Dissertations / Theses 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.

碩士<br>樹德科技大學<br>資訊管理系碩士班<br>104<br>This objective of this study is to use focus group approach tostudy the effects of using animated electronic books (e-book) on reading motivation and creativity of young children in kindergarten. Thirty children of three to six years old in a mixed-age class were recruited. During the 1-month study period, the teaching activities using animated e-books were videotaped and recorded, and in-class observation and questionnaire were implemented to assess the change and effect of e-book teaching on children’s reading interest, motivation and creativities. The finding from this study is summarized as follows. (1) The use of animated e-books in teaching through appropriate instructional design motive children to read. (2) Teaching children via animated e-books increase children’s creativity. (3) Animated e-books better attracts children’s attention, which helps achieve the goal of effective teaching. In addition, Kindergarten teachers can use animated e-books as a multimedia tool to enhance the teaching quality so that the teaching activities are no longer limited to the traditional physical picture books. The use of animated e-books withtheir special effects and sound also help improve the teacher’s proficiencyin technology and resourcefulness of the internet information, which allows us to reach the ultimate goal of education in reading motivation and creativity. Based on results of this study, we suggest that it is feasible and necessary to adopt suitable e-book content and teaching strategies in education activities. By appropriate use of animated e-books, teachers are more likely to identifysetbacks, discuss issues with students, and finally solve the problems. This is the essence of education.

碩士<br>華梵大學<br>資訊管理學系碩士班<br>107<br>The current study was designed to explore the influence of incorporating different types of electronic picture books into English teaching on reading comprehension and learning motivation of fifth graders. The quasi-experimental design method is employed in this study, with a total of 176 students from 7 fifth-grade classes of one elementary school in New Taipei City as participants. The classes are randomly distributed into experimental group which is composed of 4 classes and control group composed of 3 classes. Animated e-picture book and PowerPoint-integrated e-picture book were used to instruct by the researcher in the experimental group and the control group, respectively, and both groups’ students participated in a 40-minute lesson once a week for 6 weeks. Pre-tests of English reading comprehension and learning motivation questionnaire were took by the students before the experiments and so do post-tests afterwards. The data were analyzed and the results are as follows. 1.The English reading comprehension of the experimental group is significantly better than the control group, especially in average-achievers and high-achievers. 2.The English learning motivation of the experimental group and the control group both improves. However, there is no significant difference in them. 3.There is a positive correlation between the student’ English reading comprehension and learning motivation of the e-picture book.

碩士<br>國立成功大學<br>外國語文學系碩博士班<br>97<br>Story reading has been attracting L2 teachers’ attention by activating learners’ creative imagination. Besides, the emergence of computerization and digitalization makes story reading in multimedia context which provides an audio and visual language input possible. However, learners may have wandering attention due to the diversity of the information from the multimedia materials (Sun & Dong, 2004). Thus, learning support, story grammar instruction in this study, is needed to facilitate the learning in the multimedia-based context. This study is to examine the effects of animated picture books and cooperative story mapping (CoSM) instruction on EFL young learners’ vocabulary learning and reading comprehension, which attempts to propose an instructional model of applying a multimedia material into traditional EFL classrooms. This study included an experimental teaching, cooperative story composing, and two questionnaire surveys. One of the questionnaires was to probe students’ attitudes toward English learning and perspectives on their English competence; the other was to investigate student’ responses to the whole CoSM instruction. The study recruited 90 fifth graders of an elementary school in the southern part of Taiwan. Besides, this study lasted for one semester, which included four English story animations instruction and a story composing. For effectively engaging a successful cooperative learning, the instructor heterogeneously grouped the students into small groups of 5-6 members based on their language proficiency levels and introduced them the concept of the story elements, including characters, settings, problems, solutions and outcomes. After the story reading with multimedia animation, students cooperatively completed the story map. Then, the instructor led a whole-class discussion for identifying story elements. Students cooperatively created a new story based on story elements after the cycles of four story reading. A pre- and post- questionnaire exploring the students’ attitudes toward English learning and perceptions on their own English competence and a post-questionnaire investigating the participants’ responses toward the CoSM instruction with animated picture books were administered. The collected data included the results of six quizzes about vocabulary and reading comprehension as well as those of two questionnaires, which were analyzed by descriptive statistics and paired samples t-test. The findings of the study were briefly summarized as follows: 1.In terms of vocabulary learning and reading comprehension, students improved their scores as implementing animated picture books combined with the CoSM instruction. It indicated that animated picture books combined with the CoSM instruction facilitated students’ English competence of vocabulary learning and reading comprehension. 2.There were differences for the performances of vocabulary learning and reading comprehension between high-EPL and low-EPL groups. Based on the scores of the four stories and the immediate posttest, low-EPL students significantly performed steady progress. However, high-EPL students did not. It implied that animated picture books combined with the CoSM instruction also facilitated lower-achievers’ English learning. 3.After animated picture books combined with the CoSM instruction, students significantly improved their attitudes toward English learning and perceptions on their English competence. It showed that animated picture books and the CoSM instruction enhanced EFL young learners’ attitudes about English learning and English competence. 4.The students responded positively to the animated picture books combined with the CoSM instruction. They expressed that animated picture books promoted their reading motivation, that story grammar instruction facilitated their vocabulary learning and reading comprehension. In addition, the students had positive attitudes toward cooperative group discussion but they held neutral attitudes about English story writing. 5.Through the instructor’s classroom observation, most of the students believed that English story writing activities improved their English competence. However, the students also had anxiety toward English story writing classes because they considered writing difficult. The results indicated that learners had a positive attitudinal change toward English learning and perceptions on their own English competence. Moreover, their vocabulary learning and reading comprehension constantly progressed as the four story animated picture books were instructed. This study was expected to be the reference of practitioners to incorporate the multimedia teaching and learning materials into the English classroom instruction.

A research report submitted to the Faculty of Humanities, University of the Witwatersrand, Johannesburg in partial fulfilment of the requirements for the degree of Master of Arts in Film and Television.<br>For this research project, I search for an approach to adaptation theory that may be better suited to adapting Manga (Japanese comics) to film. The American comic book adaptations in the last eight years have met with resounding success, and their increased number has also prompted a shift in what audiences and producers qualify as a successful adaptation. For example, 19 films that have been made by Marvel, Sony and Fox since 2008, were adapted from Marvel comics, but followed plot lines that varied greatly from that of the comics (IMDB.com, n.d). However, Manga adaptations have not met with the same level of success, and as such, I propose that a different approach might be necessary when it comes to adapting them. To do so, I discuss how Japanese Manga has been adapted by Hollywood in the past, and why those attempts have been considered a failure, the key example being that of ‘Dragonball Evolution’ (James Wong, 2008), which was based on the famous series, ‘Dragon Ball’, created by Akira Toriyama in 1984. To conclude, I propose my approach to adapting Manga and support it with a short film adaptation.<br>MT2017