Multimodal Learning-Based Financial Teaching Practice: A Case Study of the Coupon Bond Design Project

DOI: https://doi.org/10.62517/jhet.202515229

Author(s)

Ting Yang*, Lina Wang

Affiliation(s)

School of Economics and Management, North University of Technology, Beijing, China *corresponding author

Abstract

This pedagogical case study explores the transformative potential of multisensory learning in financial education through a coupon bond design project. Addressing the limitations of traditional lecture-based finance instruction characterized by passive knowledge absorption and weak practical application - the study integrates Gardner's Multiple Intelligences Theory, embodied cognition principles, and constructivist learning frameworks. Students engaged in tactile bond creation (cutting/material assembly), visual design (parameter visualization), and kinesthetic simulations (market role-play). This research provides empirical evidence for reengineering finance curricula through cognitive-physical integration, offering a replicable model for cultivating next-generation financial professionals capable of bridging quantitative analysis with tangible market solutions.

Keywords

This Multiple Intelligences Theory; Embodied Cognition; Constructivist Learning

References

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