【作者】 李婷；

【导师】 杨雪；

【作者基本信息】 吉林大学 ， 教育技术学， 2010， 硕士

【摘要】 著名的认知心理学家唐纳德·A·诺曼提出情感化设计的三个层次:本能层即通过视觉感的美好,在情感层次给用户的抚慰,有助提高工作效率;行为层即用户和产品交互的动态过程中获得的成就感和爽快感;反思层即用户由前两个层次的作用,在内心产生的更深度的情感、意识和理解。为使学习者在学习网络课程中达到认知与情感的和谐发展,本研究将“情感化设计”理念引入网络课程设计之中。在对网络课程的概念、构成要素、功能特性和情感化设计概念的由来及发展研究的基础上,论述了情绪情感对学习者学习的影响,同时结合人本主义学习理论、认知负荷理论和建构主义学习理论,对“乘风汉语”网络课程、哈佛大学教育研究生院WIDE World网上培训课程等进行了案例分析;从网络课程页面设计中的内心感受层次、交互设计中的行为体验层次、提供学习者多元评价和反思记录的思考反应层次提出情感化设计在网络课程设计中的应用策略及网络课程情感化设计研究所应遵循的原则,并设计了网络课程情感化设计的流程。更多还原

【Abstract】 Web-based education as a new way of modern education, developed very rapidly, according to“the 2010-2015 web-based education industry investment in China and prospect forecast report”, the Chinese web-based education users in 2010 will reach 23.5 million. The web-based curriculum is the carrier of the web-based education and the core of the web-based education construction, its quality directly affects the quality of web-based education. However, because designers lacked educational concept, simplified educational practice, and the existing utilitarian thinking in part of the web-based education practitioners, they directly moved the traditional educational courses to the implementation of the network. At the same time, in the web-based curriculum, learners faced lonely a cold machine, temporal and spatial separation between people in a state of self-learning, learners will inevitably produce a series of incompatible, such as energy inability to concentrate, information mission, low mood, emotional loss, etc, resulting in attenuation of learners enthusiasm. These factors made the emotional loss in the web-based curriculum to become the most common and serious problem to be solved.Learning activity is a very complicated process. A variety of mental factors and non-intelligence factors intertwine together and influence on learners’learning process. In the learning process, learning motivation, emotional feelings and other non-intellectual factors have significant influence on the effect of learning. Emotion has three aspects of the function on the cognitive activities, such as driving, strengthening and regulating. It can influence and regulate people’s perception, memory and other cognitive processes of thinking. If learning behavior causes pleasant emotional experience, learners will concentrate on learning, have strong memory and learn efficiently, and can produce emotional resonance, thus improving learners’ learning initiative and enthusiasm. If the learning behavior causes the unpleasant emotional experience, learners will be slack attention, memory disorder, learning inefficient. It can produce negative emotional reaction; thereby learners lose interest and motivation on further study. Appropriate emotion is the necessary conditions for successful learning.The time calls for rapid changes in emotional return, looking forward to the emotional comfort. Designers took into account people’s emotional needs, and emotional design applied in industrial design, architecture, advertising and other fields, designer created a lot of rich emotional products which were very popular. Therefore, the“emotional design”is introduced into designing the web-based curriculum and put into practice , it can solve learners’participation and lack of emotional experience, shape the learner’s healthy personality, will have great significance.The paper’s organizational structure and details of every chapter are as follows:The first chapter of the introduction section analyzed research background and meaning, interpreted the status of domestic and international web-based curriculum study and application, summarized the core issues and causes of“emotional missing”on designing web-based curriculum, and the ideas and methods of this study.The second chapter introduced the guiding theories of study on the emotional design of web-based curriculum, including concept definition, basic elements, functions and characteristics of web-based curriculum. Mood and emotion impact on learning, the concept, origin and development of the emotional design theory and the implications of this study. Introduced humanistic view of learning, cognitive load theory and constructivist learning theory as the theoretical basis of this study.The third chapter analyzed seven examples of web-based curriculum, such as”Chengo Chinese”,“Introduction to Chinese traditional culture”, Harvard University Graduate School of Education WIDE World online training courses, the inner experience level of page design which can generate sensory stimulation, stimulate learners’interest in learning, the behavioral experience of interaction design which can make learners concentrate, successfully complete learning activities, the reflective level which can make learners self-reflection, meet learners’cognitive and emotional double needs. Analyzed the three levels of emotional design on designing web-based curriculum, in order to deepen the application of emotional design.The fourth chapter was based on the theoretical analysis of the second chapter and case analysis of the third chapter, analyzed requirement and objective of the study on the emotional design of web-based curriculum. Put forward principles of emotional design, designed the emotional design process of web-based curriculum.The last chapter summarized main tasks and weaknesses of this research, as well as the directions of further research.This study hopefully through the web-based curriculum of emotional design to solve emotional missing on designing web-based curriculum, how to make the web-based curriculum design more practical to meet the learners’emotional needs, and learners can better complete knowledge structure, access to the harmonious development of cognition and emotion. Web-based curriculum as a new field of emotional study, provide valuable reference for the study related issues of web-based education.更多还原