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系統識別號 U0026-1809201517432700
論文名稱(中文) 繪本媒體設計的魅力因素與其對兒童注意力之研究
論文名稱(英文) Media Form Design for Picture Book Based on Attractiveness Factors and Children’s Attention
校院名稱 成功大學
系所名稱(中) 工業設計學系
系所名稱(英) Department of Industrial Design
學年度 104
學期 1
出版年 104
研究生(中文) 魏君純
研究生(英文) Chun-Chun Wei
學號 P38991123
學位類別 博士
語文別 英文
論文頁數 77頁
口試委員 指導教授-馬敏元
口試委員-陳國祥
口試委員-陳俊智
口試委員-張育銘
口試委員-何俊亨
口試委員-曾元琦
口試委員-陳璽任
中文關鍵字 繪本媒體形式  兒童注意力  魅力工學  腦電波  性別差異 
英文關鍵字 Media Forms of Picture Books  Children’s Attention  Miryoku Engineering  Electroencephalography (EEG)  Gender Difference 
學科別分類
中文摘要 兒童早期的認知發展是利用各種感官刺激,幫助他們閱讀、理解與學習。而現今繪本出版的市場中,以各種感官刺激的傳達媒體形式(如聲音、動畫等),給予讀者不同的閱讀經驗,以提升兒童讀者的興趣與注意力。文獻指出,繪本所具備的魅力特質,可增進兒童的閱讀與理解能力,使繪本廣泛應用於兒童教育上;而兒童的注意力狀態,確實也會影響兒童的學習表現。有鑑於此,本研究主要的目的在於探討不同媒體形式的繪本,吸引兒童的魅力要素與注意力的影響分別為何。本實驗設計可分為兩階段進行:首先進行「繪本設計形式魅力要素」之分析;第二階段則為「兒童注意力腦電波」實驗:分析不同年齡、性別的兒童,對於各形式繪本的注意力表現為何。根據繪本魅力要素分析的結果顯示,繪本吸引人的魅力為平面書的「簡單易懂的版面設計」、「輕薄的書本」和「擁有書的感覺」;立體書的「變化性多的頁面」;以及有聲書/電子書的「多功能的閱讀方式」和「可生動地表現故事情節」六個主要之魅力項目。另外,家長較重視繪本的媒體形式所具備的互動學習等多功能,而閱讀經驗也會影響兒童對於繪本魅力的評價;在注意力腦電波實驗結果發現,兒童的注意力在不同媒體形式的繪本中,「性別」的影響高於「年齡」的差異。根據研究結果,研究者建議對於國小中高年級的男性兒童,可挑選多重感官刺激的有聲繪本或電子繪本;對於女性兒童則可分為中年級與高年級兩部分,在中年級方面以有聲繪本為優先選擇之繪本媒體類型。對於國小高年級女孩,則可選用一般的平面繪本,以避免過多的外在多媒體的刺激,反而會干擾會影響其閱讀時的專注力。綜合以上所述,本研究結果可作為父母和老師於選擇繪本媒體時之參考依據,藉此提升兒童的注意力與學習表現。
英文摘要 The reading development of children depends on various sensory stimuli to help them construct reading contexts and facilitate active learning and exploration. This study uses sensory stimuli provided by picture books using various forms of media to improve children's attention performance. We employ picture books using four forms of media: conventional books, pop-up books, talking books, and e-books. Miryoku Engineering is adopted to explore how children and parents select picture books and the influential attractiveness factors, and the NeuroSky MindBand is used as a tool to measure attention in this study. According to attractiveness evaluations, six major attractiveness factors identified by Evaluation Grid Method are “Simple and Comprehensible Layout Design”, “Thin and Lightweight Dimensions”, and “The Sense of Ownership” for conventional book, “Various Page Displays” for pop-up book, and “Multifunctional Reading Methods” and “Vivid Story Plots” for talking book and e-book. The evaluation result shows that parents focus on the learning efficacy and functionality of picture books, while children enjoy reading with colorful pictures and diverse styles between pages. Moreover, the reading experience has a significant influence on children’s sensory preferences regarding the attractiveness factors of picture books. In attention EEG experiment, children in Grade 3 express higher attention and interest than children in Grade 6 in picture books, and the effect of gender is greater than that of grade on the level of attention invest in picture book media form exhibits a significant interaction and effects on children's attention performance. As a result, we suggest that talking books or e-books, which provide multisensory stimuli, should be selected for elementary school boys. In addition, talking books should be selected for girls in young elementary school students, while conventional books should be used for girls in senior elementary school students to avoid distraction caused by excessive media stimuli. The result of this paper can be used as important references for children, parents and teachers to select appropriate picture books.
論文目次 摘要 i
ABSTRACT ii
誌謝 iii
CONTENTS iv
LIST OF TABLES vii
LIST OF FIGURES viii
LIST OF SYMBOLS AND ABBREVIATIONS ix
CHAPTER 1 INTRODUCTION 1
1.1 Research Background and Motivation 1
1.2 Research Purposes 2
1.3 Research Approaches 3
1.4 Research Scope and Limitations 4
1.5 Research Framework 5
CHAPTER 2 LITERATURE REVIEW 7
2.1 Sensory Stimuli in Media Forms of Picture Books 7
2.1.1 Conventional Book: Visual Perception 8
2.1.2 Pop-up Book: Visual and Tactile Perceptions 8
2.1.3 Talking Book: Audial and Visual Perceptions 9
2.1.4 E-book: Multisensory Perceptions 9
2.2 Kansei Engineering and Miryoku Engineering 10
2.2.1 Kansei Engineering 10
2.2.2 Miryoku Engineering 11
2.3 Attention Performance and Cognitive Development 13
2.3.1 Attention and Learning Performance 13
2.3.2 Cognitive Development in Children 14
2.4 Attention EEG and NeuroSky MindBand 15
2.4.1 Attention and EEG 15
2.4.2 Mobile EEG Device - NeuroSky MindBand 16
CHAPTER 3 EXPERIMENTAL DESIGN 18
3.1 Experimental Design of Attractiveness Factors in Picture Books 18
3.1.1 Participants of Attractiveness Factors in Picture Books 18
3.1.2 The Representative Samples of EGM 19
3.1.3 Experimental Procedure of Attractiveness Factors in Picture Books 21
3.2 Experimental Design of Attention EEG 22
3.2.1 Participants of Attention EEG 23
3.2.2 The Representative Samples of Picture Books in Attention EEG 25
3.2.3 Experimental Tool: NeuroSky MindBand 26
3.2.4 Experimental Procedure of Attention EEG 27
CHAPTER 4 ATTRACTIVENESS FACTORS OF PICTURE BOOK MEDIA FORMS 28
4.1 Attractiveness Evaluation in Various Picture Books: Evaluation Hierarchical Map 28
4.1.1 Converting Evaluation Hierarchical Map into the Questionnaire 31
4.2 Analysis of Attractiveness Factors’ Questionnaire 31
4.2.1 The Attractiveness Evaluation of Children and Parents: QTTI 31
4.3 Children and Parents Differences in Attractiveness Factors of Various Picture Books: Independent Samples t-Test 36
4.4 Gender Differences in Attractiveness Factors of Various Picture Books: Independent Samples t-Test 37
4.5 Difference Comparison Regarding Different Years of Reading Experience: One-Way ANOVA 38
4.6 Protocol Analysis of Different Media Forms of Picture Books 39
4.6.1 The Media Form of Conventional Book 39
4.6.2 The Media Form of Pop-up Book 40
4.6.3 The Media Form of Talking Book 41
4.6.4 The Media Form of E-book 42
CHAPTER 5 EFFECTS OF AGES, GENDERS, AND PICTURE BOOK MEDIA FORMS ON ATTENTION PERFORMANCE 44
5.1 Children’s Attention and Differences between Grade 3 and Grade 6 46
5.2 Effects of Gender, Grade, and Media Forms of Picture Books on Children’s Attention and Interactions: Three-Way ANOVA 47
5.2.1 Simple Main Effect Test of “Gender × Picture Book Media Form” 48
5.2.2 Difference Comparison Regarding the Picture Book Media Forms among the Boys: One-Way ANOVA 49
5.2.3 Difference Comparison Regarding the Picture Book Media Forms among the Girls: One-Way ANOVA 49
5.2.4 Gender Differences in Groups Reading Picture Books with Varying Media Forms: Independent Samples t Test 50
5.3 Gender Differences based on Grades and Picture Book Media Forms: Independent Samples t Tests 51
5.4 Effect of Gender Groups from Different Grades on Attention Performance: One-Way ANOVA 53
CHAPTER 6 CONCLUSION AND DISCUSSION 55
6.1 Attractiveness Factors in Various Media Forms Picture Books 55
6.1.1 Discussion of Attractiveness Factors in Media Forms Picture Book 55
6.1.2 Reading Experience Influences the Children’s Opinions 57
6.1.3 Summary 57
6.2 Effects of Different Ages, Genders, and Picture Book Media Forms on Children’s Attention Performance 58
6.2.1 Effects of Different Ages and Picture Book Media Forms on Children’s Attention 58
6.2.2 Effects of Different Genders and Picture Book Media Forms on Children's Attention 59
6.2.3 Summary 60
6.3 Further Research and Suggestion 62
REFERENCE 63
Appendix A 71
VITA 76
LIST OF PUBLICATION 77
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