Abstract The emotional design hypothesis states that features in digital learning materials can elicit emotional reactions. Voice-related cues, such as enthusiastic accentuations are getting more into the focus of research. These emotion-related cues have to be additionally processed to the relevant instructions while learning, so that the overall amount of to-be-processed information might be a moderator of the effect of emotional cues. One hundred eighteen participants were assigned to one cell of a two (enthusiasm of a pedagogical agent: enthusiastic vs. neutral) × two (mental load in the working memory of the learner: high vs. low) factorial between-subjects design. Regarding the multiple-choice learning test, results revealed that learners with a neutral agent voice performed better in a high load condition, while learners exposed to an enthusiastic voice reached higher learning scores in a low load condition. However, this moderating effect of mental load could not be shown for open answer questions.

中文翻译：

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教学代理声音中热情的影响是否取决于学习者工作记忆中的心理负荷？

摘要 情感设计假说指出，数字学习材料中的特征可以引起情感反应。与语音相关的线索，例如热情的重音，越来越成为研究的焦点。这些情绪相关的线索必须在学习时根据相关指令进行额外处理，因此待处理信息的总量可能是情绪线索效果的调节器。118 名参与者被分配到一个单元格中的一个二（教学代理的热情：热情与中立）×二（学习者工作记忆中的心理负荷：高与低）因子之间的主题设计。关于多项选择学习测试，结果显示具有中性代理声音的学习者在高负载条件下表现更好，而暴露在热情声音中的学习者在低负荷条件下获得了更高的学习分数。然而，对于开放式回答问题，这种精神负荷的调节作用无法显示。