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Although digital media literacy is recognized as the essential competencies required for living in a new media age, it just starts to gain focus in Taiwan's elementary education. One of the reasons is examination-oriented education, with the result that diverts scarce resources away from this informal learning. The other reason is that educators tend to think digital media education as a series of purely technical operation, which might lead student digital media learning to mindless work. Therefore, this study designed a media exhibition based on Kolb's experiential learning model for teaching students concepts of stop-motion films and techniques of film production. A design experiment involved 247 third-grade elementary students that were grouped to visit the experiential exhibition. The findings suggest that the students have improved their knowledge of stop-motion films. Analysis of these produced films also shows that they have improved their media ability to represent their ideas and communicate with others. Through the analysis of the influence of demographics on the knowledge test, the findings revealed that the experiential exhibition is more effective for female elementary students and students' relevant previous experiences may not affect their acquired knowledge. Given those results and observations, we believe that the proposed experiential exhibition is a promising way to carry out digital media literacy education in elementary schools.Although digital media literacy is recognized as the essential competencies required for living in a new media age, it just starts to gain focus in Taiwan's elementary education. One of the reasons is examination-oriented education, with the result that diverts scarce resources away from this informal learning. The other reason is that educators tend to think digital media education as a series of purely technical operation, which might lead student digital media learning to mindless work. Therefore, this study designed a media exhibition based on Kolb's experiential learning model for teaching students concepts of stop-motion films and techniques of film production. A design experiment involved 247 third-grade elementary students that were grouped to visit the experiential exhibition. The findings suggest that the students have improved their knowledge of stop-motion films. Analysis of these produced films also shows that they have improved their media ability to represent their ideas and communicate with others. Through the analysis of the influence of demographics on the knowledge test, the findings revealed that the experiential exhibition is more effective for female elementary students and students' relevant previous experiences may not affect their acquired knowledge. Given those results and observations, we believe that the proposed experiential exhibition is a promising way to carry out digital media literacy education in elementary schools. A pesar de que la alfabetización digital en medios se reconoce como una de las competencias esenciales necesarias para vivir en una nueva era de los medios de comunicación, solo acaba de empezar a ganar atención en la educación primaria de Taiwán. Una de las razones es la educación orientada a los exámenes, y como consecuencia, el que se desvíe muy pocos recursos para este aprendizaje informal. La otra razón es que los educadores tienden a pensar en la educación en medios digitales como una serie de operaciones puramente técnicas, lo que podría llevar a los estudiantes de medios digitales a aprender a trabajar sin sentido. Por lo tanto, este estudio diseñó una exhibición de contenidos basada en el modelo de aprendizaje experiencial de Kolb con el fin de enseñar a los estudiantes conceptos de videos stop-motion y técnicas de producción cinematográfica. El experimento diseñado involucró a 247 estudiantes de tercer grado de primaria que fueron agrupados para visitar la exposición experiencial. Los hallazgos sugieren una mejora en los estudiantes de su conocimiento de videos stop-motion. El análisis de los vídeos producidos también muestra que han mejorado su capacidad mediática para representar sus ideas y comunicarse con los demás. A través del análisis de la influencia de la demografía en la prueba de conocimiento, los hallazgos revelan que la exposición experiencial es más efectiva para los estudiantes de primaria femeninos, y que las experiencias anteriores relevantes de los estudiantes no deberían afectar a los conocimientos adquiridos. Teniendo en cuenta estos resultados y observaciones, creemos que la exposición experimental propuesta es una forma prometedora de llevar a cabo la educación en alfabetización digital en las escuelas primarias.

also revealed that significant improvements in test scores were not apparent regardless of whether or not amusing visual stimuli were used. The findings imply that showing funny images as a stimulus enhances students' affective states in student-teacher interactions during online learning activities.Keywords: positive visual stimuli, in-class question, online learning, synchronous learning platform , funny image IntroductionAlthough students are familiar with watching video on demand, they lack experience in formal synchronous learning (Cole, 2009;Warden, Stanworth, Ren, & Warden, 2013). As noted by Warden et al.'s (2013) nine-year action study, creating social interactions within a virtual space that emulates a physical classroom remains challenging. In other words, we cannot expect that simply making technology available to teachers and students will automatically translate to selfdirected learning (Y.-M. Huang, Huang, & Wu, 2014; Y.-M. Huang, Huang, Liu, & Tsai, 2013;Sieber, 2005). Therefore, as the instructor does in a conventional physical classroom, synchronous online classes must also be well managed in regard to motivating students to participate (Warden et al., 2013).In order to keep abreast of student learning in a physical classroom, using in-class questions is an efficient instructional strategy. This strategy prevents one-sided communication and gives teachers an opportunity to fulfill student needs (Y.-M. Huang, Liu, Chen, & Wen, 2014;Woolfolk, 2004). Moreover, learners exposed to in-class questions will concentrate their attention on the course unit and have a chance to immediately integrate newly learned knowledge into their existing base of knowledge (Chan, Tam, & Li, 2011). In summary, in-class questions are considered to be an effective instructional strategy to remarkably promote class interaction between teachers and students (Williamson Sprague & Dahl, 2009).Moreover, some studies have found that discussing in-class questions in synchronous learning is beneficial. N. S. Chen, Wei, and Huang (2013) found that synchronous questions (such as quizzes, chat rooms, and oral communication) can provide timely and interactive feedback leading to both improved teaching and learning. Teachers can collect instructional information though synchronous questions that allow immediate changes in the pedagogy applied during instructional activities in order to advance real-time adaptivity to the level at which learners are understanding the material being taught at the time. Students receiving immediate feedback have opportunities for reflection and can therefore improve their performance. Also, Yang (2011) pointed out that a key element in successful learning through computer-mediated communication is to engage students in student-teacher interactions for online learning activities. Yang (2011) thus proposed a study for engaging students in online learning by developing in-class questions intended to enhance student-teacher interactions. & Robson, 1998). In other words, test anxiety and pressure are pa...

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Teachers often use in‐class questions to examine the level of understanding of their students, while these also enable students to reorganize their acquired knowledge. However, previous studies have shown that students may resist being questioned because of negative emotions. Therefore, this paper proposes the idea of eliciting positive emotions by showing students funny images to reward them for providing correct answers. Three studies were conducted with different courses, using either a video lecture or classroom lecture. The results of Study 1 indicated that 22 learners who watched 10 financial literacy video segments and were rewarded with funny images tended to have more positive emotions, an upward trend in their attention levels, and greater test scores as compared to the other 22 learners watching the same videos who received no rewards. Studies 2 and 3 were conducted in the data structure and computer networks courses, respectively. With regard to affective states, the 52 students in the two courses gained more learning confidence in classes that providing the amusing stimuli as compared to those without such rewards. However, only students in the computer networks course had higher test scores on their mid‐term exams when answering rewarded questions compared to when they answered those questions without rewards, although this was not found with the students in the data structure course. The findings suggest that rewarding students with amusing stimuli can enhance students’ affective states, even though this instructional strategy does not lead to higher learning performance all the time.