Hypothesis 1. Does an aesthetically appealing design of a multimedia
learning material induce positive emotions in learners?
Based on the previous research reported above we hypothesize that
the positive emotional design induces more positive emotions than
neutral design, and that emotions induced by the design of the
learning materials are sustained better throughout the learning
process than emotions induced by a mood induction procedure.
Hypothesis 2. How do positive emotions affect cognitive outcomes
such as experienced cognitive load and learning outcomes
(comprehension and transfer)? Based on the previous research reported
above we hypothesize that positive emotions result in higher
comprehension test scores, transfer test scores, and invested mental
effort, and lower perceived task difficulty than neutral emotions.
Hypothesis 3. How do positive emotions affect affective outcomes
such as motivation, user satisfaction, perceived task difficulty, and
perception about learning achievement? Based on the previous
research reported abovewe hypothesize that positive emotions result
in higher motivation, higher user satisfaction, and a more positive
perception about learning achievement than neutral emotions.