Unlike the other studies on emotional design in multimedia learning, the present study differentiated the two confounding variables of visual interface design and structured content to manipulate the instructional material. Specifically, we investigated how the visual aesthetics of positive emotional interface design influenced learners’ cognitive processes, emotional valences, learning outcomes, and subjective experience. Eighty-one college students took part in the experimental study. They were divided into the three experimental groups: a holistic layout of positive emotional design group (HPED), a local layout of positive emotional design group (LPED), and a neutral emotional design group (ND). By using a mixed approach of questionnaires and eye tracking, we further explored the differences among the three groups in cognitive processing, learning outcomes, and subjective experience. Results indicated that the LPED group invested higher cognitive effort, put more attentional focus in the relevant knowledge content module, and achieved better learning performance (i.e., retention and transfer tests) in contrast to the HPED group and the ND group. However, no significant difference in dynamic changes of emotional state among the three groups was detected. The analytical results can provide researchers and practitioners with valuable insights into the positive emotional design of multimedia learning, which allows for the facilitation of mental engagement, learning outcomes and subjective perception.

与多媒体学习中情感设计的其他研究不同，本研究区分了视觉界面设计和结构化内容这两个混杂变量以操纵教学材料。具体而言，我们调查了积极情绪界面设计的视觉美学如何影响学习者的认知过程、情绪效价、学习成果和主观体验。81名大学生参加了实验研究。他们被分为三个实验组：整体布局积极情绪设计组（HPED）、局部布局积极情绪设计组（LPED）和中性情绪设计组（ND）。通过使用问卷和眼动追踪的混合方法，我们进一步探讨了三组在认知加工方面的差异，学习成果和主观体验。结果表明，与HPED 组和ND 组相比，LPED 组投入了更多的认知努力，将更多的注意力集中在相关知识内容模块上，并取得了更好的学习成绩（即记忆和迁移测试）。然而，三组之间情绪状态的动态变化没有显着差异。分析结果可以为研究人员和从业者提供有关多媒体学习的积极情感设计的宝贵见解，这有助于促进心理参与、学习成果和主观感知。与 HPED 组和 ND 组相比，取得了更好的学习成绩（即保留和迁移测试）。然而，三组之间情绪状态的动态变化没有显着差异。分析结果可以为研究人员和从业者提供有关多媒体学习的积极情感设计的宝贵见解，这有助于促进心理参与、学习成果和主观感知。与 HPED 组和 ND 组相比，取得了更好的学习成绩（即保留和迁移测试）。然而，三组之间情绪状态的动态变化没有显着差异。分析结果可以为研究人员和从业者提供有关多媒体学习的积极情感设计的宝贵见解，这有助于促进心理参与、学习成果和主观感知。