Emotional Design in Multimedia: Does Gender and Academic Achievement Influence Learning Outcomes?

Volume 4 - Issue 3
Jeya Amantha Kumar Balakrishnan Muniandy Wan Ahmad Jaafar Wan Yahaya
Pages: 37-50 Download Count : 2718 View Count: 2287 Facebook Share on Google+ Save to Zotero Save to Mendeley


This study was designed as a preliminary study (N=33) to explore the effects of gender and academic achievement (Cumulative Grade Point Average-CGPA) on polytechnic students learning outcomes when exposed to Multimedia Learning Environments (MLE) designed to induce emotions. Three designs namely; positive (PosD), neutral (NeuD) and negative (NegD) had similar contents and narrations but differed visually based on colours, images and font (size and style) so that it depicted the intended emotions it is designed for. The learning outcomes evaluated are learning achievement, perceived intrinsic motivation and satisfaction. Overall, there were no significant difference between gender and CGPA when exposed to the emotionally designed MLE. However, male students were significantly more motivated and satisfied with the NegD design compared to the female students. A significant positive relationship was observed between intrinsic motivation and satisfaction and between gender and design. Female students preferred PosD and male students, NegD. Users of PosD and NegD showed strong relationship between perceived intrinsic motivation and satisfaction. With regards to learning achievement, high academic achievers performed better in the PosD design compared to other designs. No significant relationships were found between any of the variables for the NueD design.


  • Emotional design
  • gender
  • learning outcomes
  • multimedia-based learning
  • academic achievement
Download PDF