IJIET 2026 Vol.16(2): 372-381
doi: 10.18178/ijiet.2026.16.2.2510
doi: 10.18178/ijiet.2026.16.2.2510
The Impact of Interactive Multimedia Technologies on the Development of Emotional Intelligence in Primary School Students in Kazakhstan
Gaukhar Zhorayeva1, Gulnar Uaisova1, Aziya Zhumabayeva1, Saule Zhorayeva1,
Özlem Baş2, Askarbek Kussainov1, and
Ulbossyn Kyyakbayeva3,*
1. Department of Primary Education, Abai Kazakh National Pedagogical University, Almaty, Kazakhstan
2. Elemantary Education Department, Hacettepe University, Ankara, Turkey
3. Department of Preschool Education and Social Pedagogy, Abai Kazakh National Pedagogical University, Almaty, Kazakhstan
Email: gaukhar.zhoraeyeva@mail.ru (G.Z.); uaisova54@mail.ru (G.U.); aziya_e@mail.ru (A.Z.); Saulezhoraeva@mail.ru (S.Z.); ozlembas@hacettepe.edu.tr (O.B.); kusainov_apnk@mail.ru (A.K.); sanianurgalieva77@gmail.com (U.K.)
*Corresponding author
2. Elemantary Education Department, Hacettepe University, Ankara, Turkey
3. Department of Preschool Education and Social Pedagogy, Abai Kazakh National Pedagogical University, Almaty, Kazakhstan
Email: gaukhar.zhoraeyeva@mail.ru (G.Z.); uaisova54@mail.ru (G.U.); aziya_e@mail.ru (A.Z.); Saulezhoraeva@mail.ru (S.Z.); ozlembas@hacettepe.edu.tr (O.B.); kusainov_apnk@mail.ru (A.K.); sanianurgalieva77@gmail.com (U.K.)
*Corresponding author
Manuscript received August 11, 2025; revised September 1, 2025; accepted September 18, 2025; published February 5, 2026
Abstract—Emotional Intelligence (EI) is a crucial component of personal and social development, particularly during the school years. However, the effects of interactive multimedia tools specifically designed to help primary school pupils develop their emotional intelligence remain largely unexplored. The purpose of this study was to develop emotional intelligence in primary school pupils through interactive multimedia technologies and to evaluate the effectiveness of this intervention. The study involved 140 fourth-grade primary school pupils at Secondary Comprehensive School No. 69 in Shymkent, Kazakhstan. A quasi-experimental pre-test/post-test design with parallel groups was employed, with participants assigned to experimental and control conditions. The study initially revealed a low level of emotional intelligence among learners, particularly in the areas of self-regulation, empathy, and emotional awareness. Following the eight-week intervention, the experimental group’s emotional intelligence scores increased significantly (t(69) = 9.15, p < 0.001, d = 1.01, large effect), whereas the control group showed no significant change, and a post-test comparison confirmed a significant difference between groups (t(138) = 6.43, p < 0.001, d = 1.09, large effect). The implementation of adapted multimedia materials contributed substantially to the enhancement of children’s self-regulation, empathy, and awareness of their own emotions. The program proved highly effective within Kazakhstani schools characterized by a bilingual educational environment, underscoring the importance of localization and cultural adaptation of educational resources. This research confirms the critical role of multimedia technologies in fostering emotional intelligence and highlights the necessity of integrating such programs into students’ learning experiences. These findings align with the research objectives and provide practical insights for educators seeking to develop emotional intelligence in younger schoolchildren in Kazakhstan and beyond, thereby promoting more effective, research-based strategies for multimedia educational technology.
Keywords—digital learning tools, development, emotional Intelligence, multimedia technologies, primary education, young learners
Copyright © 2026 by the authors. This is an open access article distributed under the Creative Commons Attribution License which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited (CC BY 4.0).
Keywords—digital learning tools, development, emotional Intelligence, multimedia technologies, primary education, young learners
Cite: Gaukhar Zhorayeva, Gulnar Uaisova, Aziya Zhumabayeva, Saule Zhorayeva, Özlem Baş, Askarbek Kussainov, and Ulbossyn Kyyakbayeva, "The Impact of Interactive Multimedia Technologies on the Development of Emotional Intelligence in Primary School Students in Kazakhstan," International Journal of Information and Education Technology, vol. 16, no. 2, pp. 372-381, 2026.
Copyright © 2026 by the authors. This is an open access article distributed under the Creative Commons Attribution License which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited (CC BY 4.0).