Module #11-Annoted Bibliography

#1: Fredrickson, B.L. (2001). The Role of Emotion in Positive Psychology: The
broaden-and-build theory of positive emotions. American Psychologist, 56, 218-
226.

This article discusses the broaden and build theory of positive emotions. This
theory defines the structure and the function of positive emotions. Some examples of
these positive emotions are joy, interest, contentment, and love (p. 1367). The study of
emotions have revealed that (generally) positive emotions give way to positive well-
being and overall optimal functioning both physically and cognitively. The opposite is
true of negative emotions. They give way to negative side effects (p. 1367).
Material that is gained during moments of positive emotion tend to last longer
and make us more able to use our positivity and what we learn in that time in other
emotional situations. It is in these positive emotions that people are able to become
more knowledgeable about topics, become creative, and stretch as an individual (p.
1369).
Studies show that positive emotions are crucial in order for people to function to
their fullest. People should learn to conjure up positive emotions in themselves and
others in order to thrive and maintain healthy longevity.

#2: Isen, A. M., Nowicki, G. P., & Daubman, K. A. (1987). Positive affect facilitates
creative problem solving. Journal of Personality & Social Psychology, 52(6), 1122-
1131.

This article presents the question as to whether or not creative problem solving
can be promoted by positive reinforcement before the learning task takes place. In a
series of tests, subjects were given refreshments, positive word associations, asked to
view a brief comedy video clip, or given a gift prior to a task requiring creative thinking.
In the first experiment, a person who is feeling happy has access to more of a variety of
cognitive material than one who had negative feelings (p. 1124). In the second study,
students who were shown a comedic, or positive, video clip were more likely to find a
creative solution to the problem given than those who were shown a negative clip (p.
1126). The next two studies furthered the findings of affect-induction by demonstrating
that creativity and ingenuity may be brought forth by procedures other than humor (p.
1128). The results of these experiments demonstrate that creativity can be positively
impacted by the persons mood. Therefore, teachers and business people should create
environments that promote respect, self-esteem, and in turn, creativity.

#3: Keller, J. M. (1987). Development and use of the ARCS model of instructional
design. Journal of instructional development, 10(3), 2-10.

This article discusses the ARCS model of instructional design. ARCS stands for,
attention, relevance, confidence, and satisfaction. The main goal of ARCS is to motivate
students in the classroom. Teachers can use this model to enhance their normal
classroom instruction. The learning is more appealing to the learner, therefore learners
are encouraged. This program looks at the flaw of instruction and how they can make
an impact on the four aspects of the program.
The outcome of the introduction of this program was that teachers could hone in on
specifics and place their focus on specific areas. Many, like myself, have found that
they were incorporating these things, but needed to pay more attention to them (p. 8).
The information the articles authors continued to bring forth was that the best results
regarding the use of the the ARCS model was that the teachers who implemented the
program in relation to teaching practice and problem-solving saw the most motivation
differences than those that used the problem as a easy fix to attitudinal problems (p9).

#4: Mayer, R. E. (2003). Social cues in multimedia learning: Role of speakers

voice. Journal of Educational Psychology, 95(2), 419-425.

This article outlines two studies done where they wanted to determine what type
of effect the speakers voice has on learning. Students were put into learning situations
where the speaker either had a standard human accent, a foreign accent or a robotic
simulated voice. They had to rate the speaker after the test. For those that the voice
sounded more standard and human, the results of their performance was better. I think
this allows the student to relate better by making a connection with familiarity.
The voice principle came to be due to these findings. Social cues come into play
during learning situations. There is a social connection between the learner and
instructor. It was found that the way an instructor speaks to their learners has an effect
on the outcome of the learning in that particular situation.

#5: Um, E., Plass, J. L., Hayward, E. O., & Homer, B. D. (2012). Emotional design
in multimedia learning. Journal of Educational Psychology, 104(2), 485-498.

This article suggests that learners emotions have an effect on the outcome of
their learning. As learners experience these different emotions, they go through
different levels of motivation, achievement and engagement with the material. The
emotions that learners go through can have an impact, either positive or negative, on
their processing of pertinent information. It is essential for positive emotions to be
present in learning situations.

This article discusses a study that was done to locate the effects on learning. It
was found that those that studied the positive materials tended to do better on the
experiment tests than those who received neutral materials.