雙視圖像設計應用於通用遊戲圖畫書之創作研究

Abstract

相較日本、美國、德國、法國等先進國家對於視障兒童的觸覺圖畫書之發展及推廣，臺灣迄今仍處於停滯階段。故本研究運用雙視圖像設計作為通用遊戲圖畫書的內容元素之一，並結合互動遊戲機制，創作不分明盲兒童皆可讀的圖畫書。研究目的在於：（1）發展出適切的簡化圖像並運用於通用遊戲圖畫書中，讓全盲兒童學習明眼兒童之圖像符號；（2）透過通用遊戲圖畫書之可閱讀、觸讀、朗讀之特質，作為全盲兒童與明眼人間雙向溝通、互動表達之媒介，期許藉此能增進臺灣對於視障教育中圖像觸讀之啟發與重視。本研究以文獻分析法、實際參與觀察全盲兒童之繪畫教學、訪談視障生及其家長與視障教育者，以及分析既有觸覺圖畫書等方式進行，並於研究結果彙整後研擬出通用遊戲圖畫書之4項設計準則：（1）雙視圖文共存；（2）圖像簡化原則；（3）題材貼近生活；（4）文意完整具可朗讀性。於研究結論中制訂通用遊戲圖畫書之創作流程，針對雙視圖文及其形式表現提出製作之要點，並將通用遊戲圖畫書之價值分為4大面向：（1）生理：觸覺與聽覺的刺激；（2）心理：體驗圖文共存之樂趣、消弭不對等的資訊傳遞、擁有讀的主導權；（3）學習：觸覺經驗累積與能力提升、建構生活認知、建立明眼兒童圖像符號基礎；（4）社會：創造與明眼兒童互動機會、師生與親子間之橋樑、體現閱讀機會與資源的普及。最後，期許本研究結果能促進後續相關研究之發展，以達到拋磚引玉之效果。Compared with developed countries such as Japan, the United States, Germany, and France, the development and popularization of tactile picture books for blind children in Taiwan has been stagnant. Therefore, this study used visual and tactile pictures as one of the content factors of universal and interactive picture books, in combination with an interactive game system, to create picture books that can be read by blind children as well as sighted children. The research objectives were to (1) develop appropriately simplified pictures for use in universal and interactive picture books, in order to enable totally blind children to learn the same graphic symbols as sighted children; and (2) use the readability, tactility, and reading-aloud capacity of universal and interactive picture books as a medium for interaction and expression to enable two-way communication between totally blind and sighted children. Through this research, we hope to enhance inspiration toward and focus on the use of tactile graphics in education for the visually impaired in Taiwan. Methods of research included literature reviews; participant observation of painting lessons for totally blind children; interviews with visually impaired students, their parents, and instructors for the visually impaired; and an analysis of existing tactile picture books. The research results were collected and the following four design criteria were formulated for universal and interactive picture books: (1) visual images and text with tactile pictures and braille are co-existing simultaneously; (2) simplified graphics; (3) topics related to daily life; (4) and complete text and meaning that could be read aloud. This study formulated the process and main points for creating universal and interactive picture books, and divided the value of universal and interactive picture books into four main aspects: (1) physiological (tactile and audio stimulation), (2) psychological (able to experience the pleasure of the presence of braille with text and graphics, eliminate asymmetric information transfer, and have control over reading), (3) learning (accrual of tactile experience and enhancement of ability, build awareness of life, establish a foundation for the graphic symbols for sighted children), and (4) social (create interaction opportunities between blind and sighted children, build bridges between teachers and students and between parents and children, and reflect reading opportunities and ubiquity of resources). We hope that the research results herein will prompt the development of subsequent relevant research and inspire more comprehensive studies on the subject.