovered in this article was that a huge part of a learners working memory results from
their emotions-positive and negative emotions.