情境文字的文圖轉碼過程對景別之圖像解譯差異研究

The Differences in Visual Interpretation of Scene Framing Incurred during Converting Situational Descriptions into Visual Images

本研究主要針對影音設計前製階段，不同學習歷程的受試者對於文字認知，轉化為視覺呈現時景別圖像描繪之構圖測試。實驗設計採二因子混合ANOVA 變異數分析，在實驗設計部份，文字的描述分為四個情境：現實的、記憶的、超現實的，和禪悟、圖像的；每一情境分別用四或五句描述，依序有句型1 至18。測試的結果，於描述統計部份，高年級受試者的平均值結果顯示，較善於運用「較靠近的」景別作為內容的強調；在標準差項目，高年級受試者的結果顯示，最為分歧的句子－－統計數字如下：句型9：超現實＞句型17：禪悟＞句型16：禪悟＞句型18：禪悟＞句型12：超現實；低年級統計數字結果，則為：句型6：記憶＞句型9：超現實＞句型16：禪悟＞句型12：超現實＞句型11：超現實。高、低年級受試者，排序重複呈現超現實、禪悟兩種情境，在文圖轉碼方面是較分歧的。而高、低年級組內效應檢定部份，對於句型的情境因子，主要效應達到顯著水準，p 值為：0.00＜0.05；句型的情境因子與高、低年級組交互作用，同樣地也達到顯著水準，p 值為：0.04＜0.05，表示高、低年級在各句情與情境方面，其文圖轉碼呈現是有差異的。在高、低年級因子組間設計部份，檢定結果未達顯著水準，p 值為：0.39＞0.05，說明高、低年級在文圖認知與反應方面，並無明顯差異。各情境提示文句，現實的、記憶的、超現實的、禪悟的，各自的主效應均達到顯著水準，p 值均為：0.00＜0.05，但各情境與所有測試者間，僅有超現實情境一項，在高、低年級因子達到顯著水準，p 值為：0.04＜0.05，其它因子的交互作用則未達顯著水準，推論顯現超現實情境對於高、低年級的受試者，不論是否接受分鏡訓練，在圖像的認知方面都是分歧的，會在此情境的圖像認知與想像方面有較大空間。

This research is mainly targeted at the preproduction stage of media design. Research was conducted through a survey to test the difference in the layout drawn by interviewees of different education background in the process of converting description into visual presentation. By comparing what students drew to the scene framing measuring chart, we analyzed the results by using the corresponding numbers on the scene framing chart. The experiment was conducted by adopting the Mix design two-way ANOVA. In the test designed, word descriptions grouped into 4 scenarios: realistic, memorial, surreal, and zen interpretation. Each scenario was described in four to five sentences, numbered from 1 to 18. The test results of high-grader interviewees in the description section showed a biggest discrepancy in standard deviation. The statistical results were as follows: Sentence 9 surreal > Sentence 17 zen interpretation > Sentence 16 zen interpretation > Sentence 18 zen interpretation > Sentence 12 surreal. On the other hand, the statistical results of lower-graders were as follows: Sentence 6 memorial > Sentence 9 Surreal > Sentence16 zen interpretation > Sentence 12 surreal > Sentence 11 surreal. In terms of the significance test between high and low graders, the situational aspect of the sentence showed the main effect had reached the significance level, the cross effect between low & high graders and the situational factors of the sentence also reached the significance level. In the design aspect of elements between low & high graders, the test results did not show any significance (p value= 0.39＞0.05). The prompt between situational wordings: realistic, memorial, surreal and zen interpretation all reached significance level in terms of their main effects. However, the cross effect between each situational wording and all other participant elements did not reach the significance level. Lastly, in the four types of situational wordings, surreal situation was the only element that had reached the significance level in both high and low grader elements.