[{"data":1,"prerenderedAt":151},["ShallowReactive",2],{"person-55f112b9-467f-424b-b922-59e30c9d0ae8":3},{"success":4,"person":5,"request":147},true,{"lastName":6,"role":7,"name":8,"description":9,"_id":10,"designation":7,"id":7,"email":11,"url":7,"createDate":12,"filiation":13,"slugs":14,"articles":17},"Pinto","","Kelly Cristina Bidone",{},"55f112b9-467f-424b-b922-59e30c9d0ae8","kelly.bidone@gmail.com","2025-12-27T21:39:07-03:00","Universidade Federal do Rio Grande do Sul",[15,16],"kelly-cristina-bidone-pinto","pinto-kelly-cristina-bidone",[18],{"pageRange":19,"parent":20,"updateDate":12,"data":21,"trackId":28,"type":29,"typeData":30,"slugs":109,"metaData":111,"langs":113,"_id":116,"contributors":117,"contributorsIds":144,"status":145,"download":146,"slug":110},"2513-2523","1d56dc33-e105-4628-a31a-0c0770b7a53d",{"secondary":22,"primary":24},{"keywords":7,"excerpt":23,"title":7},"Emotions are present in all daily activities, including learning. This paper presents a systematic literature review about the relationship between emotions and learning for the design of multimedia educational materials. From the databases Web of Science and Periódicos CAPES, articles internationally published from 2010 to 2015 were searched. After data analysis, it was possible to notice that few studies have been developed in the past few years, but the ones published are valuable, for in overview these studies confirm the emotions influence on learning and the importance of evoking emotions that motivate students facilitating the use of their cognitive capacity as good as possible. In these articles, it is indicated the importance and influence of graphic-visual elements of the materials, therefore, since these elements evoke emotions in the students, it was concluded t",{"keywords":25,"excerpt":26,"title":27},"\u003Cp>Revisão de Literatura, Design Emocional, Design Instrucional, Aprendizagem Multimídia, Projeto de Materiais Multimídia\u003C/p>","As emoções estão presentes em todas as atividades do cotidiano, incluindo a aprendizagem. Este artigo apresenta uma revisão sistemática da literatura sobre a relação entre as emoções e a aprendizagem para o projeto de materiais educacionais multimídia. A partir das bases de dados Web of Science e Periódicos CAPES, foram pesquisados artigos publicados internacionalmente, no período de 2010 a 2015. Após a análise dos resultados, verificou-se que foram poucos os trabalhos desenvolvidos neste período, porém de relevância, visto que, de modo geral, os estudos confirmaram a influência das emoções na aprendizagem e a importância de suscitar emoções que motivem os alunos favorecendo o uso de sua capacidade cognitiva da melhor forma possível. Nestes artigos, é indicada a importância e a influência dos elementos gráfico-visuais dos materiais, pois, uma vez que esses elementos despertam emoções nos alunos, concluiu-se que os designers visuais podem explorar esse campo, a fim de contribuir no projeto destes materiais educacionais.","A Abordagem das Emoções no Projeto de Materiais Educacionais Multimídia","1agdkp4e","article",{"startPage":31,"file":32,"references":35,"endPage":108,"track":28,"doi":7},2513,{"fullpath":33,"name":34},"https://storage.googleapis.com/memoria-ped.appspot.com/articles%2F10_congresso_brasileiro_de_pesquisa_e_desenvolvimento_em_design%2F1agdkp4e-1766882347-2513-2523.pdf","1agdkp4e-1766882347-2513-2523.pdf",[36,39,42,45,48,51,54,57,60,63,66,69,72,75,78,81,84,87,90,93,96,99,102,105],{"label":37,"id":38},"\u003Cp>CHEN, C.; WANG, H. Using emotion recognition technology to assess the effects of different multimedia materials on learning emotion and performance. \u003Cstrong>Library & Information Science Research\u003C/strong>, v. 33(3), p. 244-255, 2011.\u003C/p>","11121a60-d0a2-4061-81f6-282566a370b4",{"label":40,"id":41},"\u003Cp>CHEN, C.; SUN, Y. Assessing the effects of different multimedia materials on emotions and learning performance for visual and verbal style learners. \u003Cstrong>Computers and Education\u003C/strong>, v. 59(4), p. 1273-1285, 2012.\u003C/p>","34df1c1b-1c47-4cd0-82bb-74ab3f1d440f",{"label":43,"id":44},"\u003Cp>CHUNG, S.; CHEON, J.; LEE, K. Emotion and multimedia learning: an investigation of the effects of valence and arousal on different modalities in an instructional animation. \u003Cstrong>Instructional Science\u003C/strong>, 43(5), 545-559, 2015.\u003C/p>","7db85626-d775-4cf3-92e2-2ed39301b8f6",{"label":46,"id":47},"\u003Cp>CONFORTO, E. C.; AMARAL, D. C.; SILVA, S. L. DA. Roteiro para revisão bibliográfica sistemática: aplicação no desenvolvimento de produtos e gerenciamento de projetos. In: \u003Cstrong>8° Congresso Brasileiro de Gestão de Desenvolvimento de Produto – CBGDP 2011\u003C/strong>. Porto Alegre, RS, Brasil. Instituto de Gestão de Desenvolvimento do Produto – IGDP. Anais... Porto Alegre: IGDP, 2011.\u003C/p>","58e10568-0b97-4f22-a40f-a58399adaa41",{"label":49,"id":50},"\u003Cp>DAMÁSIO, A. \u003Cstrong>O mistério da consciência\u003C/strong>: do corpo e das emoções ao conhecimento de si. São Paulo: Companhia das Letras, 2000.\u003C/p>","db3523d1-350b-446d-b016-c436ce6fd48b",{"label":52,"id":53},"\u003Cp>FIALHO, F. A. P. \u003Cstrong>Introdução às ciências da cognicão\u003C/strong>. 1º Ed. Florianópolis: Insular, 2001.\u003C/p>","8c3043b3-eae4-419e-b23b-ec914c469682",{"label":55,"id":56},"\u003Cp>FORGAS, J. P. Affect and cognition. \u003Cstrong>Perspectives on Psychological Science\u003C/strong>, v. 3, p. 94-101, 2008.\u003C/p>","3fc3aa8a-1921-4081-81a0-8e4482a4e7df",{"label":58,"id":59},"\u003Cp>HEARTHMATH INSTITUTE. \u003Cstrong>EmWave Pro\u003C/strong>. Disponível na internet por http em: \u003Chttp://store.heartmath.org/emWave-PC/emwave-pro.html>. Acesso em jan. 2016.\u003C/p>","ce7a75d3-645d-4178-960a-19aef364c6d6",{"label":61,"id":62},"\u003Cp>HEIDIG, S.; MÜLLER, J.; REICHELT, M. Emotional design in multimedia learning: Differentiation on relevant design features and their effects on emotions and learning. \u003Cstrong>Computers in Human Behavior\u003C/strong>, v. 44, p. 81-95, 2015.\u003C/p>","f917ec24-133c-4f16-a7e5-6a26f254de3a",{"label":64,"id":65},"\u003Cp>LEE, Y.; HSIAO, C.; HO, C. The effects of various multimedia instructional materials on students’ learning responses and outcomes: A comparative experimental study. \u003Cstrong>Computers in Human Behavior\u003C/strong>, v. 40, p. 119-132, 2014.\u003C/p>","f2d6b268-e1d6-4cb4-b34f-df3ed69196d6",{"label":67,"id":68},"\u003Cp>MAYER, R. E. Cognitive theory of multimedia learning. In: R. E. Mayer (Ed.), \u003Cstrong>The Cambridge handbook of multimedia learning\u003C/strong> (p. 31-48). Cambridge: Cambridge University Press, 2005.\u003C/p>","a3e84dfd-f623-45d3-ac8f-311a7195145f",{"label":70,"id":71},"\u003Cp>MAYER, R. E.; ESTRELLA, G. Benefits of emotional design in multimedia instruction. \u003Cstrong>Learning and Instruction\u003C/strong>, v. 33, p. 12-18, 2014.\u003C/p>","7997388a-d7a1-4d82-9efe-888b999a0020",{"label":73,"id":74},"\u003Cp>MORENO, R. Does the modality principle hold for different media? A test of the method-affects-learning hypothesis. \u003Cstrong>Journal of Computer Assisted Learning\u003C/strong>, v. 22, p. 149-158, 2006.\u003C/p>","7c004ea4-be19-4b7c-88ca-8b9395717d17",{"id":76,"label":77},"03bea895-e23c-47c0-8343-d5206810a1a5","\u003Cp>MORENO, R.; MAYER, R. E. Interactive multimodal learning environments. \u003Cstrong>Educational Psychology Review\u003C/strong>, v. 19, p. 309-326, 2007.\u003C/p>",{"label":79,"id":80},"\u003Cp>NORMAN, D. A. \u003Cstrong>Design Emocional\u003C/strong>: por que adoramos (ou detestamos) os objetos do dia-a-dia. Rio de Janeiro: Rocco, 2008.\u003C/p>","9735707d-5e6b-41ff-acb7-3fd646f38cd4",{"label":82,"id":83},"\u003Cp>PARK, B.; FLOWERDAY, T.; BRÜNKEN, R. Cognitive and affective effects of seductive details in multimedia learning. \u003Cstrong>Computers in Human Behavior\u003C/strong>, v. 44, p. 267-278, 2015.\u003C/p>","7a9904a7-4bf0-478f-8902-06c564ccfed1",{"label":85,"id":86},"\u003Cp>PARK, B. et. al. Emotional design and positive emotions in multimedia learning: An eyetracking study on the use of anthropomorphisms. \u003Cstrong>Computers and Education\u003C/strong>, v. 86, p. 30-42, 2015.\u003C/p>","a8e8c07b-5660-45b2-a96c-e3bcc477a590",{"label":88,"id":89},"\u003Cp>PEKRUN, R. The impact of emotions on learning and achievement: Towards a theory of cognitive/motivational mediators. \u003Cstrong>Applied Psychology\u003C/strong>, v. 41, p. 359-376, 1992.\u003C/p>","73f511dd-6762-4a98-a09b-d8347593eeec",{"label":91,"id":92},"\u003Cp>PLASS, J. L. et. al. Emotional design in multimedia learning: effects of shape and color on affect and learning. \u003Cstrong>Learning and Instruction\u003C/strong>, v. 29, p. 128-140, 2014.\u003C/p>","ab6ba3cd-44ad-403c-9f86-d5de96c0aec5",{"id":94,"label":95},"49426ab6-9eab-4a62-ab5b-504cc72e6352","\u003Cp>SCHALLBERGER, U. \u003Cstrong>Kurzskalen zur Erfassung der Positiven Aktivierung, Negativen Aktivierung und Valenz in Experience Sampling Studien (PANAVA- KS)\u003C/strong>. Theoretische und methodische Grundlagen, Konstruktvalidität und psychometrische Eigenschaften bei der Beschreibung intraund interindividueller Unterschiede. Forschungsberichte aus dem Projeto: (Qualidade do Erlebens em Arbeit und Freizeit), Nr. 6. Zürich: Fachrichtung Angewandte Psychologie des Psychologischen Instituts der Universität, 2005.\u003C/p>",{"label":97,"id":98},"\u003Cp>TONETTO, L.; COSTA, F. Design emocional: conceitos, abordagens e perspectivas de pesquisa. \u003Cstrong>Strategic Design Research Journal\u003C/strong>, v. 4 (3), p. 132-140, 2011.\u003C/p>","c71e2301-3d8a-4dbc-a6c6-df008a6938a9",{"label":100,"id":101},"\u003Cp>UM, E. et. al. Emotional design in multimedia learning. \u003Cstrong>Journal of Educational Psychology\u003C/strong>, v. 104 (2), p. 485-498, 2011.\u003C/p>","a460357b-8361-4d0d-a778-66c7f25dc657",{"label":103,"id":104},"\u003Cp>WATSON, D.; CLARK, L. A.; TELLEGEN, A. Development and validation of brief measures of positive and negative affect: the PANAS scales. \u003Cstrong>Journal of Personality and Social Psychology\u003C/strong>, v. 54 (6), p. 1063-1070, 1998.\u003C/p>","0bc43de4-db73-4992-af1c-5197a9d59ead",{"label":106,"id":107},"\u003Cp>WATSON, D.; CLARK, L. A. \u003Cstrong>Manual for the positive and negative affect schedule – Expanded form\u003C/strong>. University of Iowa, 1994.\u003C/p>","f7a8eb99-541f-4699-8265-2a84967cb645",2523,[110],"a-abordagem-das-emocoes-no-projeto-de-materiais-educacionais-multimidia",{"updateDate":7,"createDate":112,"deleteDate":7},1766882347,[114,115],"primary","secondary","f207414b-7186-4be5-b6db-b0ba1e5f5791",[118,124,134],{"lastmodified":119,"path":120,"lastName":6,"name":8,"description":121,"designation":7,"id":7,"_id":10,"role":7,"url":7,"createDate":122,"slugs":123,"email":11,"objectID":10,"filiation":13},1766882347495,"people/55f112b9-467f-424b-b922-59e30c9d0ae8",{},"2025-12-28T00:39:07.495Z",[15,16],{"slugs":125,"createDate":122,"role":7,"id":7,"_id":128,"url":7,"name":129,"designation":7,"email":130,"description":131,"lastmodified":119,"objectID":128,"path":132,"lastName":133,"filiation":13},[126,127],"gabriela-zubaran-de-azevedo-pizzato","pizzato-gabriela-zubaran-de-azevedo","3ff7e3d7-b940-4e32-b11a-452cdc007d7d","Gabriela Zubaran de Azevedo","gabriela.zubaran@ufrgs.br",{},"people/3ff7e3d7-b940-4e32-b11a-452cdc007d7d","Pizzato",{"objectID":135,"filiation":13,"lastName":136,"name":137,"designation":7,"description":138,"path":139,"lastmodified":119,"id":7,"_id":135,"email":140,"slugs":141,"createDate":122,"role":7,"url":7},"353a2033-d1aa-4006-8d53-79ff798e3acf","Silva","Régio Pierre da",{},"people/353a2033-d1aa-4006-8d53-79ff798e3acf","regio@ufrgs.br",[142,143],"regio-pierre-da-silva","silva-regio-pierre-da",[10,128,135],"enabled",1,{"target":148,"query":149},"people/get",{"id":10,"articles":150},"true",1780316101237]