| Summary: | 碩士 === 國立臺灣師範大學 === 資訊教育研究所 === 105 === According to the studies in the past, different types of graphics we use in the multimedia learning will result in different learning performance. In the domain of health education or disease preventing, we usually use some kind of graphics like wounds or diseases that not only relates to the learning content, but also with negative emotions. How does this kind of negative emotions effect students’ learning? The results of the studies that investigate negative emotions in multimedia learning so far did not have consistency, and most of them evoke the emotions before learning and the materials have no relation to the course. Therefore, this study won’t evoke negative emotion on purpose. We use two kinds of graphics, real pictures and illustrations, to compare with non-graphic, and to investigate the effect of graphics with negative emotion in multimedia learning on learners’ performance. The result reveals that although real pictures make students unhappy, they still reduce the extraneous load and increase the germane load and promote longer learning. On the other hand, illustrations don’t have significant difference in negative emotion comparing to non-graphic and thus can’t promote longer learning. Nevertheless, illustrations can reduce the learners’ extraneous load and increase the germane load to promote immediate learning.
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