This abstract is intended for one of these specific panel sessions:

Kinetic Typography — Session Organizer: Frank Armstrong The Language of Motion — Session Organizer: Jan Kubasiewicz Dynamic Media in Design Pedagogy — Session Organizer: Suguru Ishizaki

Note—Portions of the content and references used in this study include:

Armstrong, F. (June 2005). Hearing type. Loop: AIGA Journal of Interactive

Design Education. Accessed January 15, 2006 online at

http://designforum.aiga.org/content.cfm?ContentAlias=%5Fgetfullarticle&ai

d=%23%2C%3EW%29%0A

<<Abstract begins next page and screen shots of the prototype follow.>>

Exploring the affective nature of

electronic learning environments

Today’s computing tools and software offer a powerful media-rich environment

for learners along with an opportunity for educators, designers, and developers to

consider a different approach to instructional design. While cognitive and

constructivist theories of learning have long been accepted platforms for

instructional design, providing guidance for work with new technologies, use of

multi-media computing has physiologically changed the way students think and

process information. As a result, increasing attention is being paid to the

emotional and affective nature of computing and learning.

One of the principle investigations of this study was to identify affective design

qualities described in established instructional theory and learning design

research and to systematically apply those concepts to an electronic learning

environment.

The resulting prototype introduces principles of typography to undergraduate

graphic design students. Its content demonstrates the effects of motion on

typography and integrates principles of sound which is embedded in affective

design to improve student understanding. The goal was to create a multi-media

learning experience that was more interesting to the senses, more engaging, more

memorable, and more fun to learn.

The author also contends affective designs create deeper learning. The results of

this investigation should provide the basis for further research by formulating an

initial framework of affective elements, establishing a method for incorporating

affective elements into learning designs, and outlining directions for further

study of the efficacy and impact of affective design in human learning.