Under the Condition of Mindfulness Meditation: The Influence of Positive Emotion Design on Multimedia Learning

This study investigated the impact of positive emotion design on multimedia learning under the condition of mindfulness meditation. Forty-eight students from a university in central China were randomly divided into two groups: a positive emotion design group and a neutral emotion design group. After completing a 10-minute mindfulness meditation training, participants in the two groups took a multimedia course on positive emotion design or neutral emotion design. By using a mixed method of questionnaires and collecting physiological data (EEG and ECG), we further explored the differences between the two groups of participants in terms of their emotional states, cognitive processing, learning outcomes, and subjective experiences. The results showed that under the condition of mindfulness meditation, the positive emotion design group achieved significantly better comprehension scores and marginally significantly higher retention and attention scores compared to the neutral emotion group. The study suggests that the addition of emotional design elements to instructional videos under mindfulness meditation conditions is beneficial to learners’ academic performance.