Incidencia del cortometraje animado educativo en el logro de las competencias educativas. Estudio empírico en estudiantes universitarios

Abstract

The purpose of this research is to test the Cognitive-Affective Theory of Multimedia Learning, which argues that the development of an emotional educational design is an appropriate means of achieving meaningful learning. To this end, an experiment was conducted in which college students enrolled in the Visual Semiotics course were presented with an animated short film, with the aim of measuring their conceptual and procedural knowledge compared to a control group. The results are like other empirical studies that demonstrate that the inclusion of emotional design in teaching has positive effects on motivation and learning, although it is also noted that these effects may depend on factors such as the students' prior knowledge level and the design and integration of multimedia elements.