鏡頭運用與動作表演對兒童觀看繪本動畫的影響

Effects of Shot Use and Role Action on Children’s Viewing of A Picture Book Animation

近期的研究顯示，情感設計運用於多媒體教材，將造形元素設計得吸引人可以促進學習。人們觀看多媒體教材動畫時，不僅會受到造形元素、也可能會受到動態元素的吸引，因此，探討動畫中鏡頭與動作的情感設計對學習的影響為本研究的目的。此研究招募國小一年級學童 187 人為受測者，將受測者分為三組，分別觀看：(a)高美學設置的繪本動畫，即鏡頭運用與動作表演相當成熟與流暢；(b)低美學設置繪本動畫，即鏡頭運用與動作表演較為生疏與粗糙；(c)控制組，即沒有任何鏡頭運用與動作表演的繪本動畫。各組觀看完不同美學程度的繪本動畫後，依序進行情感量表與學習成效後測填答。研究結果顯示，觀看高美學程度動畫的組別相對於觀看低美學程度的組別，有較為正面的情感，觀看後也有較好的記憶保留、與較高的認知獲得。印證了學習素材可藉由美學來提昇情感、情感能夠促進學習，也意味著動畫中除了造形之外，鏡頭與動作設計同樣能夠喚起情感、影響學習，對於多媒體學習素材而言，也是重要的影響因子。

Recent research has shown that the emotional design of multimedia learning that makes the essential elements of the lesson’s graphics more appealing can induce positive emotions in learners, which in turn facilitates learning. Not only do people view the animation in multimedia materials through graphic elements, but they may also be attracted by motion elements. This study explores the influence of the emotional design of motion elements (shot use and role action) on multimedia learning. The participants—187 first grade elementary school students—were assigned to one of three conditions: (a) high aesthetic treatment (HAT), where the shot use and role action of the animated picture book were well-designed, (b)low aesthetic treatment (LAT), where the shot use and role action of the animated picture book were crudely implemented, and (c)the control condition (CC), which was static, without any shot movement or role action in the animated picture book. After viewing the animated picture book, students completed emotional scale tests and learning tests. We found that emotional design affected emotion and learning. The HAT group had higher emotional ratings and outperformed the LAT group on retention tests and cognitive attainment. The findings are generally consistent with the cognitive theory of learning using media. The study suggests that motion elements should be considered an important factor in the design of multimedia learning materials.