Children Like It More but Don't Learn More: Effects of Visual Design of Multimedia Learning Materials on Learning Outcomes
Abstract
This study tests the effects of overall visual appeal of instructional materials on perceived attractiveness and learning outcomes. We have developed two visual designs of an educational simulation game - one with supposedly high aesthetical value and the second with low aesthetical value.
Participants (children 9-11 years of age, N = 53) were randomly dived into two groups. Each group interacted with the assigned version, and then evaluated its visual attractiveness separately and in comparison with the other version.
In the free-choice period, children could continue playing one of the game versions or a completely different game. Children clearly preferred the high aesthetical version in the evaluation and the free choice period, but this did not improve their learning outcomes.
Possible explanations of this effect are discussed in the terms of cognitive load theory and cognitive-affective theory of learning from media.