Denetria Middleton

Module 11 Annotated Bibliography

#1: Keller, J. M. (1987). Development and use of the ARCS model of instructional design.
Journal of instructional development, 10(3), 2-10.

This article began by asking the question Can students be motivated to learn? Of
course teachers think that if students arent motivated to learn they wont. Motivation is viewed as
unpredictable. Some teacher believe that they can motivate student to learn with the proper
technique. The ARCS model is believed to motivate students to learn to self motivate. The
ARCS model has four major components: Attention, Relevance, Confidence, and Satisfaction (p.
3). Each component has instructional strategies. The attention component can be achieved by an
interesting statement or a unique noise, however maintaining a learner attention is harder.
Relevance stage can be achieved by letting students set goals within the lesson. Students have the
opportunity develop self worth. The next component is confidence. Many students who are not
confident fear failure. Instead of trying and failing, they would rather not try (p. 5). The last
phase is satisfaction. This stage involves making students feel good about they have done. In
conclusion, the two field test that was conducted showed that ARCS Model served as a tool to
motivate students (p. 9).

#2: Fredrickson, B.L. (2001). The Role of Emotion in Positive Psychology: The broaden-
and-build theory of positive emotions. American Psychologist, 56, 218-226..

In todays society many people look at negative emotions rather than positive emotions.
Negative emotions tend to lead to anxiety, eating disorders, depression, and even death (p. 1367).
Positive emotions can also lead to things that are not so pleasant such as: mania and drug
addiction. There have not been many studies that investigate the role of positive emotions. In
fact, more studies on negative emotions have been conducted and then positive emotion is
thrown in at the last minute. Positive emotions have been confused with emotion-general models
(p. 1368). As a result, these positive emotions have been grouped with generic tendencies. This
leads to the broaden-and-build theory of positive emotion. According to Fredrickson, the
broaden-and-build theory is positive emotion appears to broaden peoples momentary thought-
action repertories and build their enduring personal resources (p.1369). Studies were conducted
to test this theory. In conclusion it was found that

#3: Isen, A. M., Nowicki, G. P., & Daubman, K. A. (1987). Positive affect facilitates creative
problem solving. Journal of Personality & Social Psychology, 52(6), 1122-1131.

This article discusses how positive affects creative solving problem. There were four
studies conducted to test this theory. These studies used three different types of task: typicality
rating, sorting, and word association (p. 1122). In one experiment, subjects watched bloopers and
the others watched a math film. Results from this experiment said that positive affect can
increase creative problem solving (p. 1123). The other experiments that yield this same affect
including a small gift of candy. The experiments who had a negative affect did not increase
creative problem solving. Most of the time when you achieve that happy feeling it increases
your cognitive abilities. The article only discussed things such as comedy movies and a small
 Denetria Middleton

gift. However, there are other small things that can make the creative juices flow such as:
smiling, the beach, compliments, and more. As teachers, we should try to create the most positive
environment to get the most out of our students.

#4: Um, E., Plass, J. L., Hayward, E. O., & Homer, B. D. (2012). Emotional design in
multimedia learning. Journal of Educational Psychology, 104(2), 485-498.

Plass, Hayward, and Homer investigate if multimedia learning environments can create
positive emotions and increase learning. This article begins by discussing an experiment that
include 118 college students that were assigned to four different conditions. There were two
methods that would induce the positive emotions. The two ways they used were color
combinations and visual shapes. Different color combination and visual shapes arouse different
emotions and feelings in humans (p. 488). The results showed that using emotional design
principles to learning materials can yield positive emotions and then increase learning in a
multimedia environment. The design that they used for their visual design principal include
bright warm colors and baby-face like shapes (p. 495). The neutral learning environment had
only black and white as their colors. My take away from this study is using different colors and
design can increase learning. Using a simple black and white PowerPoint will not have students
learn to their full potential.

#5 Mayer, R. E. (2003). Social cues in multimedia learning: Role of speakers voice. Journal
of Educational Psychology, 95(2), 419-425.

In this article, Mayer is exploring social cues in multimedia learning, with a focus on a
the speakers voice. Can students learn better if they hear a standard accent versus a foreign
accent? Mayer then goes on to discuss the social agency theory. According to Mayer, social
agency theory is defined as social cue can affect the outcome of learning (p. 419). Once this
happens, learners are more inclined to act as if they are in a normal conversation with another
human. This is very important when a student is in an online class. Next social cues in
multimedia lessons is discussed. Two experiments were conducted, standard speech vs foreign
accent speech and human vs. machine voice (p. 420). It was found that students who got a
narrated animation with standard speech performed better on the problem-solving test than the
other students. It was also found that students who were in the accent group judged their speaker
based on his accent. These results aligned with the social agency theory and cognitive load
theory.

#6 Stephanie B. Linek, Peter Gerjets and Katharina Scheiter Source: Instructional Science,
Vol. 38, No. 5, Special Issue: Cognitive and Socio-Motivational Aspects in Learning with
Animations (SEPTEMBER 2010), pp. 503-521

Mayer research with the roles of speakers voice sparked my interest in the difference
between a male or female voice on multimedia presentations. Do girls learn more hearing a male
voice? Do males learn more from hearing a female voice on multimedia? Or does it even
matter? In this article, two experiments were conducted to determined if a male or female voice
mattered. The first experiment had participants randomly assigned to random speakers. The
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second experiment gave learners the choice of choosing between a male or female speaker.
According to Linek et. al, the voice principle is defined as people learning better if dynamic
presentation is pair with a human or standard voice (p. 504). Learners learn better from those
who are the same sex according to the similarity attraction principle. After the experiments were
conducted, research found that learners learned more from a female speaker versus a male.
Women are more personable than men, but on the other side men are looked at as more
intelligent.