This study is designed as a preliminary study to explore the effects of emotional intelligence (EI) on achievement, perceived intrinsic motivation and perceived satisfaction when expose to an emotional designed Multimedia Learning Environment (MLE) that was designed to induce either positive, neutral or negative emotions. All three designs had similar content and narration but differed in visual element such as colour, font size, font style and images. Based on the findings, it was reported that students performed better in the design used to induce negative emotion (NegD design) followed by the positive (PosD) and Neutral (NeuD). There is no significant difference in levels of emotional intelligence towards these learning outcomes; however, students with Low EI performed better overall. EI only qualified perceived satisfaction when using a MLE designed to induce emotions and it was found that students with Low EI preferred the design that induces positive emotions. In addition, High EI students favored designs with emotionality (positive or negative) compared to neutral design.

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This paper describes the results of a preliminary evaluation of an educational multimedia app containing information and videos of some exemplary techniques in performing reading intervention towards children with dyslexia. The activities encompassed an evaluation with content expert, heuristic evaluation with courseware experts and a pilot study. The evaluation activities revealed some minor errors in the app and were used to make refinement. The pilot study was carried out to evaluate the effects of the app towards learners by employing a pre-test and post-test with a sample of target respondents (n=30). They were special education pre-service teachers who were in their fourth semester. Subjects were administered with two instruments about knowledge and self-efficacy belief in dyslexia literacy intervention, before and after using the app. The results revealed mean increase in subjects' knowledge and self-efficacy belief after receiving the treatment.

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Abstract-This paper reports the feedback from respondents in relation to the implementation of Persuasive Multimedia Learning Awareness in preventing child sexual abuse in Malaysia. A qualitative method using unstructured interview has been selected as a technique of gathering information in order to identify the current children awareness toward sexual abuse and current child sexual abuse prevention programs implemented in Malaysia. Four respondents have been selected to participate in this interview: a representative from the Department of Social Welfare, government agency involved in making Child Protection Policy; a representative from Women's Centre for Change (WCC), Penang, an NGO involved in prevention program, a representative from Family Law Division, Department of Islamic Affairs, State of Kedah (JAIK) and a primary school teacher. The findings from this preliminary investigation confirm that in Malaysia, there is a need to educate children about child sexual abuse and there is still lacking of educational materials that utilize multimedia and computer technology that teach children about personal safety. In conclusion, the implementation of Persuasive Multimedia Learning need to be designed and developed to educate children and to increase their awareness level of any situations that might negatively affect their personal safety and to provide guidelines for the children on how to act appropriately when these situations arise.