The practice of moving image education in preschool: children’s attitudes toward and impressions of slowmation

Abstract

ABSTRACT The study investigated children’s attitudes toward and impressions of a narrated stop-motion animation called “slowmation” and the relationship between the variables when learning with slowmation. An analogue scale and an ordinal scale were used respectively to collect children’s learning attitude and learning impression data. A total of 30 preschool children aged 5–6 participated in this slowmation activity. The results revealed that most of the children had positive attitudes when learning with the activity. Nevertheless, some boys indicated that they experienced no delight at all. Regarding the children’s impressions, the results showed that most of them highly agreed with the joyfulness and enjoyment that slowmation brought to their learning. There was a positive relationship between their delight level and their learning joyfulness and enjoyment. The findings suggest that slowmation could be utilized in a creative learning process and could also be used as an interesting learning medium. If the teacher plans the learning materials properly, children could benefit from the moving image education by slowmation.