文章摘要
王瑞,张丙辰,孙福旭,陈秋羽,陆蕴妍.基于ARCS的ASD儿童绘本角色设计研究[J].包装工程,2024,(10):236-246.
基于ARCS的ASD儿童绘本角色设计研究
Character Design of Picture Books for Children with ASD Based on ARCS
投稿时间:2023-12-26  
DOI:10.19554/j.cnki.1001-3563.2024.10.025
中文关键词: ARCS动机模型  ASD儿童  绘本角色  眼动实验  熵权-TOPSIS法
英文关键词: ARCS motivational model  ASD children  picture book character  eye-tracking experiment  entropy weight TOPSIS method
基金项目:江苏师范大学研究生科研与实践创新计划项目(2022XKT0363)
作者单位
王瑞 江苏师范大学 机电工程学院江苏 徐州 221116 
张丙辰 江苏师范大学 机电工程学院江苏 徐州 221116 
孙福旭 江苏师范大学 机电工程学院江苏 徐州 221116 
陈秋羽 江苏师范大学 机电工程学院江苏 徐州 221116 
陆蕴妍 江苏师范大学 机电工程学院江苏 徐州 221116 
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中文摘要:
      目的 为提升ASD儿童情绪学习动机,探究不同角色形象在基本情绪学习中的激发作用,以绘本角色造型为切入点,为绘本角色设计和干预训练提供参考。提出一种基于ARCS动机模型的角色设计研究方法。方法 首先,结合ARCS动机维度,建立了一套适用于绘本角色研究的指标体系。在文献研究的基础上,筛选出7项代表性眼动指标和1项情绪匹配数据,并利用眼动仪收集这些指标的实验数据;其次,采用熵权法计算眼动实验客观指标的权重,并使用逼近理想解法(TOPSIS)确定三大角色样本类型的综合排序。结果 研究发现,与其他类型的角色相比,在ASD儿童中,器物角色的动机反馈效果更佳,并且这几类角色对ASD儿童的眼动指标都有不同程度的影响,因此每个角色的干预效果也不尽相同。结论 将ARCS动机理论模型引入绘本角色设计中,结合眼动实验解析动机策略与角色特征元素之间的关联性,能更有效地改善干预训练中缺乏学习动机的情况;建立评价体系有助于为后续相关设计提供研究思路。
英文摘要:
      To enhance the emotional learning motivation of children with Autism Spectrum Disorder (ASD), the work aims to explore the stimulating effects of different character images in basic emotional learning and use the character design in picture books as a starting point to provide reference for character design and intervention training. Therefore, a research method for character design based on the ARCS motivation model is proposed. Firstly, a set of indicator systems applicable to picture book character evaluation was established by combining the ARCS motivational dimensions. Based on literature research, 7 representative eye-tracking indicators and 1 item of emotional matching data were selected, and the experimental data of these indicators were collected with an eye tracker. Secondly, the weights of objective experimental indicators were calculated by the entropy weight method, and the comprehensive ranking of each sample type of character was determined by the entropy weight TOPSIS method. By comparing three different types of visual stimulating characters, the overall scores and rankings of the samples were obtained. The results showed that ASD children had the most obvious motivation feedback to object characters among the three types of characters, and these types of characters had different degrees of impact on the eye-tracking indicators of ASD children, thus having different intervention effects. Introducing the ARCS motivational theory model into the design of picture book characters, combined with eye-tracking experiments to analyze the correlation between motivational strategies and character element features, can effectively improve the lack of learning motivation in intervention training, and establish an evaluation system to provide research ideas for subsequent relevant designs.
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