臺灣博碩士論文加值系統

停格動畫的創作方式多元，且一直以來都有許多動畫師投入創作；在國外，停格動畫也被視為重要的輔助學習教材。隨著科技的進步，傳統的製作方法逐漸數位化，像是錄像機直接連接電腦軟體進行製作，也有專門製作停格動畫的機台，而在行動裝置上也有許多輔助創作之App；然而在創作上仍多使用實體的物件停格移動拍攝製作為主，無論是在創作或教學上，都需事前準備許多材料與配備才能進行製作與教學。
停格動畫教學雖然於國外行之有年，但國內兒童卻甚少接觸到此學習方式。有鑑於此，本研究以讓兒童輕鬆學習停格動畫，並減少老師準備工作的理念為出發點，開發實際運用之停格動畫學習應用程式，讓老師與兒童體驗製作停格動畫之樂趣。
經過文獻與相關案例探討後，本研究開發出《Motion Maker》停格動畫App，實際導入兒童教學環境中，觀察分析兒童的互動與操作行為，得到的結論有：1.停格動畫教學可適切的導入國小美勞課程，且能增加兒童學習興趣並培養兒童合作與人際關係。2.直覺的互動設計與音效回饋讓兒童操作更加順利。3.使用兒童經驗的隱喻視覺化圖像介面能使兒童操作更易上手。4.鮮豔明亮之視覺設計可快速吸引兒童目光並增添其學習興趣。5.在設計兒童使用之App時，減少階層式選單可降低兒童在使用時的心理負荷。

There are many ways to create Stop Motion Animation and many animators have been involved in the field. In other countries, stop motion animation is also considered as an important supplementary learning material. With the development of technology, the traditional procedure had been gradually digitized, such as cameras and video players which can be connected to the computer to create animation. Specific machines are manufactured for creating stop motion animation. There are also many Apps on mobile devices developed to assist creating Stop Motion Animation. However, despite creating or teaching, the current stop motion animation still needs photograph physical objects in order to produce frames. Thus, extra efforts are needed to prepare material in advance.
In other countries, it is common that applying Stop Motion Animation in teaching. But the chance for children in Taiwan to learn in this way is rare. Therefore, this research focuses on the easy learning of Stop Motion Animation for children and on reducing the loading of teachers by developing the app for the stop motion animation learning.
In this research, the researcher develops stop motion animation learning application programs《Motion Maker》. The evaluation is executed by importing into children’s learning environment to observe and analyze their interaction and operation behaviors. The conclusions are (i) It’s feasible to import stop motion animation into the art and craft class of elementary school. Children''s interest in learning is increase and cooperation and social relationships ability are developed; (ii) Children can operate more smoothly with the intuitive interactive design and audio feedback. (iii) Operating becomes more approachable when using visualized graphical metaphor interface of children''s experience; (iv) The bright and light visual design can quickly attract children''s eyes and increase their interest in learning; (v) When designing children''s application programs, decrease Hierarchical Menu can reduce the mental loading of children.

摘 要....................................i
ABSTRACT..................................................ii
目 錄......................................................v
表目錄...................................................vii
圖目錄..................................................viii
第一章 緒論................................................1
1.1創作背景與動機......................................1
1.2創作目的............................................2
1.3創作範圍與限制......................................2
1.4 論文架構與流程.....................................3
第二章 文獻探討............................................5
2.1 停格動畫...........................................5
2.1.1 停格動畫的特性.......................................5
2.1.2 停格動畫的類型.......................................6
2.1.3 停格動畫教學應用案例................................13
2.1.4 停格動畫教學應用科目................................16
2.2人機互動（Human-Computer Interaction, HCI）........18
2.2.1 使用者介面..........................................18
2.2.2 使用者介面設計原則..................................20
2.2.3 圖形使用者介面 (Graphic User Interface, GUI)........21
2.2.4 兒童使用性與介面設計相關文獻........................22
2.2.5 使用性評估..........................................24
2.3 案例分析..........................................25
2.4 小結..................................................29
第三章 創作理念與內容發展.................................31
3.1 創作理念..........................................31
3.2 創作流程與規劃....................................32
3.3 創作與設計內容考量................................34
3.4 應用程式內容設計..................................37
3.4.1 創作內容發展........................................37
3.4.2 訪談專家看法與建議..................................38
3.5 Google Play (Android Market) 應用程式發佈平台.....42
第四章 創作設計與實作....................................44
4.1 創作工具..........................................44
4.2 創作平台..........................................44
4.3 《Motion Maker》應用程式設計開發..................45
4.4 應用程式操作流程與設計說明........................46
第五章 應用程式實測與評估................................59
5.1 應用程式操作活動說明..............................59
5.1.1 活動步驟與流程......................................59
5.1.2 活動進行地點與參與對象..............................60
5.1.3 活動進行方式........................................60
5.2 使用者觀察與評估..................................63
5.2.1 應用程式操作觀察與分析..............................63
5.2.2 應用程式實測訪談結果................................65
第六章 創作修正與展示....................................70
6.1 應用程式創作修正..................................70
6.2 創作成果展示......................................73
第七章 結論與建議........................................76
7.1 創作結論..........................................76
7.2 未來研究與建議....................................79
參考文獻..................................................80
附錄一：應用程式初始設計流程規劃(專家訪談用)..............86

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