Surprise and the Aesthetic Experience of University Students: A Design Experiment

Marmur, Ofer; Koichu, Boris

doi:10.5642/jhummath.201601.09

Cited by 7 publications

(2 citation statements)

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“…For example, Koichu et al [8] argue that surprise can be used to stimulate an aesthetic appreciation of a solution to a problem in middle school students. Marmur and Koichu [9] present findings from undergraduate calculus that suggest that experiencing surprise at a solution can promote an aesthetic response in students, which in turn can positively influence student's mathematics-related affect and their retention of the material.…”

Section: Introductionmentioning

confidence: 94%

Frustration in mathematical problem-solving: A systematic review of research

Riegel¹

2021

STEME

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<p style='text-indent:20px;'>Emotions are an integral part of problem-solving, but must emotions traditionally conceptualised as "negative" have negative consequences in learning? Frustration is one of the most prominent emotions reported during mathematical problem-solving across all levels of learning. Despite research aiming to mitigate frustration, it can play a positive role during mathematical problem solving. A systematic review method was used to explore how frustration usually appears in students during mathematical problem-solving and the typical patterns of emotions, behaviours, and cognitive processes that are associated with its occurrence. The findings are mixed, which informs the need for further research in this area. Additionally, there are theories and qualitative findings about the potential positive role of frustration that have not been followed up with empirical investigations, which illuminate how our findings about negative emotions may be limited by the questions we ask as researchers. With the support of research, I consider how educators may directly or indirectly address rethinking the role and consequences of frustration during problem-solving with their students.</p>

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Section: Introductionmentioning

confidence: 94%

Frustration in mathematical problem-solving: A systematic review of research

Riegel¹

2021

STEME

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“…The design of ugly-cute memes often evokes surprise, which can be understood as “exceeding expectations.” Declos (2014) suggests that surprise can be regarded as a significant emotional response in aesthetic experiences, creating cognitive shifts and new understandings, thereby enhancing the appeal of artworks. According to Marmur and Koichu (2016) , surprise plays a significant role in the aesthetic experience. Their research explored the aesthetic experiences of university students with mathematical problems, particularly the feelings of surprise elicited upon discovering unexpected solutions.…”

Section: Introductionmentioning

confidence: 99%

The aesthetic experience of general beauty and ugly-cute memes: the role of emotion

Li,

An,

Xia

2024

Front. Psychol.

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Generally, beauty has been regarded as an outward expression of elegance and harmony, providing visual pleasure and evoking a sense of aesthetic enjoyment. However, in recent years, a phenomenon called “ugly-cute” has emerged, challenging the conventional standards of beauty by embracing a form of “ugliness” to enhance its appeal. The reasons and mechanisms behind this phenomenon remain largely unexplored so far. This study aims to investigate the role of emotions, such as pleasure, humor, and surprise, in the relationship between ugly-cute characteristics and attractiveness. The findings reveal that general beauty directly generates attractiveness by eliciting pleasurable emotions, whereas ugly-cute memes achieve attractiveness by inducing pleasurable emotions through the mediation of humor. Furthermore, while both “ugly” and “ugly-cute” memes evoke a sense of surprise, that elicited by ugly-cute memes is accompanied by a humorous response, thereby enhancing their attractiveness, whereas the “ugly” memes fail to evoke humor and lack attractiveness. Finally, we discuss the potential implications and practical value of the current research.

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