The present study explored the influence of emotion and learner control on learners in multimedia learning environment. Study 1 investigated the effects of emotion on the learning outcomes (recognition test scores, transfer test scores) and learning performance (internal motivation level, cognitive load, learning satisfaction, perceived achievement) of multimedia learners. The results showed that compared with the learners in positive emotional state, the learners in negative emotional state had poor learning scores, but had lower cognitive load and higher perceived achievement level. Study 2 investigated the effect of learner control on multimedia learning in negative emotional state. The results showed that for the learners with negative emotions, the recognition test scores and transfer tests scores of the learner control group were significantly higher than those of the program control group. The present study showed that control strategies could help multimedia learners benefit from negative emotions.

本研究探讨了多媒体学习环境中情绪和学习者控制对学习者的影响。研究 1 调查了情绪对多媒体学习者学习成果（认知测试分数、迁移测试分数）和学习表现（内在动机水平、认知负荷、学习满意度、感知成就）的影响。结果表明，与积极情绪状态的学习者相比，消极情绪状态的学习者学习成绩较差，但认知负荷较低，感知成就水平较高。研究2研究了学习者控制对消极情绪状态下多媒体学习的影响。结果表明，对于有负面情绪的学习者，学习者对照组的认知测试成绩和迁移测试成绩显着高于程序控制组。本研究表明，控制策略可以帮助多媒体学​​习者从消极情绪中受益。