Differences in Eye-movement and Image Comprehension of Picture Book with Few Words among G-4 Children of Different Majors and Genders

• Main Author: 胡心瑜
• Other Authors: 伊彬
• Format: Others
• Language: zh-TW
• Published: 2011
• Online Access: http://ndltd.ncl.edu.tw/handle/34908427856599037016

碩士 === 國立臺灣師範大學 === 設計研究所 === 99 === The rich visual culture has become the background of a child’s growing process. Subsequent to the addition of art classes in primary schools in counties and cities in Taiwan, children are now opened to options to have early exposure to professional and specialized artistic creation training. But will the disparity in professional background be influential and cause a difference on their comprehension of images? This study is aiming at primary school fourth graders aged 10 to 11 from art-major and non-art major classes, the research is done by using the picture book “Tuesday” to determine their image comprehension and differences in eye movement. This study applied an experimental design of 2 (class type) × 2(gender), through analysis of questionnaires and eye-tracking data, to determine the influence of academic nature and gender on image comprehension. The results showed that: (1) In both visual representation and story narration understanding, art-major students outperformed non-art major students in their level of comprehension. (2) Girls performed better than boys in overall. (3) Art major students have a higher average saccade amplitude scope than non-art major students; the girls’ performance is noticeably better than the boys. (4) In storyline continuity and visual representation understanding, art major students have a higher average saccade amplitude scope than non-art major students. (5) In story continuity understanding, non-art major students have a higher number of saccade and fixation than art major students. (6) In visual representation understanding, girls have higher number of saccade and fixation. (7) In comprehension and making responses, art major students made use of art terminology and related terms, while non-art major students gave a more direct and perceptive response in their individual comprehension and opinion. (8) When searching for key images, participants who comprehend the story correctly had similar fixation hot spot.