A Study of Reading Leading Displayed Chinese Dynamic Text for Different Ages

• Main Authors: Shih-Chun Chiu, 邱詩淳
• Other Authors: 作者未提供
• Format: Others
• Language: zh-TW
• Published: 2012
• Online Access: http://ndltd.ncl.edu.tw/handle/65492580099159881214

碩士 === 銘傳大學 === 商品設計學系碩士班 === 100 === With the improvement of information technology, it has become more and more frequent for reading information by using visual display terminal. The method for receiving information is also becoming variety and the use of dynamic information has even already become a very common way for information dissemination. This study was carried out by the experimental method and focused on investigating the effects of different design factors of Chinese dynamic text for leading display on different age subjects’ reading performance and preference. It hopes that the results obtained in this study may provide a reference for the future’s design on Chinese dynamic text and the dynamic information more suitable for users’ reading needs may thus be developed. Two types of display positions (bottom side and left side of the screen, i.e., horizontal and vertical displays), three kinds of speed (150, 200, and 250 cpm), two types of polarity (negative and positive), three types of font (Fine Ming, Medium Bold, Medium Round-Gothic), and four different age groups were tested and analyzed. It aims to understand the effects of each variable alone and under interaction on reading performance and preference. Results for reading comprehension showed that: (1) Font affects reading comprehension significantly, and the reading comprehension of the dynamic text presented in Medium Bold and Medium Round-Gothic was higher than that in Fine Ming; (2) Polarity does not significantly affect reading comprehension; (3) Speed affects reading comprehension significantly, and the reading comprehension at 150 cpm was significantly higher than that of at 200 cpm and 250 cpm; (4) Position affects reading comprehension significantly, andthe position on the bottom had more influence on the reading comprehension than the position on the left side did; (5) Age affects reading comprehension significantly, and the age groups under 19 as well as between 20 to 39 showed better reading comprehension than those at the age of 40 to 59 and those over 60.