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研究生：	林千玉 Lin, Chien-Yu
論文名稱：	兒童對小型螢幕介面之圖像設計偏好研究 Preferences of Young Children for Small Screen Display Interfaces on Pattern Design
指導教授：	張育銘 CHANG, Yu-Ming
學位類別：	博士 Doctor
系所名稱：	規劃與設計學院 - 工業設計學系 Department of Industrial Design
論文出版年：	2010
畢業學年度：	95
語文別：	英文
論文頁數：	124
中文關鍵詞：	兒童、小螢幕、介面、偏好
外文關鍵詞：	interface, small screen, young children, preference
相關次數：	點閱：79 下載：0
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小型螢幕介面具有重量輕，易於攜帶之優點；偏好度之研究廣泛探討是為了改善使用者對設備之使用經驗；由於兒童為未來的主人，且對於圖像感到興趣，因此，圖像設計在介面研究中具有重要性，因此探討兒童對於圖像呈現在小型螢幕介面之偏好研究為一重要課題。

實驗一研究圖像之動態效果及複雜度在小型螢幕介面之偏好，分為動態效果及複雜度效果兩個因素, 動態效果分為全部動態及部分動態兩個水準，複雜度分為低複雜度，中複雜度，高複雜度三個水準，計有六個實驗樣本，受測者為幼稚園中班及大班的兒童，共計有30名兒童。

實驗二探討小型螢幕介面之使用模式，研究小型螢幕之手持方式及圖像與文字在小型螢幕介面之相關位置適配之偏好，先驗研究探討兒童偏好之小型螢幕介面手持之方式，受測者為幼稚園中班及大班的兒童，計有22名兒童；正式研究探討兒童偏好之圖文組合呈現於小型螢幕介面，分為直式呈現及橫式螢幕呈現兩個因素，直式螢幕呈現時分為文字在上方配合圖像在下方；文字在下方配合圖像在上方等兩個水準；橫式螢幕呈現時分為文字在左方配合圖像在右方；文字在右方配合圖像在左方等兩個水準，共計有四個樣本，受測者為幼稚園中班及大班的兒童，共計有30名。

實驗三探討小型圖像之外邊框設計呈現在小型螢幕介面之偏好研究，外邊框效果分為明度及寬度兩個因素，明度因素之三個水準分別為100%, 50%, 0%，寬度因素之三個水準分別為1,2,4像素，由於明度100%時,不論外邊框寬度為何,圖像具有相同呈現效果,因此受測圖像簡化成七種樣本，受測者為國小一年級兒童,共計有24名。

實驗一以Kruskal-Wallis ANOVA by ranks進行分析, 結果指出兒童偏好完全動態且高複雜度之圖像。實驗二之先驗研究採用卡方檢定,結果指出兒童對於在小型螢幕介面之方向呈現沒有顯著偏好；實驗二之正式研究採用Kruskal-Wallis ANOVA by ranks及Mann-Whitney U test進行分析，結果指出兒童在使用直式螢幕時，偏好文字在下，圖像在上之呈現模式；使用橫式螢幕時，偏好文字在右，圖像在左呈現方式。實驗三以Kruskal-Wallis ANOVA by ranks進行分析, 結果指出兒童偏好無邊框及1 像素外框圖像之呈現。

因此，由本研究可以獲知兒童偏好之動態圖像效果,圖文相對位置，小圖像之呈現效果等等。在圖像效果應用上，本研究之研究成果可以增加兒童對於圖像設計之偏好度，藉此提高吸引兒童之注意力及吸引力。本研究之結果提供給設計師在設計小型介面之兒童使用圖像效果之客觀參考。

Small screen display interfaces are increasingly light and portable. User preferences in such devices are widely investigated in order to improve the user experience. Young children are the users of the future, and are interested in pattern design. Therefore, the effect of pattern design on user interfaces is an important issue. Therefore, the preference of young children for small screen display interfaces is an important research topic.

Experiment 1 investigates the preferences of young children for the dynamic and complexity aspects of patterns presented to them on a small screen interface. This experiment is divided into two components, namely dynamic effects and complexity effect. The dynamic effect has two levels, entirely dynamic and partially dynamic. Complexity effect is categorized into three levels, namely low, medium and high complexity. Experiments 1 is performed with 30 Taiwanese kindergarten students, ranging from 5 to 7 years of age (i.e. middle and upper class students) .

Experiment 2 investigates the preferences of young children for the PDA format, whether horizontal or vertical, and defines an optimal screen layout for each format in terms of the relative positioning of the pattern and the vocabulary item. The pilot experiment investigates the preferences of young children in terms of small screen display format. The pilot experiments are performed with 22 Taiwanese kindergarten students, ranging from 5 to 7 years of age (i.e. middle and upper class students). The formal experiment investigates the preferences of young children in terms of layout for the relative position of patterns and vocabulary. The small display screen orientation factor can be divided into vertical and horizontal, and involves four interface layout arrangements: vertical display screen with pattern area at top of screen; vertical display screen with pattern area at bottom of screen; horizontal display screen with pattern area on right of screen, and horizontal display screen with pattern area on the left of screen. The formal experiments are performed with 30 Taiwanese kindergarten students with ages ranging from 5 to 7 years of age (i.e. middle and upper class students).

Experiment 3 investigates the effect of the outline brightness and width on the preference of young children for small patterns presented on a small screen. Two factors of outline effects are considered, namely brightness and width. The brightness effect is divided into three levels, namely 100%,50% and 0%, and the outline width is divided into three levels, namely 1-pixel, 2-pixel and 4-pixel. However, since all outline widths present the same pattern effect when the brightness level is 100%, only seven samples are adopted. The tests involve a total 24 students studying at in elementary schools in Taiwan, ranging from 7 to 8 years of age( ie. grade 1).

Experiment 1 utilizes Kruskal-Wallis ANOVA by ranking, while the Kruskal -Wallis ANOVA test is applied for ranking. Results of experiment 1 demonstrate that young children prefer high-complexity, dynamic patterns. The pilot test of experiment 2 utilizes Chi-square test. Results of experiment 2 demonstrate that user preferences did not significantly differ for a horizontal or vertical small screen format. The formal test of experiment 2 utilizes the Kruskal-Wallis ANOVA test for ranking, and the Mann-Whitney U test for the analysis of variance focus on ranking. The test results for the vertical format small screen indicate that the vocabulary term should ideally be positioned below the pattern. Conversely, the test results for the horizontal format small screen indicate that the vocabulary item should be positioned to the right of the pattern. Experiment 3 utilizes Kruskal-Wallis ANOVA for ranking. Result of experiment 3 demonstrate that young children prefer the objects to have either no outline at all, or at most to have a thin outline with a darker color of the same hue and saturation as the original object.

Therefore, this study concludes that understanding children’s preferences in terms of pattern effect, pattern/text arrangement and outline effect could increase their interest in and attraction to learning. The results provide objective referent values for designers of patterns for young children.

摘  要/i
ABSTRACT/iii
ACKNOWLEDGEMENTS/vi
CONTENTS/	viii
LIST OF TABLES/xii
LIST OF FIGURES/xiii

CHAPTER 1.INTRODUCTION/1
1.1 Research Background and Motivation/1
1.1.1 Using a small screen as display interface/1
1.1.2 Relevant issues of preference/3
1.1.3 Young children as users/3
1.1.4 Brief summary/6
1.2 Research Purpose/6
1.3 Research Procedure/7
1.4 Organization of the Dissertation/11

CHAPTER 2.LITERATURE REVIEW/12
2.1 Preferences/14
2.2 Interfaces/16
2.3 Young children/21
2.4 Orientation/22
2.4.1 Relative research of book orientation/22
2.4.2 Relative research of the interface orientation/23
2.5 Patterns/25
2.5.1 Effect of patterns/25
2.5.2 Relative research of small pattern/30
2.6 Chinese characters/36
2.7 Brief Summary/37

CHAPTER 3.Research Design and Results/39
3.1 Defining the participants and patterns of     the experiments/39
3.2 Experiment 1: Evaluating the preference for 
    the dynamic and complexity aspects of     patterns/42
3.2.1 Method /42
3.2.2 Participants/45
3.2.3 Materials/46
3.2.4 Procedure/50
3.2.5 Data analysis/51
3.2.6 Experiment 1 Results/52
3.2.7 The perception from the children on       experiment 1/56
3.3 Experiment 2: Evaluating the preference for   PDAs format (pilot test and formal test)/61
3.3.1 Experiment 2 (pilot test)/62
3.3.2 Equipment (pilot test)/62
3.3.3 Participants (pilot test)/62
3.3.4 Sample design (pilot test)/63
3.3.5 Experimental procedure (pilot test)/64
3.3.6 Data collection and analysis (pilot test)/65
3.3.7 The perception from the children on       experiment 2(pilot test)/65
3.3.8 Experiment 2 (formal test)/67
3.3.9 Materials (formal test)/67
3.3.10 Participants (formal test)/70
3.3.11 Nested design (formal test)/72
3.3.12 Evaluation of nested designs (formal       test)/73
3.3.13 Data collection and analysis (formal       test)/74
3.3.14 The perception from the children on        experiment 2(formal)/81
3.4 Experiment 3: Evaluating the preference for   the effect of the outline brightness and     width/84
3.4.1 Materials/84
3.4.2 Participants/93
3.4.3 Experimental Process/94
3.4.4 Experiment 3 Results/95
3.4.5 The perception from the children on       experiment 3/100

CHAPTER 4.Summary and Conclusions/104
4.1 Overview of conclusions/104
4.1.1 Experiment 1 conclusions/104
4.1.2 Experiment 2 conclusions/105
4.1.3 Experiment 3 conclusions/106
4.2 Suggestions for follow-up research /109
4.3 Recommendations for future research/110
4.3.1 For pattern category/111
4.3.2 Presentation on different screen size/111
REFERENCES/112


<LIST OF TABLES>

Table‎3-1Factors and levels of patterns of   Experiment 1/43
Table‎3-2Treatment conditions of Experiment 1/47
Table3-3Kruskal-Wallis ANOVA by ranking of   Experiment 1 for preferences/52
Table3-4 Means scores for each of the six   treatments of Experiment 1/53
Table‎3-5 Multiple Comparison p-values (2-tail) of 
  Experiment 1/55
Table‎3-6Treatment conditions of Experiment 2/69
Table‎3-7Nested design of screen interface   treatments/72
Table‎3-8Kruskal-Wallis ANOVA by ranking of   Experiment 2 for preferences/75
Table3-9Means scores for each of the six   treatments of Experiment 2/77
Table3-10Multiple Comparison p-values (2-tail)of  Experiment 2/78
Table‎3-11Mann-Whitney U test of Experiment 2 for  preference (for vertical format)/78
Table‎3-12 Mann-Whitney U test of Experiment 2 for  preference (for horizontal format)/80
Table‎3-13 Factors and levels of patterns of  Experiment 3/87
Table‎3-14Color of digital count/88
Table‎3-15Treatment conditions of Experiment 3/88
Table3-16 Kruskal-Wallis ANOVA by ranks of   Experiment 3 for preference/96
Table‎3-17 Means scores for each of the six   treatments of Experiment 3/98
Table3-18Multiple Comparison p-values (2-tail)of  Experiment 3/99

 
<LIST OF FIGURES>

Fig.‎1-1Research structure of this dissertation/10
Fig.‎2-1Scope of literature review construction/13
Fig.2-2Small display: static pattern and   corresponding English word (1)./20
Fig.‎2-3Small display: static pattern and  corresponding English word (2)./20
Fig.2-4Small display: dynamic pattern and  corresponding English word (1)./20
Fig.‎2-5Small display: dynamic pattern and   corresponding English word (2)./20
Fig.‎2-6Unframed colored object/31
Fig.‎2-7Colored object with darker hue of   outline/32
Fig.‎2-8Colored object with a black outline/33
Fig.3-1Entirely dynamic effect of pattern/44
Fig.3-2Partially dynamic effect of pattern/44
Fig.‎3-3Low-complexity style of pattern/44
Fig.‎3-4Medium-complexity style of pattern/45
Fig.‎3-5High-complexity style of pattern/45
Fig.‎3-6Entirely dynamic, low complexity/47
Fig.‎3-7Partially dynamic ,low complexity/47
Fig.‎3-8Entirely dynamic,medium complexity/48
Fig.‎3-9Partially dynamic ,medium complexity/48
Fig.‎3-10Entirely dynamic,high complexity/48
Fig.3-11Partially dynamic,high complexity/49
Fig.‎3-12Participant taking part in pattern   evaluation masked display device/50
Fig.‎3-13Plot of the mean scores for each of the   six treatments/54
Fig.‎3-14Categorized plot for the six treatments   of Experiment 1/54
Fig.3-15Black-and-white checkerboard sample/64
Fig.3-16Participant viewing checkerboard sample   design in experiment 2/64
Fig.‎3-17Nest experiment design/68
Fig.‎3-18Vertical format PDA with pattern area at  bottom of screen (VB)/69
Fig.‎3-19Vertical format PDA with pattern area at  top of screen (VT)/69
Fig.‎3-20Horizontal format PDA with pattern area  on the right of screen (HR)/70
Fig.‎3-21Horizontal format PDA with pattern area   on the left of screen(HL)/70
Fig.‎3-22Participants viewing interface layout in  Experiment 2/71
Fig.‎3-23Categorized plot for the four treatments  of experiment 2/76
Fig.‎3-24a plot of the mean scores for each of the  four treatments/77
Fig.‎3-25Categorized plot for the two treatments   of experiment 2/79
Fig.‎3-26Categorized plot for the two treatments   of experiment 2 for horizontal format/80
Fig.‎3-27Outline color: B:100%(B100)/89
Fig.‎3-28Outline color: B:50%, Outline width: 1   pixel(B50P1)/90
Fig.3-29 Outline color: B:50%, Outline width:2  pixels(B50P2)/90
Fig.3-30Outline color: B:50%, Outline width:4   pixels(B50P4)/91
Fig.‎3-31Outline color: B:0%, Outline width:1 pixel  (B0P1)/91
Fig.‎3-32 Outline color: B:0%, Outline width: 2   pixels(B0P2)/92
Fig.‎3-33 Outline color: B:0%, Outline width: 4   pixels(B0P4)/92
Fig.‎3-34Elementary school participant   participating in pattern evaluation test/94
Fig.‎3-35Categorized plot for the seven treatments of experiment 3/97
Fig.‎3-36Plot of mean scores of experiment 3/97

                                    

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