Neuroscience-Informed Design of Learning Materials: Examining the Impact of Emotion, Interest, and Attention on Learning

The impact of emotional design on learning, particularly related to emotional valence, is a topic of interest in the domain of online and distance learning. This study, situated in the South African private higher education context, sought to explore how students learn and why certain learning materials better promote learning than others. The study used psychophysiological assessments, including eye-tracking, galvanic skin responses, and facial expressions, to explore the relationship between emotional arousal, interest, and attention in online learning. Nineteen students aged 18 to 24 were shown 11 different variations of an online module's first page, each differing in design elements, for 9 seconds to gauge their initial reactions. Emotional responses were measured using the Self-Assessment Manikin (SAM), and qualitative discussions provided further insights into students' preferences. The findings produced valuable recommendations for instructional design that fosters interest and enhances the learning experience. By integrating neuroscience techniques and educational psychology principles, the study established a link between emotion, interest and attention as key factors influencing student engagement and memory retention. This finding is significant as it highlights the importance of designing learning materials that capture students' initial interest, providing valuable insights into the universal principles of effective learning design. It emphasises the importance of emotional design in learning materials and the need for a balance between emotional arousal that generates interest but avoiding cognitive overload. The study underscores the critical role of purposeful learning design in creating engaging and effective learning experiences for students.