Editing Learning emotions (section)

== '''Implications to learning design''' ==

Emotional design becomes important in learning design <ref>Mayer, R. E., & Estrella, G. (2014). Benefits of emotional design in multimedia instruction. Learning & Instruction, 33(33), 12–18 <nowiki>https://doi.org/10.1016/j.learninstruc.2014.02.004</nowiki>.</ref> as it directs the learner's attention toward essential learning material and motivates them to learn deeper. For example, a student may experience positive emotions like empathy in a classroom where the teacher extends kindness toward their learner. Thus the learner tends to learn in a relaxed atmosphere fostered by the teacher. This also improves their perception of the subject matter and the teacher. The student may also experience enjoyment as an activity emotion. Furthermore, this would also increase the learner's engagement in the process and improves the outcome of their performance. 

With respect to multimedia design, Um, et al <ref>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.</ref> study established that students learning material that aimed to foster positive emotional multimedia design generated higher positive emotions and learned better as tested in retention and [[transfer]] tests. Supporting this, Mayer and Estrella <ref>Mayer, R. E., & Estrella, G. (2014). Benefits of emotional design in multimedia instruction. Learning & Instruction, 33(33), 12–18 <nowiki>https://doi.org/10.1016/j.learninstruc.2014.02.004</nowiki>.</ref>, concluded that students who learned material with a positive emotional learning design performed better than students from the controlled group. Heidig, et al <ref>Heidig, S., Müller, J., & Reichelt, M. (2015). Emotional design in multimedia learning: Differentiation on relevant design features and their effects on emotions and learning. Computers in Human Behavior, 44(44), 81–95 <nowiki>https://doi.org/10.1016/j.chb</nowiki>.

2014.11.009.</ref> also concluded that the learner’s emotional states affected their intrinsic learning motivation.