Volume 10, Number 6

Development of A Conceptual Framework for Mathematical Learning Software
Based on Exaggeration Principle, Motivational Elements and Critical and Creative Thinking Skill


Nor Hasbiah Ubaidullah1, Aizu Khalili Zohedi1, Norasikin Fabil2, 1Universiti Pendidikan Sultan Idris, Tanjung Malim, Malaysia and 2Universiti Sains Islam Malaysia, Nilai, Malaysia


Several studies have shown that motivation elements can motivate students in learning mathematics. Thus,this study was carried out to examine the impacts of the application of animation exaggeration principle,critical and creative thinking skill (CCTS), motivation elements on the development of learning software. This study used a literature survey method to help highlight the appropriate elements of CCTS, exaggeration principle, and the Attention, Relevance, Confidence and Satisfaction (ARCS) model deemed necessary for the learning of integers of Form One Mathematic. Findings showed that the exaggeration principle, CCTS and motivation elements could be effectively applied to squash and stretch and character design of a kangaroo character through its movements on a line number. Through this study, a conceptual framework was developed based on the amalgam of elements of ARCS model, CCTS, and exaggeration principle, to which educational software developers and practitioners could refer to produce efficacious learning application for mathematics.


Animation exaggeration principle, ARCS model, critical and creative thinking skill (CCTS), learning of integers, Mathematics