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The emotional design principle avers that highly saturated warm colors in multimedia learning presentations can elevate affective-motivational, cognitive, and learning outcomes. While warm and achromatic grayscale color tones have been explored extensively, relatively less research examines the effects of cold colors in multimedia learning. This study explores how color tones (warm, cold, and achromatic grayscale) and learners' gender influence positive emotions, intrinsic motivation, cognitive load, and transfer performance. An online experiment was conducted where learners pursuing IT courses in an Asian university (n = 204) engaged with either one of the multimedia learning lessons on distributed denial-of-service attack imbued with (1) a warm color tone, (2) a cold color tone, and (3) an achromatic grayscale color tone. Findings show that the cold color tone was associated with fewer enhanced positive emotion types than the other color tones. Compared to the achromatic grayscale color tone (M = 2.38 , SD = 1.88), significantly higher extraneous cognitive load ratings were observed with the warm color tone (M = 3.26 , SD = 1.96) and the cold color tone (M = 3.24 , SD = 2.18). Following reports by some learners, this could be attributed to the overly vivid and saturated chromatic colors impairing the learners' visual and cognitive processes, causing them to rate the multimedia learning experience with warm and cold color tones as more difficult than with the achromatic grayscale color tone. Male learners in the warm color tone condition (M = 4.93 , SD = 3.46) performed marginally better on the transfer posttest than male learners in the cold color tone condition (M = 3.49 , SD = 3.45) and male learners in the achromatic grayscale color tone condition (M = 3.44 , SD = 2.69). In contrast, female learners in the warm color tone condition (M = 1.75 , SD = 1.62) performed marginally worse than female learners in the cold color tone condition (M = 3.83 , SD = 3.92) and significantly worse than female learners in the achromatic grayscale color tone condition (M = 3.67 , SD = 2.50). Overall, these results show that gender can shape the effects of warm colors on learning—the warm color tone can enhance male learners' but stifle female learners' transfer performance. Moreover, this study aligns with recent studies that colors as an emotional design feature may lead to higher cognitive load ratings. This paper discusses the theoretical and practical implications and submits a future outlook for broadening the research domain. [ABSTRACT FROM AUTHOR]

The adoption of cashless payment methods compels impulse buying. This research studies impulse purchase behavior by focusing on E-wallet app characteristics, a field where empirical research is still scarce. This paper is aimed at developing and testing a theoretical model to examine a moderated mediation model of mobile wallet app characteristics and impulse buying through perceived enjoyment moderated by mobile wallet user experience. An online survey acquired 208 valid responses from active E-wallet users. The framework was empirically analyzed by using Smart PLS-SEM. Findings indicate that perceived interactivity and visual appeal have positive relationships with perceived enjoyment and impulse buying, respectively. Perceived enjoyment is positively associated with impulse buying, and perceived enjoyment mediates the relationship between visual appeal and impulse buying. The impacts of perceived interactivity on perceived enjoyment and impulse buying are moderated by user experience. Moreover, user experience moderates the relationship between visual appeal and perceived enjoyment. This study identifies differences in consumer behavior between more experienced and less experienced E-wallet users. More experienced E-wallet users emphasize the app's interactivity, while less experienced users pay more attention to the app's appealing design. Practical implications are offered for E-wallet system developers and designers to attract new users and, at the same time, retain existing users. [ABSTRACT FROM AUTHOR]