LAUSR

Abstract The present study explored the influence of emotion and learner control on learners in multimedia learning environment. Study 1 investigated the effects of emotion on the learning outcomes (recognition test scores, transfer test scores) and learning performance (internal motivation level, cognitive load, learning satisfaction, perceived achievement) of multimedia learners. The results showed that compared with the learners in positive emotional state, the learners in negative emotional state had poor learning scores, but had lower cognitive load and higher perceived achievement level. Study 2 investigated the effect of learner control on multimedia learning in negative emotional state. The results showed that for the learners with negative emotions, the recognition test scores and transfer tests scores of the learner control group were significantly higher than those of the program control group. The present study showed that control strategies could help multimedia learners benefit from negative emotions.