Mental Model Development in Multimedia Learning: Interrelated Effects of Emotions and Self-Monitoring.

ABSTRACT: Learners' emotions and metacognitive self-monitoring play a crucial role in mental model development, particularly in the context of multimedia learning. However, learning-centered emotions and self-monitoring have been investigated largely without accounting for their dynamic interrelations. In this study, the effects of both learner-state variables on mental model development were investigated, by modeling their interrelations over time during a multimedia learning episode. For this, 108 undergraduate students (M _age = 22.79, SD _age = 3.42) were engaged in a multimedia learning environment to learn practical money skills. Learning-centered emotions of enjoyment, boredom, and frustration were repeatedly collected using self-reports. Learners' self-monit

SUBMITTER: Riemer V 

PROVIDER: S-EPMC6491813 | biostudies-literature | 2019

REPOSITORIES: biostudies-literature