Emotions and learning from multiple representations and perspectives

Using control-value theory as a conceptual framework, we review the literature on the role of emotions in learning from multiple inputs. We first provide a conceptual definition of emotion and an overview of the different types of emotions that play a role
during learning, including achievement, epistemic, topic, and social emotions. Next, we discuss theoretical propositions about the origins and functions of these emotions. In the third section, we review empirical evidence on emotions during learning from multiple representations, both in terms of the sensory channels used and in terms of structures of multiple representations that guide learners’ emotion-prompting appraisals. Most of this evidence has been gathered in studies on technology-enhanced multimedia learning, such as learning with intelligent tutoring systems, simulations, and games. Subsequently, we summarize recent findings on learning from multiple perspectives, such as contradictory perspectives provided in texts on controversial issues or refutation texts targeting conceptual change. In conclusion, we discuss directions for future research and implications for practice.

© 2020 selection and editorial matter, Peggy Van Meter, Alexandra List, Doug Lombardi and Panayiota Kendeou; individual chapters, the contributors

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