Children’s Affective Attitudes Towards Bronze Drum Culture:An Effectiveness of Different Animation Technologies

  • Xinge Zhang School of Arts, Universiti Sains Malaysia, Penang, Malaysia.
  • Julina Ismail@Kamal School of Arts, Universiti Sains Malaysia, Penang, Malaysia.


Animation Technology, Children, Bronze Drum Culture, Affective Attitudes, Effectiveness..


Animation technologies are extensively utilized within the realm of Bronze Drum Culture (BDC), yet there exists a dearth of empirical evidence concerning the efficacy of various animation technologies in shaping children’s affective dispositions toward BDC. This study endeavours to scrutinize the comparative impacts of different animation technologies on children's affective attitudes toward BDC, discern children's technological preferences as perceived by parents, primary educators, and children themselves, and ascertain the determinants influencing children's affective attitudes. The research employed 2D and 3D animation technology, 2D interactive technology, and VR panoramic technology, all centred around the BDC theme, as research stimuli. Semi-structured interviews were conducted with 24 children aged 7-10 from Guangxi, along with 11 parents and two primary school teachers. Grounded theory analysis and Nvivo 12 software were employed for data analysis. The findings underscored the significant impact of animation technology on children's affective attitudes toward BDC, particularly in kindling their interest. Consensus emerged among stakeholders that 2D interactive games and 3D animation constituted the preferred technological types among children. Attributes such as interactivity, immersion, stereoscopy, content quality, engagement, and knowledge dissemination were identified as pivotal requisites for eliciting children's affective attitudes toward BDC, while perceived knowledge value and personal interest were recognized as internal catalysts for fostering positive affective attitudes. This study advocates for the utilization of "3D animation combined with interactive technology" to cultivate children's positive affective attitudes toward BDC, while cautioning against an excessive emphasis on knowledge content or complexity that may impede engagement.

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