Abstract
This experimental study aims to investigate the effects of incorporating an emotional design into multimedia materials on problem-solving skills, and attention and motivation levels in primary mathematics. We divided 60 primary school students into control and experimental groups. In the experimental group, the face-like shape and “happy” color were used in the emotional design. We used pre- and postests to measure score gains, a post-questionnaire measure attention and motivation levels. The results of this study showed that the experimental group performed significantly better than the control group on problem-solving skill. The results also showed that students learning with the emotional design had higher attention and motivation levels. Further discussion suggests that, if positive emotional designs were applied, students felt happier and more hopeful during multimedia learning. We suggest teachers should use face-like shape approach to teach geometry to make the content knowledge more interesting and positive. We also suggest teacher could present happy images in the beginning of mathematics classroom for attracting student attention.
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Appendix: Sample Questions in Pre- and Posttests
Appendix: Sample Questions in Pre- and Posttests
下列各題有六個盒子,盒子上面的圖案是有規律的。
(In the following, there are six boxes and they are queue up by some rules.)
猜一猜缺少的是哪一個?A,B 還是 C? (將適當的英文字母圈出來。)
(Please guess the missing picture in the box with “?” A, B or C? Please circle the right one.)
Question 1
Question 2
Question 3
Question 4
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Ng, K.H., Chiu, T.K.F. (2017). Emotional Multimedia Design for Developing Mathematical Problem-Solving Skills. In: Ma, W., Chan, CK., Tong, Kw., Fung, H., Fong, C. (eds) New Ecology for Education — Communication X Learning. Springer, Singapore. https://doi.org/10.1007/978-981-10-4346-8_11
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