*3.1. Research Design*

In this study, the interactive puzzle film "Story of the Comet" (Halley's Comet) is provided to students to watch (Figure 1); the film is modeled after puzzle-solving in a scientific teaching guidance system to study the learning process and effectiveness of students and further confirm whether this teaching mode can improve teaching effectiveness of teachers and learning effectiveness of students. In the experiment, when the emotion recognition system was added—through which doubtful students were encouraged with emotionrelated feedback—to inspect the impact of emotion-related feedback on the learning process of students.

**Figure 1.** Student participating in this experiment watching "The Comet's Story" puzzle film.

The learning effectiveness block was divided into two groups. One group was the experimental group, and the other group was the control group. In both the experimental group and control group, the students were asked to complete the first knowledge test on Halley's Comet discovery process (Figure 2). The test had 10 true or false questions and 10 multiple-choice questions, with 5 points for each question, totaling 100 points. Then, the students in the experimental group and control group watched the interactive puzzle film "Story of the Comet" and chose their answers for four levels according to the guidance in the interactive puzzle film (Figure 3). When the students of the experimental group watched the interactive puzzle film, facial emotion detection and recognition systems were added (Figure 4). If emotions of disgust, sadness, or joy were detected when choosing answers while watching the interactive puzzle film "Story of the Comet", the corresponding encouragement card of emotion feedback was given at different levels (Figures 5–9). When watching the interactive puzzle film, students in the control group the facial emotion detection and recognition systems were not used (Figure 10); in other words, there was no encouraging emotional feedback; the content of the interactive puzzle film "Story of the Comet" was entirely about the story of discovering Halley's Comet. The 16 short films were organized into four levels, including the historical story of Halley's Comet and fabricated stories, and students were required to choose answers. After completing the interactive puzzle film, the second test on the discovery process of Halley's Comet was immediately conducted on students in the experimental group and control group. The question content and question numbers were completely the same as the first test, including 10 true or false questions and 10 multiple-choice questions, with each question valuing 5 points, totaling 100 points. After completing the interactive puzzle film and the second test, the test results were compared with those of the first test to check learning effectiveness. In addition, the students were asked to fill the questionnaire on system availability, system satisfaction, and learning satisfaction (Figure 2). Before the test, Excel was employed to generate a random number table to decide whether the students who participated in the test before and after belonged to the experimental group to join the emotional detection or to the control group without adding emotional detection.

**Figure 2.** Student participating in this experiment—filling out the questionnaire.

**Figure 3.** Puzzle film, "The Comet's Story", combined with emotion detection system.

**Figure 4.** Research framework—experimental group.

**Figure 5.** Title insert 1: Go! Please work hard.

**Figure 6.** Title insert 2: Go, there are three levels ahead.

**Figure 7.** Title insert 3: Go, only two levels left.

**Figure 8.** Title insert 4: Go, it is almost finished.

**Figure 9.** Title insert 5: Now in a happy mood. Go! Let us finish it!

**Figure 10.** Research framework—control group.

The script of the film is in Appendix A.

The 5 captioned encouragement cards (Figures 5–9) are as follows: Thus, this study proposed the following hypotheses.

*3.2. Research Hypothesis*

**Hypothesis 1 (H1).** *When using film with emotion detection for learning, emotional feedback will have a positive impact on learning effectiveness.*

**Hypothesis 2 (H2).** *The addition of emotion detection when using film teaching will have a positive impact on learning satisfaction.*

**Hypothesis 3 (H3).** *The availability of the teaching system when using film teaching will be positively impacted by the addition of emotion detection.*

**Hypothesis 4 (H4).** *The satisfaction of the teaching system when using film teaching will be positively impacted by the addition of emotion detection.*

### *3.3. Research Method*

This study shot a total of four films to tell the "Story of the Comet" (Halley's Comet) and designed a teaching guidance system. By combining the films with the teaching guidance system and through emotion detection and emotion feedback, this teaching guidance system was installed in private laptops of the researcher, and the researcher took the paper questionnaires and laptops to elementary schools in different cities to conduct the experiment one school after another. The researcher made a parental consent form and then asked the fifth- and sixth-grade class teachers to distribute it to their students. The students took the forms home and obtained consent signed by their parents. The students with parental consent were the samples in this study. The elementary schools participating in this research provided a classroom with no classes as an experimental classroom. The researcher used an experimental system installed on a notebook computer to process. The class teacher assigned one student to the experimental classroom for the experiment at a time. This student filled out test paper on the discovery process of Halley's Comet for the first time and then used the notebook computer to watch puzzle film of Halley's Comet. After the puzzle film of Halley's Comet test was over, the student filled out the test paper on the discovery process of Halley's Comet for the second time. Furthermore, after filling out some other paper questionnaires at the same time, the student completed the experiment and went back to invite the next student to the experimental classroom to continue the experiment.

The four films are coded with One, Two, Three, and Four. The first film is a story about Halley and Newton, the second film is about Halley and Hooke, the third film is about Halley and Wren, and the fourth film is about Halley and Flamsteed. Except for the first film, the other three films are fabricated. Every film has four plots to form a complete film plot; therefore, the first film is about Halley and Newton, which is made up of four short plots of D, F, I, and O; the second film is about Halley and Hooke, which is made up of four short plots of C, H, J, and M; the third film is about Halley and Wren, which is made up of four short plots of B, E, K, and P; and the fourth film is about Halley and Flamsteed, which is made up of four short plots of A, G, L, and N. There are 16 short films in total, in which D, F, I, O is the right sequence, and the rest—C, H, J, M; B, E, K, P; A, G, L, N, etc.—are fabricated plots, and the 16 short films are compiled in the following mode:

First-level film: Answer (A). Flamsteed (1); Answer (B). Wren (1); Answer (C). Hooke (1); Answer (D). Newton (1).

Second-level film: Answer (E). Wren (2); Answer (F). Newton (2); Answer (G). Flamsteed (2); Answer (H). Hooke (2).

Third-level film: Answer (I). Newton (3); Answer (J). Hooke (3); Answer (K). Wren (3); Answer (L). Flamsteed (3).

Fourth-level film: Answer (M). Hooke (4); Answer (N). Flamsteed (4); Answer (O). Newton (4); Answer (P). Wren (4).

Before the first level, there was an introduction of the film's characters in words. Then, before every level, there was a part of words showing the choices of the answers, and there was a caption of plot introduction before each plot was performed by an actual person, at the beginning of which the options were shown, such as A, B, and C; then, the plot was performed by actual persons. After watching the performance of the four answers by actual persons, there was a captioned film that asked the subjects to choose the correct answer

from the four options. If the subject chose the correct answer, the caption guided the subject to go on to the next level of the film; if the wrong answer was chosen, the caption told the subject to choose another film plot of the level, and the film plot was returned to the beginning page. In this way, until choosing the correct plot answers for the four levels, the subject completed the levels in sequence.

The film content sequence of the first level was as follows:

(Captioned film) Based on the story of the first level, there are four different plots A, B, C, and D. Please choose the right one.

(Captioned film) A: Halley and Flamsteed were both British astronomers and celebrities at that time. Halley paid a special visit to Flamsteed to look for the comet data he was studying.

The actors performed the above plot film.

(Captioned film) B: Halley and Wren were both British astronomers and good friends; Halley paid a special visit to Wren to look for the comet data he was studying.

The actors performed the above plot film.

(Captioned film) C: Halley, Hooke, and Wren were friends. One day, the friends met to chat. Halley asked Hooke for the calculation formula in order to look for the comet data he was studying.

The actors performed the above plot film.

(Captioned film) D: Active Halley and lonely Newton were good friends in spite of their difference in age. Halley always had doubts about the laws of planetary motion and could not find the answer.

The actors performed the above plot film.

(Captioned film) Please choose the correct answer from A, B, C, and D.

The film content order of the second level is as follows:

(Captioned film) There are E, F, G, and H, totaling four different plots in the second level. Please choose the right one.

(Captioned film) E: Three months later, Wren published a book on astronomy and astrology—*On the Revolutions of Heavenly Spheres.* One day, Halley went to Wren's house and asked for books *On the Revolutions of Heavenly Spheres.*

The actors performed the above plot film.

(Captioned film) F: In August 1684, Halley paid a special visit to Newton in Oxford to look for the comet data he was studying and borrowed the formula data of the law of planetary motion from Newton.

The actors performed the above plot film.

(Captioned film) G: Two months later, Flamsteed published a book on astronomy and astrology — *The Origins of Astrology*. One day, Halley went to Flamsteed's house and wanted to borrow the book, *The Origins of Astrology.*

The actors performed the above plot film.

(Captioned film) H: A few days later, Halley went to Hooke's house. Hooke lent the calculation formula of planetary orbit to Halley.

The actors performed the above plot film.

(Captioned film) Please choose the right answer from E, F, G, and H.

The film content order of the third level is as follows: (Captioned film) There are I, J, K, and L, totaling four different plots in the third level. Please choose the right one.

(Captioned film) I: Based on the hypothesis mentioned in *The Principia: Mathematical Principles of Natural Philosophy* of Newton, Halley analyzed all the comet observation records collected and found the movement law of a certain comet.

The actors performed the above plot film.

(Captioned film) J: After studying the data of the *Scientific Principles of Nature* written by Hooke for some time, Halley found the movement law of a certain comet.

The actors performed the above plot film.

(Captioned film) K: After studying data of *On the Revolutions of Heavenly Spheres* written by Wren for some time, Halley found the movement law of a certain comet.

The actors performed the above plot film.

(Captioned film) L: After studying data of *The Origins of Astrology* written by Flamsteed for some time, Halley found the movement law of a certain comet.

The actors performed the above plot film.

(Captioned film) Please choose the right answer from I, J, K, and L.

The film content order of the fourth level is as follows: (Captioned film) There are M, N, O, and P, totaling four different plots in the fourth level. Please choose the right one.

(Captioned film) M: Two years later, on Christmas eve, Hooke and Halley sat in a chair outside the café. Halley found that the comet he had speculated using Hooke's formula in the sky returned.

The actors performed the above plot film.

(Captioned film) N: Three years later, one night in September, Halley sat in front of his house to enjoy the cool. He found in the sky that the comet he had speculated by using the Flamsteed formula had returned.

The actors performed the above plot film.

(Captioned film) O: On December 25, 1758, this comet was observed by a German farmer and amateur astronomer, Johann Georg Palitzsch. However, Halley died in 1742 and failed to see the return of this comet.

The actors performed the above plot film.

(Captioned film) P: Seven years later, one night in March, Mary, Halley's wife, sat in front of her house to enjoy the cool. She found in the sky that the comet Halley had speculated by using the Wren formula had returned.

The actors performed the above plot film.

(Captioned film) Please choose the right answer from M, N, O, and P.

In the first level, after watching films of the four answers, when the subjects chose the wrong answer, a 10-s caption of "Sorry, you chose the wrong answer, please choose again." would appear, and the system would start to detect facial emotions. When disgust or sadness emotions were detected, the 01 captioned encouragement card would appear for 2 s, then return to the current page. For the wrong answer, when a joy expression was detected, the 05 captioned encouragement card would appear for 2 s and return to the current page. At the same level, if the wrong answers were chosen multiple times or joy expression was detected, the captioned encouragement card would appear under the same rule. The rules were the same for the second, third, and fourth levels. In the first, second, and third levels, when the subjects chose the right answer, the system would display the caption of "Congratulations! Your answer is right. Please go on to the next level." and the system would automatically be guided to the next level. In the fourth level, if the subjects chose the right answer, the system would display the caption of "Congratulations! Your answer is right, and all levels have been finished. The test is completed." The test time of interactive puzzle film "Story of the Comet" was 60 minutes; the sample was regarded as invalid if this time limit was exceeded.

Characters and Script Are Introduced as Follows

Characters in "Story of the Comet":


was named by him. Hooke also made important contributions to urban design and architecture, but he was barely known after his death due to a debate with Newton.

