Academic literature on the topic 'Animated book'

The purpose of this study is to explore the influence of history and culture on the passage of the comic book to the animated film. Although the comic book has both historical and cultural components, the latter often undergoes a cultural shift in the animation process. Using the Smurfs as a case study, this investigation first reviews existing literature pertaining to the comic book as an art form, the influence of history and culture on Smurf story plots, and the translation of the comic book into a moving picture. This study then utilizes authentic documents and interviews to analyze the perceptions of success and failure in the transformation of the Smurf comic book into animation: concluding that original meaning is often altered in the translation to meet the criteria of cultural relevance for the new audiences.

碩士<br>國立中央大學<br>網路學習科技研究所<br>105<br>Previous studies indicated that e-books were beneficial for educational settings while animated films also have positive effects on student learning. On the other hand, e-books and animation have different advantages. However, few studies integrated animation into an e-book. Thus, this research developed an animated e-book by incorporating animation films into an e-book. On the other hand, the animated e-book contains rich media, which may cause learners’ cognitive overload. However, not all of the learners can cope such cognitive overload. Thus, human factors are essential. In particular, gender is a relatively fixed and not malleable variable. Additionally, recent research suggested that gender differences existed in students’ attitudes toward multimedia technology and online learning. To this end, this research aimed to provide a gender equality animated e-book that can accommodate the preferences of males and females. More specifically, two empirical studies were included in this research. Study One targeted to examine how males and females used a Prototype of an Animated E-book System differently. Study Two attempted to develop the Animated E-book System that could provide gender equality based on the results of Study One. The result from Study One showed that there were gender differences between males and females when the used the Prototype of the Animated E-book System. For instance, males emphasized on the functionalities of the animated e-book while females focused on the content of the animated e-book. In addition, males emphasized on the convenience of interacting with the prototype of an animated e-book while females focused on the vivid content presentation of the e-book mode. The results obtained from Study One were applied to redesign the animated e-book, where diverse tools were provided based on expectation from males and females. According to the different preference of males and females, the operation of the animated e-book was improved and the presentation of the e-book mode was enriched. The results from Study Two indicated that gender differences were removed, in term of learning perception and learning performance. However, correlations between learning perception and learning performance were found for male students while no such significant correlations were shown for females. More specifically, males who had higher sensitivity to background music spent more time for completing the tasks. Moreover, males and females showed similar and different learning behaviors. Regarding differences, males and females demonstrated different preference with animated e-book. For example, males used diverse tools to assist themselves to read the e-book while females used diverse tools to complete the task. Therefore, males and females could use diverse tools provided by the animated e-book with their own strategies to achieve the same learning goals. In summary, this research contributes to develop deep understandings of how to design animated e-books that were suitable for males and females. By doing so, the ultimate goal of providing gender equality contexts can be achieved.

碩士<br>國立雲林科技大學<br>數位媒體設計系<br>105<br>According to the decade-long (2001-2011) population and family survey of the Ministry of Health and Welfare in Taiwan, the number of single-parent families has increased year after year, impacting the minds of parents and developing children alike and burdening some families economically. The main purpose of creating this picture book is to guide people in cherishing sibling bonds and support each other through life’s difficulties. Due to advancement in technology, we used 2.5D dynamic effects for diverse spatial and three-dimensional visual effects, complemented with sounds to create ambience so that it would leave a deep impression on the audience. Through literature and related works, I analyzed “siblinghood in single-parent families”, “digital picture books” and “2.5D dynamic effects”, and the collected data became the foundation of my work. Following the completion of “A Smudge of Love”, we documented children’s reactions through non-participant observation and consulted experts about the dynamic effects of 2.5 D through interviews. From verification and revision on this work, I came to the following conclusions: (1) 2.5D dynamic effects created a diverse spatial and three-dimensional visual experience, and it has been proven to perform better than the physical version, for it portrays the story in a lively and animated way, making it more widely accepted among audiences. (2) The author created both digital and physical versions of the work, which meets the market demands of kindergartens, elementary schools and libraries

碩士<br>國立臺灣師範大學<br>圖文傳播學系<br>102<br>Recently, several international standardized measures of children’s reading comprehension competences indicated that Taiwan’s average performance of children’s reading ability has lifted. However, considerable gaps have still existed between urban and rural areas. This study used mobile augmented reality (AR) technique to develop a set of animations that in accordance with a designated picture book. I assumed that this self-paced, page-by-page synchronized animations could facilitate those children who lacked motivations in reading static printed materials. I first created the whole set of the animated picture book, including the traditional printed book, as well as the synchronized AR animations. I then implemented the AR animations with a mobile device (iPad) for each student in a second grade class at a selected elementary school. A motivation inventory, a reading comprehension test, and classroom observations were performed to evaluate student’s performances. The results indicated that students exhibited a high level of motivations and gained decent understanding of the story while the mobile AR animations were presented.

碩士<br>國立臺南大學<br>動畫媒體設計研究所<br>102<br>In recent years, with the popularity of pop-up books and booming mass media, elements of those performance characteristics from pop-up books are also applied in some TV commercials, film and animation productions. When creating pop-up books animations, one needs to understand the style of story pagination of the physical book, as well as its structure categories in order to make pop-up book animations represent the substance of physical pop-up books. In this study, we first explored the categories, story designs and structure applications of physical pop-up books, then tried to understand how to implement a story into the content of a pop-up book. We used case study method to make reference between the story design and structure applications of the pop-up book animations and physical pop-up books, along with the conclusive analysis of performance characteristics of pop-up book animations. We found the following results:（1）More common grounds were found on story design approaches, which showed a regular corresponding of story design for both physical pop-up books and pop-up book animations.（2）Less common grounds were found on structure applications for both pop-up book animations and physical pop-up books, which showed the integrated analysis of the study in the structure applications of pop-up books could be provided as references for creators, who could flexibly apply based on the needs of their creating moments. (3）Pop-up book animations could be used by means of simulating real environment characteristics of the animated elements, to enhance atmosphere of the story, and could be presented through animations of hard paper in a 3D way, making it surreal for characters to look realistic, or making expression changes in the character's facial features. This research will collate the study results in the application of creating "Angel Star" animations, and compile the entire creating process and this researcher’s methods, to provide references for pop-up book animations creators in the future.

My research is located at the intersection of design and education, focusing specifically on middle and high school literature. Using educational psychology research, particularly in the areas of motivation and engagement, I have explored various ways to deliver traditional literary texts. The hope is to engage students in literature they might normally find boring. Multiple points of entry into the text was a method used in conceptualizing the solutions because it allowed readers to visualize how the text can relate to them as individuals. The solutions provided represent a small portion of what can be done in the intersection of education and design; they are only limited to the number of stories students are required to read in school.<br>text

碩士<br>臺南藝術學院<br>音像動畫研究所<br>89<br>Abstract Before the invention of computers, the reading and audio media that children might have been in contact with were either traditional picture book or animated movies. With the progress of the computer’s multimedia technology, the new media of the “interactive animated stories” brought new changes for the reading and audio style of children, and provided different models for the creators of children’s literature in creative and thinking methods. The author has certain experiences in the three media of picture book, interactive animated stories , and animation. Therefore, during the creative progress, the author continuously realized the intertwined relationship of the three, for example a lot of the movie animation content were borrowed from the traditional picture books, and even interactive animated stories based on picture books appeared. The main difference between the three are the modes that they present using “animation”: picture book is still, flat, and one-way expression, while the interactive animated stories present the story with animation full of graphics and sound effects, and the story are interactive. Compared to the traditional linear structured animation, the interactivity and time-frame break of interactive animated stories are beyond the ability of the traditional animation. The main focus of the thesis and the persona creation is through comparing the traditional picture book, animation, and interactive animated stories, the author will investigate the already published interactive animated stories, and discuss the creative characteristics of the interactive animated stories and its impact on traditional picture books and animations, supported by two works created by the author, the “Wolf” and “Kitty, the Little Cat,” in order to help the author in bringing out the characteristics of the interactive animated stories and find out the future development directions.