ABSTRACT
Introduction: The present study examined the influence of emotional states when learning with self-generated drawings. It was assumed that learners in a positive emotional state would profit from learning with self-generated drawings, while learners in a negative emotional state would not profit from this strategy to the same extent but would rather benefit through reading. Methods: University students (N = 123) were randomly assigned to one of four conditions resulting from a 2 × 2 design with self-generated drawings (yes vs. no) and emotional state (positive vs. negative) as independent variables. Results: Results showed that learning with self-generated drawings was more beneficial for a following transfer test than learning without drawings - irrespective of a learner's emotional state. The quality of self-generated drawings predicted the learning outcomes of the retention and pictorial test, but not for transfer. Discussion: Missing effects of emotional states and the missing interaction with self-generated drawings will be discussed.
ABSTRACT
We investigated emotional design features that may influence multimedia learning with a self-generated learning (SGL) activity, namely answering elaborative interrogations. We assumed that a positive emotional design would be associated with a higher motivation to accomplish the additional SGL activity. Moreover, an interaction was expected: Learners learning with a positive emotional design should profit from learning with elaborative interrogations whereas learners learning with a negative emotional design would not profit from this strategy to the same extent but would rather benefit through reading. Since no negative emotional design existed yet, we additionally took the challenge to construct one. In a preliminary study, the emotional design features were pre-tested for their influence on emotional state and according to evaluation results, emotional design features were modified for the final versions. For the main study, German students (N = 228) were randomly assigned to one of six conditions that resulted from a 3 × 2 Design with emotional design (intended-positive vs. intended-neutral vs. intended-negative) and SGL activity (elaborative interrogations vs. no elaborative interrogations). Contrary to expectations, the intended-negative design worked not out as intended, but was rather comparable with the positive emotional design with respect to learners' emotional states. Learner motivation was higher when learning with the intended-negative emotional than the neutral design. The quality of the elaborated answers and learner motivation correlated positively with the performance of all learning outcome scores. For transfer questions which addressed the elaborated concepts, an interaction can be reported: learners learning with the positive emotional design benefitted from learning by reading compared to answering the elaborative interrogations. Regarding transfer questions whose concepts were explicitly described in the instructional material, it was better to learn with the intended-negative emotional than the neutral design. According to results of mediation analyses, the influence of motivation on learning outcomes could mostly be explained by the influence of motivation on answering the elaborative interrogations. Implications for creating emotional design as well as its effect on learning are discussed.
ABSTRACT
OBJECTIVE: Poor oral hygiene and dental health are very common among the institutionalized elderly. The purpose of this study was to evaluate the association of apraxia with oral hygiene and/or health. MATERIALS AND METHODS: Ninety-two residents of 13 long-term care homes in southwest Germany participated in the study. For each participant, ideomotor apraxia scoring (AS) was conducted and demographic variables were collected. Participants underwent a comprehensive dental examination to assess the oral health indices gingival bleeding index (GBI), community periodontal index of treatment needs (CPITN) and denture hygiene index (DHI). Statistical comparison of dental indices among apraxic and non-apraxic individuals (cut-off < 45) was performed by use of t-tests. In addition, linear regression models were constructed with the dental indices as dependent variables. Each model was fitted with the dichotomized variable AS (pathologic or healthy) and adjusted for age and sex. RESULTS: Mean (SD) GBI of 48.5 (25.9), CPITN of 2.9 (0.7) and DHI of 82.6 (14.6) were observed among the participants. Statistical analysis revealed AS was significantly associated with all oral health indicators (p < 0.05). Linear regression models showed apraxia is a predictor of GBI (p = 0.002) and CPITN (p = 0.027), but not of denture hygiene (p = 0.916). CONCLUSIONS: Although this pilot investigation has limitations, the results suggest the presence of apraxia should be considered when planning oral healthcare strategies. Further research with larger samples is encouraged to confirm these relationships.
