ABSTRACT

The study investigated children’s attitudes toward and impressions of a narrated stop-motion animation called “slowmation” and the relationship between the variables when learning with slowmation. An analogue scale and an ordinal scale were used respectively to collect children’s learning attitude and learning impression data. A total of 30 preschool children aged 5–6 participated in this slowmation activity. The results revealed that most of the children had positive attitudes when learning with the activity. Nevertheless, some boys indicated that they experienced no delight at all. Regarding the children’s impressions, the results showed that most of them highly agreed with the joyfulness and enjoyment that slowmation brought to their learning. There was a positive relationship between their delight level and their learning joyfulness and enjoyment. The findings suggest that slowmation could be utilized in a creative learning process and could also be used as an interesting learning medium. If the teacher plans the learning materials properly, children could benefit from the moving image education by slowmation.

摘要

该研究调查了儿童对称为“慢动作”的叙述性定格动画的态度和印象，以及学习慢动作时变量之间的关系。分别使用模拟量表和顺序量表收集儿童的学习态度和学习印象数据。共有30名5-6岁的学龄前儿童参与了此次慢动作活动。结果显示，大部分孩子在通过活动学习时都持有积极的态度。尽管如此，一些男孩表示他们一点也不高兴。对于孩子们的印象，结果显示，大多数孩子都高度认同slowmation给他们的学习带来的快乐和享受。他们的愉悦程度与他们的学习快乐和享受之间存在正相关关系。研究结果表明，慢动作可以用于创造性学习过程，也可以用作一种有趣的学习媒介。如果教师适当地规划学习材料，孩子们可以通过慢动作从运动图像教育中受益。