Search results for author:"Cyril Brom"
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How effective is emotional design? A meta-analysis on facial anthropomorphisms and pleasant colors during multimedia learning
Cyril Brom; Tereza Stárková; Sidney K. D'Mello
Educational Research Review Vol. 25, No. 1 (November 2018) pp. 100–119
We conducted a meta-analysis of 33 independent samples (N = 2924) to address whether adding anthropomorphic faces to multimedia graphics and/or adding pleasant colors are effective emotional design approaches. We found significant positive meta...
Language: English
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Are educational computer micro-games engaging and effective for knowledge acquisition at high-schools? A quasi-experimental study
Cyril Brom; Michal Preuss; Daniel Klement
Computers & Education Vol. 57, No. 3 (November 2011) pp. 1971–1988
Curricular schooling can benefit from the usage of educational computer games, but it is difficult to integrate them in the formal schooling system. Here, we investigate one possible approach to this integration, which capitalizes on using a micro...
Language: English
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You Like It, You Learn It: Affectivity and Learning in Competitive Social Role Play Gaming
Cyril Brom; Vít Šisler; Michaela Slussareff; Tereza Selmbacherová; Zdenek Hlávka
International Journal of Computer-Supported Collaborative Learning Vol. 11, No. 3 (2016) pp. 313–348
Despite the alleged ability of digital game-based learning (DGBL) to foster positive affect and in turn improve learning, the link between affectivity and learning has not been sufficiently investigated in this field. Regarding learning from team...
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Personalized messages in a brewery educational simulation: Is the personalization principle less robust than previously thought?
Cyril Brom; Edita Bromová; Filip Děchtěrenko; Michaela Buchtová; Martin Pergel
Computers & Education Vol. 72, No. 1 (March 2014) pp. 339–366
The personalization principle, one of the design principles of multimedia learning, states that people learn better from multimedia presentations when instructions are in a conversational style rather than a formal style, possibly due to learners'...
Language: English
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The role of cultural background in the personalization principle: Five experiments with Czech learners
Cyril Brom; Tereza Hannemann; Tereza Stárková; Edita Bromová; Filip Děchtěrenko
Computers & Education Vol. 112, No. 1 (September 2017) pp. 37–68
Composing instructional texts in multimedia learning materials in a conversational style rather than a formal style can facilitate learning. We investigated whether a specific language/cultural background could present a boundary condition for this...
Language: English
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Enjoyment or involvement? Affective-motivational mediation during learning from a complex computerized simulation
Cyril Brom; Filip Děchtěrenko; Nikola Frollová; Tereza Stárková; Edita Bromová; Sidney K. D’Mello
Computers & Education Vol. 114, No. 1 (November 2017) pp. 236–254
There is increased interest in augmenting multimedia instructional materials to elevate learners’ positive affective-motivational states in order to improve learning. However, these efforts have only been partly successful and mediational effects of ...
Language: English
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Flow, social interaction anxiety and salivary cortisol responses in serious games: A quasi-experimental study
Cyril Brom; Michaela Buchtová; Vít Šisler; Filip Děchtěrenko; Rupert Palme; Lisa Maria Glenk
Computers & Education Vol. 79, No. 1 (October 2014) pp. 69–100
Serious games are supposed to instigate engagement and, in turn, improve learning. High engagement is frequently connected with a positive affective state and a high flow state. However, the alleged link between a learner’s affective state, his/her...
Language: English