學生學習背景與情境詞句對鏡位詮釋的影響

Impacts of Learning Background and Different Contextual Sentences on Shot Interpretation in Word-to-Image Transcoding Process

視覺訊息主要以文字與圖像作為符號的表徵，多數研究大抵著重於各自範疇的探討，從文圖或圖文的解譯轉碼過程而言，相對是一項跨領域互動且雙向的訊息交換認知。其中，在影視領域的前製階段，運用劇本、分鏡腳本等形式進行視覺化溝通的文本，這即是文字與圖像並用的具體應用。本研究主要目的試圖了解學生學習背景的不同，若藉由文字詞句內容的變化操弄，是否對於分鏡頭的視覺化認知當中，景別鏡位的意象描述或表達有所影響。在2×19二因子混合設計與變異數分析中，「學生學習背景」與「情境詞句」出現交互作用，並且，在情境詞句的變項檢定中亦有顯著差異結果；但是，學生學習背景的組間名義變項則未達顯著水準，所以，從結果中推論其學生學習背景變項，並非主要鏡位認知解譯的影響因素。其次，透過單因子變異數分析，發現詞句的情境氛圍之間亦有顯著差異。後續研究則聚焦在：1、情境氛圍構面作為區隔的後續追蹤分析；2、詞句體裁的差異性探討；3、視覺素養等共變數加入控制，以期進一步了解文、圖認知歷程與意象詮釋的影響。

Visual messages use both text and images as symbols; however, related studies mostly examine text and images individually. The word-to-image or image-to-word transformation processes are a cross-field interaction and two-way information exchange cognition. The most concrete application vector of text and images is the use of scripts and storyboards to communicate concepts during the film and television pre-production stage. Additionally, the students' learning background and contextual sentences appeared to interact in the 2 x 19 mixed factor variation analysis. The variable test for contextual sentences also showed significant variation though the nominal variable of between-subject learning background did not show a significant variation. Finally, this study found that students' learning background is not the main factor influencing shot interpretations. To further test and discuss issues related to word-to-image transformation, the follow-up studies focus on the comparison of the configuration and genre of stimulus texts as well as adding covariance, such as visual literacy, for control and study.