Conclusion - 環境教育應用：數位繪本的配樂如何引發情感連結

In the present study, the researcher developed a novel experiential intervention with a purpose to extend our understanding of the emotional induction effects of soundtracks in educational multimedia. Specifically, the researcher developed soundtracks based on composing theories. In addition, one of the unique contributions is the introduction and interpretation of audio-visual counterpoint, the relationship between characters and music (Leitmotiv), and the mode of music.

Based on our preliminary analysis exhibit on heat maps, two results converged. First, compared to compiled soundtracks, intentionally design ones significantly induced emotions in most sections and plots. Second, intentionally design soundtracks are meaningfully going along with digital stories, especially when they are designed based on composing theories. In addition, the follow-up interview also indicated that most of the participants recognize the value of adding soundtracks to educational multimedia, and further proved to be an effective strategy for promoting intention to actively engage in pro-environmental activities.

A lingering question is the connection between each response to different types of educational multimedia. Specifically, if the scenarios and plots changed, the soundtrack design method remain unclear. Limitations of the experiment design were noted in two aspects: the sample selected and the frequency of intervention. The sample, consisting of 67% female college students, could limit the generalizability of the results. Gender may cause differences in their emotional responses. Indeed, the measures process and calculating of interactive emotional responses were designed arbitrarily by the researcher and research team, that could be further elaborated. To yield further insight into the effectiveness of the water conservation in the context of environmental education, future research should recruit a broader range of participants from different populations. In addition, the outcomes of repeated interventions, e.g.

composed soundtracks going along with different types of digital stories, and measurements of

doi:10.6342/NTU201801179 the environmental behavior have to be considered. The current study found positive effects of

interactive emotional response, but the psychological model, such as cognitive effects on attitude or behavior intention, and the extent of responsibility and emotion aroused, should be investigated in detail.

doi:10.6342/NTU201801179

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Appendix 1

Full content of WaterBob (available online: http://water.caece.net/382633069335672.html)

doi:10.6342/NTU201801179

Appendix 2

Sheet of WaterBob

doi:10.6342/NTU201801179

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