NotesFAQContact Us
Collection
Advanced
Search Tips
Back to results
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ1385512
Record Type: Journal
Publication Date: 2023-Aug
Pages: 21
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-0020-4277
EISSN: EISSN-1573-1952
Effects of Instruction Colour and Learner Empathy on Aesthetic Appreciation of Chinese Poetry
Wang, Yi; Zhou, Zhijin; Paas, Fred
Instructional Science: An International Journal of the Learning Sciences, v51 n4 p617-637 Aug 2023
In this study, we investigated whether a colourful design would foster the aesthetic appreciation of Chinese classic poetry, and the role of learners' empathy trait in this process. Middle school students (N = 159) were assigned to one of four conditions in a 2 (Colour Design: Colourful vs. Grayscale) × 2 (Empathy Trait: High vs. Low) between-subject design. Results showed that learners with high empathy attained higher scores on comprehension test and aesthetic appreciation ratings than learners with low empathy. Moreover, a significant interaction of the two factors on aesthetic emotion and evaluations ratings was found, indicating that aesthetic ratings were higher in the high empathy group than in the low empathy group with grayscale learning materials, whereas aesthetic ratings were comparable between the two groups with the colourful design. The results indicated that a colourful design can foster low empathy learners' aesthetic appreciation, and suggested that individual differences should be taken into consideration in instructional design in the multimedia learning of poetry.
Springer. Available from: Springer Nature. One New York Plaza, Suite 4600, New York, NY 10004. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-460-1700; e-mail: customerservice@springernature.com; Web site: https://bibliotheek.ehb.be:2123/
Publication Type: Journal Articles; Reports - Research
Education Level: Junior High Schools; Middle Schools; Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A