英文原文：
Evaluation of Interactive Children Book Design
The Case Study of “Little Rooster”
Zsoacute;fia Ruttkay, Judit Beacute;nyei, and Zsolt Saacute;rkouml;zi
Moholy-Nagy University of Art and Design, 1121 Budapest, Zugligeti uacute;t 9, Hungary
{ruttkay,benyei}@mome.hu, zsolt.sarkozi@gmail.com
Abstract. In spite of mushrooming of interactive books apps for kids, there is hardly any evidence on “what makes a good interactive book”. In this article we provide an in-depth analysis of design issues, and give account of the explorato- ry evaluation of experience with “Little Rooster”, an interactive book designed and implemented at our Lab, first of all for research purposes. We let 7-8 year old kids to “read” the interactive book, and/or a printed, traditional version with the same content. On the basis of analysis of the video recordings of the read- ing sessions and the interviews, we list our observations on what children found of the visual and sound design, how they used (or not) the interaction facilities for control and what strategy they followed in mixing reading and interacting. We also investigated the effect of the moving, interactive images on under- standing and remembering the narrative of the story, and on understanding con- cepts nowadays usually unfamiliar to children living in a town. We finish the article with discussing experimental methodological issues and summing up de- sign considerations.
Keywords: Interactive book, text comprehension, empirical evaluation.
- Introduction
In course of the TERENCE EU7 project we got aware of the rich potentials of the tablet as new medium for delivering reading (and other educational) materials. We started to critically look at existing apps and explore the possibilities by making interactive books in the Creative Technology Lab of MOME. We immediately noticed that the market is running ahead of the sporadic research : though the educative apps, among them interactive books are mushrooming, there are hardly any approved design principles, or empirical research on the effect of design decisions. This is no wonder, as the medium offers a richness of possibilities never seen before for creating interactive experiences.
In this article we focus on interactive books for kids (further: IB), designed for tab- lets. By the term we mean textual reading material which is enhanced with interaction facilities, to “bring to life” the illustrations (which may be additions to some illusion of aliveness). Besides the moving images, features like sound effects, music, text loud reading or even interactive typo or the inclusion of user-created content (drawing,photo, own voice recording) may enhance the “reading” experience. Next to (or fully interwoven with) the story, games and puzzles may also be offered, for fun, or to help to understand the text or test what was read or to improve skills.
In this article we give a report on the in-depth evaluation of how 7-8 year old kids used and experienced “Little Rooster”. This IB was designed and implemented at our Lab with the intention to use it as a “medical horse” to research how children react to phenomena they do not encounter in traditional books.
In section 2 we introduce the story and the design of “Little Rooster”, and the experimental setting in which it was tested. In section 3 we discuss some important results of the evaluation of usage, design, subjective experience and effect on text comprehension. We finish the article with summing up major conclusions and discussing experimental methodological issues, as well as outlining further work.
-
The Research Materials and Setting
- The Design of “Little Rooster”
We prepared for 6-8 year old kids an interactive version of a well-known Hungarian folk tale. It is about Little Rooster who finds a diamond halfpenny which is confiscat- ed by the Sultan, but finally taken back by the cunning bird. The story develops in 4 scenes, in each the Sultan is trying to torture Little Rooster to stop him from demand- ing back her halfpenny. But every time Little Rooster outwits the Sultan, and finally gets not only his halfpenny back, but takes all the treasures of the Sultan. In each of the scenes there is some characteristic movement, and objects from peasant house- holds (a well, a bread-baking oven and a bee-hive) play an important role. The text is relatively short and balanced. There are three major conflicts, each involving 2 sym- metrical situations, and each conflict is solved by the Little Rooster repeating some similar spells, till the danger is over (sip up all the water, suck up all the bees, let out all the water, let out all the bees).
After having looked at the visual and interaction design of dozens of interactive book titles fro
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Nanjing Tech University
毕业设计英文资料翻译
Translation of the English Documents for Graduation Design
学生姓名： 赵晓罡 学 号 ： 1712170224
Name ： Zhao Xiaogang Number ： 1712170224
所在学院： 艺术设计学院
College ： College of Art Design
专 业： 视觉传达设计
Profession ： Visual Communication Design
指导教师： 尹毅
Tutor ： Yin Yi
2021年4月
英文原文：
Evaluation of Interactive Children Book Design
The Case Study of “Little Rooster”
Zsoacute;fia Ruttkay, Judit Beacute;nyei, and Zsolt Saacute;rkouml;zi
Moholy-Nagy University of Art and Design, 1121 Budapest, Zugligeti uacute;t 9, Hungary
{ruttkay,benyei}@mome.hu, zsolt.sarkozi@gmail.com
Abstract. In spite of mushrooming of interactive books apps for kids, there is hardly any evidence on “what makes a good interactive book”. In this article we provide an in-depth analysis of design issues, and give account of the explorato- ry evaluation of experience with “Little Rooster”, an interactive book designed and implemented at our Lab, first of all for research purposes. We let 7-8 year old kids to “read” the interactive book, and/or a printed, traditional version with the same content. On the basis of analysis of the video recordings of the read- ing sessions and the interviews, we list our observations on what children found of the visual and sound design, how they used (or not) the interaction facilities for control and what strategy they followed in mixing reading and interacting. We also investigated the effect of the moving, interactive images on under- standing and remembering the narrative of the story, and on understanding con- cepts nowadays usually unfamiliar to children living in a town. We finish the article with discussing experimental methodological issues and summing up de- sign considerations.
Keywords: Interactive book, text comprehension, empirical evaluation.
- Introduction
In course of the TERENCE EU7 project we got aware of the rich potentials of the tablet as new medium for delivering reading (and other educational) materials. We started to critically look at existing apps and explore the possibilities by making interactive books in the Creative Technology Lab of MOME. We immediately noticed that the market is running ahead of the sporadic research : though the educative apps, among them interactive books are mushrooming, there are hardly any approved design principles, or empirical research on the effect of design decisions. This is no wonder, as the medium offers a richness of possibilities never seen before for creating interactive experiences.
In this article we focus on interactive books for kids (further: IB), designed for tab- lets. By the term we mean textual reading material which is enhanced with interaction facilities, to “bring to life” the illustrations (which may be additions to some illusion of aliveness). Besides the moving images, features like sound effects, music, text loud reading or even interactive typo or the inclusion of user-created content (drawing,photo, own voice recording) may enhance the “reading” experience. Next to (or fully interwoven with) the story, games and puzzles may also be offered, for fun, or to help to understand the text or test what was read or to improve skills.
In this article we give a report on the in-depth evaluation of how 7-8 year old kids used and experienced “Little Rooster”. This IB was designed and implemented at our Lab with the intention to use it as a “medical horse” to research how children react to phenomena they do not encounter in traditional books.
In section 2 we introduce the story and the design of “Little Rooster”, and the experimental setting in which it was tested. In section 3 we discuss some important results of the evaluation of usage, design, subjective experience and effect on text comprehension. We finish the article with summing up major conclusions and discussing experimental methodological issues, as well as outlining further work.
-
The Research Materials and Setting
- The Design of “Little Rooster”
We prepared for 6-8 year old kids an interactive version of a well-known Hungarian folk tale. It is about Little Rooster who finds a diamond halfpenny which is confiscat- ed by the Sultan, but finally taken back by the cunning bird. The story develops in 4 scenes, in each the Sultan is trying to torture Little Rooster to stop him from demand- ing back her halfpenny. But every time Little Rooster outwits the Sultan, and finally gets not only his halfpenny back, but takes all the treasures of the Sultan. In each of the scenes there is some characteristic movement, and objects from peasant house- holds (a well, a bread-baking oven and a bee-hive) play an important role. The text is relatively short and balanced. There are three major conflicts, each involving 2 sym- metrical situations, and each conflict is solved by the Little Rooster repeating some similar spells, till the danger is over (sip up all the water, suck up all the bees, let out all the water, let out all the bees).
After having looked at the visual and interaction design of dozens of interactive book titles fro
剩余内容已隐藏，支付完成后下载完整资料
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