Elementary School Students’ Perceptions of New Town Space from an Emotional Geography Perspective and the Educational Significance of Emotion Mapping Activities

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Key Points

This research aims to analyze elementary students' perceptions of new town spaces through the lens of emotional geography and to reveal the educational significance of emotion mapping activities.
Designed a 10-session program based on Plutchik's 8 emotions for 4th to 6th graders in Suwon.
Included activities such as emotion labeling, sharing, field trips, and group discussions.
Collected and analyzed data from emotion maps, auxiliary learning outcomes, and in-depth interviews.
Identified emotional attributes and spatial distributions of the eight basic emotions across different locations.
Highlighted significant concentration of emotional labeling in certain spaces, coexistence of multiple emotions in the same area, and variations in emotional ratios based on focus.
Demonstrated educational benefits of emotion mapping activities in enhancing spatial awareness, place identity, empathy, critical thinking, and problem-solving skills.

Analyzes new town space perceptions in students, highlighting the educational significance of emotion mapping activities.

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Choi et al. (2026) studied this question.

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