THE IMPORTANCE OF EMOTIONAL ASPECTS IN MEDIA-BASED KNOWLEDGE TRANSFER AND E-LEARNING

Hans W. GIESSEN¹

We do know from neuroscience, cognitive science and pedagogics as well as from information, communication, and media sciences that remembering and even learning something is easier and longer lasting when doing something oneself, or at least when the contents to be learned are linked with emotions. Thus it seems to be reasonable not only to address learners on the cognitive level but also allow them to apply what has to be learned and to make emotional experiences. Especially convergencing impacts of digital media as well as recent results from cognitive and neurosciences have let to a broader acceptance of these facts. Results are that learners have to take an active part in the learning process. Inevitably, the ways of how to produce and implement content has to change, focussing on emotional and narrative methods. Digital storytelling, for example, not only enables the involvement of the learner within the learning process by creating suspense, but also explains the content out of d

Keywords
Media-adequacy, Emotional-Based Learning, Constructivism, Media-Based Learning, Neuroscience,