Emotions can both facilitate and hinder learning. Emotional design features such as colors and shapes can be embedded in multimedia learning environments to manipulate learners' affects and learning outcomes. However, some studies suggest that emotional designs promote learning, while others show that they hinder it. Although Brom et al. (Educational Research Review 25:100-119, Brom et al. 2018) published a meta-analysis on the use of emotional designs in multimedia learning, an updated search showed that more studies were published recently. Thus, the present meta-analysis is a replication and extension of Brom et al.'s (Educational Research Review 25:100-119, Brom et al. 2018) meta-analysis. A total of 28 articles yielded the following independent effect sizes for each outcome examined: retention (k = 28), transfer (k = 38), comprehension (k = 16), mental effort (k = 28), perceived difficulty (k = 19), change in positive affect (k = 25), intrinsic motivation (k = 28), and liking/enjoyment (k = 19). Results showed that including emotional designs enhanced learning outcomes (retention: g+ = 0.35; transfer: g+ = 0.27; comprehension: g+ = 0.29), change in positive affect (g+ = 0.09), intrinsic motivation (g+ = 0.15), mental effort (g+ = 0.11), liking/enjoyment (g+ = 0.10), and reduced perceived difficulty (g+ = - 0.21). Moderator analyses were conducted for retention, mental effort, intrinsic motivation, and positive affect, and findings showed that mean effect sizes were moderated by participant characteristics as well as methodological and contextual features of the studies. We discuss these findings as well as their theoretical and practical implications.