ABSTRACT

This article considers the implementation of Emojis as responses within survey research, measuring attitudes towards mathematics in children aged eight and nine years old. Participants answered two multi-item scales. The first required them to provide an Emoji to provide their responses to statements, whilst the second additionally required them to draw the Emoji they wished to use. The rationale was to allow children to feel more familiar with the common means of communication used in a ‘digital era’ in order to aid reliability and validity of thge measures. Evidence suggests that future research be carried out to measure and assess children’s attitudes with techniques from the current study to help them understand the nature of what is being researched. This article concludes that children as young as eight years old can be deemed reliable respondents for survey methods and that more research should be carried out to capture children’s attitudes to concepts.

摘要

本文将表情符号的实施视为调查研究中的回应，衡量 8 岁和 9 岁儿童对数学的态度。参与者回答了两个多项目量表。第一个要求他们提供一个表情符号来提供他们对陈述的回应，而第二个还要求他们画出他们希望使用的表情符号。其基本原理是让孩子们对“数字时代”中使用的常用通信方式更加熟悉，以帮助衡量测量的可靠性和有效性。有证据表明，未来的研究应该使用当前研究中的技术来衡量和评估儿童的态度，以帮助他们了解正在研究的内容的性质。