Electronic Theses and Dissertations

Identifier

83

Date

2010

Document Type

Thesis

Degree Name

Master of Science

Major

Psychology

Concentration

Experimental Psychology

Committee Chair

Roger Azevedo

Committee Member

Art Graesser

Committee Member

Gilbert Parra

Abstract

Learning with multimedia is challenging and often requires learners to regulate cognitive, metacognitive, and affective processes in order achieve optimal learning. The purpose of the current study was to examine the effect of induced emotional states on learners’ metacognitive monitoring and control, and learning performance in a self-paced multimedia learning environment. A within-subjects design and a false-biofeedback paradigm were used to induce various emotional states in 50 undergraduate participants while they answered both text-based and inference questions about the human circulatory system. Across 24 trials, participants were presented with accelerated, baseline, and no heart rates (control) and were asked to make various metacognitive judgments (Ease of learning, immediate judgments of learning, and retrospective confidence judgments) and answer questions about the circulatory system. Results indicated that, overall, participants made significantly more confident metacognitive judgments and achieved significantly higher learning performance when they heard an accelerated heart rate than when they heard a baseline or no heart rate.

Comments

Data is provided by the student.

Library Comment

Dissertation or thesis originally submitted to the local University of Memphis Electronic Theses & dissertation (ETD) Repository.

Download

Share

COinS