CHAPTER 5 Analysis and Discussion
5.9 Seeing-imaging-writing
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5.8 Augmented writing process
By observing participant 1, 3, and 4, we found that there were browsing, finding, thinking and writing actions in the creation process. We augment Flower’s (Flower & Hayes, 1981) writing model as shown in Fig.5-19. After browsing the elements, the user started to find elements for using. At this time, these elements were like cues to help the user explore and recall his/her long-term memory. Then when the user started to think how to use the element, it was the time that s/he generated, organized and set his/her goal for writing. The writing here is more general than Flower’s pattern; therefore, the task environment and a part of the writing process are in the writing filed.
5.9 Seeing-imaging-writing
McKim (1980) said that seeing, imaging, and drawing are interactive. We observed the particiants’ creation process and found the participants had the same behaviors with McKim’s theory. But what the participants did was writing instead of drawing. The exploration can be categorized into seeing and generalized thinking that includes conceptual, perceptual, and evaluation fields as well as the recalling behavior.
For seeing-imaging, the participants explored/saw an element and generated ideas. They evaluated their thinking and then explored/saw elements for new ideas. Imaging-writing can be found when the participant recalled and evaluated her thinking and can stimulate the participant’s imagination to develop story. A situation for seeing-writing is that the participants read their story sections and revise the sentences when they was writing. This can be found in the
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revising to read can show us writing-seeing.Fig.5-19: The process of creating a story with pictures.
Browsing elements
Thinking how to use the elements Finding elements for using
Writing
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CHAPTER 6 Conclusions
In our research, we have designed a system based on the pictures-and-attributed-notes (PAN) framework to observe the story creation process. We conducted an experiment to know how the system affects the users when they are creating a story. After analyzing the creation process with COPE, we found that the process could be divided into four sessions: browsing, finding, thinking and writing. The PAN system augments Flower’s structure of writing model, and the elements in the PAN system become hints to help the user retrieve pictures from his/her long-term memory.
In this way, the user can find and explore ideas more easily.
By comparing participants 1 and 4 and observing participant 3, four findings are worth summarizing:
1. The PAN system provides a convenient UI and reduces the user’s effort on memorizing the elements.
2. The PAN system can help stimulate user’s creativity when s/he is writing.
3. The PAN system changes the user’s process of finding and deciding to use the elements.
4. The PAN system does not change or disturb the writing process.
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In conclusion, the PAN system can assist a user in finding new elements when s/he is creating a story. Despite our analysis indicates that the PAN system can help the creation process, the design of the present study still contains limitations. The first limitation is that the style of pictures and the writing style of the attributed cards may affect the participants’ choices.
The second is the creativity ability. Because we only take divergent thinking into account and use only Guilford’s Alternative Uses Task to verify that participants have the same ability of creativity. There exists several other creativity scales for different fields, such as Remote Association Task (Mendick, 1962) for convergent thinking and The Creativity Assessment Packet (Williams, 1980) for the tendency of creativity. The last limitation is the participants’
ability of narrative; therefore, this study cannot analyze and compare the content of the participants’ stories.
In the future, we would like to further improve our system such that it can collect every user’s thinking and give them suggestions on the structure of their stories during the creation process. With these improvements, we hope that our system could be used as a platform to stimulate creativity of narrative writers and to help them construct their stories more efficiently.
In short, we hope that the system can bring to the users a joyful writing experience with endless creativity when they write a story.
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APPENDIX A (In Chinese)
Examples of Pictures and Notes in Database
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Situation
女孩需要這神奇的藥水來幫助她解決困境, 她因為某天遇到 了一個怪人, 被施了奇怪的法術 除了房間裡突然可以看到鳥 的圖案 她也變得無法說話 只好像男主角發出求救訊號 Action
男孩往女孩的嘴唇一親
牆上的鳥圖案, 突然動了起來, 飛走了, 咒語被解開了 Theme
Love Story , 真愛可以破除一切詛咒 好人幫女孩跑腿
Pictures are extracted from following books:
1. The Nutcracker. Original story by E.T.A. Hoffmann. Rewriting by Lee, Mi-Ae.
Illustration by Michail Nikolaevich Fedorov.
2. The Story of the Little Mouse from La Fontaine’s Fables. Original story by Jean de La Fontaine. Rewriting by Yim, Uh-Jin. Illustration by Lee, Kyong-Gook.
3. The Necklace of Princess Fiorimond. Original story by Mary de Morgan. Rewriting by Jo, Kyeong-Suk. Illustration by Victoria Fomina.
4. The Adventures of Little Mouk. Original story by Wilhelm Hauff. Rewriting by Han, Jeong-Ah. Illustration by Evgueny Antonenkov.
5. Aladdin and the Magic Lamp. Original story by Richard Francis Burton. Rewriting by Park, Hye-Won. Illustration by Veronique Ducreux.
Originally published by Woongjin.Com.Co., Ltd. in 2003 (Seoul, Korea). Chinese language (complex characters) copyright © Shang-ren Publishing Co., Ltd, in 2004 (Taipei, Taiwan).
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APPENDIX B (In Chinese) Analysis Data of Pre-test
1. 磚塊「
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Total ideas: 35 3. 桶子「
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Total ideas: 47 4. 鉛筆「
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Total ideas: 49
5. 鞋子「
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Total ideas: 53 6. 掛勾「
P1 P2 P3
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paper prototype [紙張]
小情書 [紙張]
拍影片 [用品]
留言 [紙張]
告白 [紙張]
區分事情的重要性 [紙張]
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Total ideas: 44 8. 迴紋針「
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Total ideas: 37
9. 球拍「
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Total ideas: 4610. 衛生紙「
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Total ideas: 43
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APPENDIX C
Analysis Data of Main Experiment (In Chinese)
Participant 1
時間 編碼 螢幕動作 測試者敘述
00:01.0 0:00:00.9 開始
00:07.0 打開word 0:00:07.2 我要點開word
00:11.0 打開圖片 0:00:10.8 然後要把圖片檔案打開
00:17.0 0:00:16.7 然後，現在開始把所有的圖片就是……一起打開.
00:43.0 C:Pt 0:00:42.7 然後我想要從第一張圖開始看 點選pic1
點選pic2
00:48.0 E:Ep 點選pic3 0:00:48.1 第一張圖、第二張圖，然後覺得第一張圖…..很快就跳過，沒有看很幾次。
00:57.0 O:Sp 點選pic4 0:00:56.5 那你看得時候有想甚麼嗎?
00:59.0 O:Sp 點選pic5 0:00:59.0 哦……現在就是逐一的在看，所以就是沒有多想……。
01:05.0 O:Sp 點選pic6 0:01:05.2 就只是先大概掃過而已。
01:56.0 O:Sp 點選 pic7~pic23
0:01:56.0 可不可以請你說一下，你在看圖檔或是這張，你在注意麼地方? 就是你看到甚麼
……
02:04.0 0:02:04.3 我覺得圖片就是色彩，就是我的眼睛對色彩很敏感，
所以就是，我會特別注意看它的顏色，就是像……，
O:Sp 點選pic24
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05:22.0 O:Dr 拖pic3至word 0:05:22.1 然後現在就是小圖的部分，就是開始從小圖開始抓到就是文字檔，對……WORD 擋
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O:Sp 觀看圖片 pic23
24:36.0 P:C 0:24:36.3 對，然後現在再看那個澎澎頭女孩，
C:Rp 因為該才有想到這個女生 E:Et 是不是可以當角色。
24:44.0 O:Sp 0:24:43.9 所以現在就是用縮圖，就是再看一下。
24:50.0 E:Ep 0:24:50.0 然後可是這個時候就想說他身上，剛才那個澎澎頭女生阿，他雖然是一個不錯 的角色可是他那一張的身上好像沒有穿紫色衣服，就是跟紫色好像串不起來。
C:Pt 所以這時候又繼續往下看。
瀏覽圖片 O:Sp 觀看圖片
pic28
25:15.0 P:C 0:25:14.7 剛才那個也是有稍微停一下，也是因為那個頭變扁，但是頭髮是澎的女孩。
25:25.0 C:Pt 0:25:24.7 所以要回去看。
25:27.0 O:Sp 瀏覽圖片 0:25:26.7 對，要回去看。
O:Sp 觀看圖片 pic43
25:45.0 P:C 0:25:45.3 然後這張圖也是因為那個澎澎頭的女生，
E:Ep 瀏覽圖片 可是這張圖也是一樣，因為跟那個紫色沒有關西，
E:Et 所以我一直在想說要不要把它變成真的角色。
O:Sp 觀看圖片 pic48
26:03.0 E:Ep 0:26:02.9 然後這張會停是因為，右邊那隻老鼠的眼睛真的是有點大，然後就覺得好像也 是
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E:Et 可以就是做接下的那個圖的敘述這樣
29:18.0 E:Ep 0:29:17.9 然後可是就是第二張圖，剛才第二張圖的時候就還沒有特別……特別的故事出來
C:Pt ，所以還是決定先往第三張圖走，然後先把圖先縮小。
O:Sca 縮小圖片
29:30.0 E:Es 0:29:30.1 然後一直想把圖縮小是因為我覺得就是一方面這樣移動的速度比較快啦，
C:Pt 然後二方面就是看小圖的話，嗯……感覺…….感覺故事線會比較快出來，
E:Et 你知道我意思嗎? 這是一種感覺。
滾動word頁 面
縮小圖片 滾動word頁 面
O:Sca 縮小圖片
30:54.0 E:Ep 0:30:54.2 然後這張圖阿，雖然就是他的場景是紫色的，
P:C 但是他的那個……那兩個人物，就是……那個女生他頭髮很長，
E:Et 所以跟澎澎頭完全合不起來，
P:C 然後那個男生就是比較年輕而且他穿的衣服也不是紫色，
E:Et 所以跟角色一也合不太起來，
C:Pt 所以那時候就在想那張圖要怎麼跟角色一或是……可能跟後來角色二的那個澎澎頭女生要
怎麼結合，
E:Et 那個時候有在想。
C:Pt 但是那個時候，還沒有想到所以就想說繼續往下面的圖，想說先把圖縮好再想故事。
滾動word頁 面
O:Sca 縮小圖片
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瀏覽圖片 O:Sp 觀看圖片
37:51.0 P:C 0:37:51.4 然後這張也會停一下，也是因為那個女生，
C:Rp 就是我剛才刪掉的兩張圖裡面好像也有這個女生，對，然後那個時候是在想這件事。
E:Ep
瀏覽圖片 O:Sp 觀看圖片
38:07.0 C:Rt 0:38:07.0 這張圖就是我剛才說的，就是…….，不是紫色這個元……，這個目的的話我還是 會選的圖，
E:Ep 因為覺得他的氛圍很好。然後這個時候就再看要怎麼用。
瀏覽圖片 O:Sp 觀看圖片
38:34.0 P:C 0:38:34.2 然後這張圖就是，剛才那張，是因為那個白色鬍鬚的人，
E:Ep 然後覺得他可能可以塑造成一個角色，因為感覺他滿搶眼的，就是他的鬍子就是白色嘛
，又拿著奇怪的東西，表情又很滑機，
C:Pt 就覺得他可能可以是一個角色，
E:Et 但那個時候可能沒想到要怎麼用，所以就是先盯著看一下，跳至下一張圖。
O:Sp 觀看圖片
39:05.0 P:O 0:39:05.1 然後這張圖也是因為那個，右邊那個，紅色的，紅色的枕頭，然後還有老鼠，
C:Rp 然後就是這個組合好像剛才有出現過，
所以剛才那張圖的時候又稍微看了一下。
O:Sp 觀看圖片23
39:21.0 P:C 0:39:21.2 然後這張就是，就是有澎澎頭的女生，
E:Ep 但是他沒有紫色的元素，
C:Pt 然後這個時候就在想說要不要把他抓出來。
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E:Et 然後那個時候不知道給河取了甚麼名子，
C:Pt 隨便，就是取了這個名子。
42:49.0 0:42:48.7 所以這個時候就是兩個顏色的國加塑造成河的兩岸，就是……兩邊的國家這樣子
。
43:00.0 E:Et 0:42:59.8 然後哪個在左哪個在右就是沒有特別的想法，就是隨便，隨機的。
43:19.0 E:Et 0:43:19.1 然後現在就是在考慮要怎麼敘述，但基本上故事的場景已經決定，就是兩個國 家這個樣子。
43:39.0 E:Et 0:43:38.9 然後這個時候就在想說，紫色王國有點土，
C:Pt 然後在想說要不要用PURPLE，
E:Et 然後想說用PURPLE的諧音中文要甚麼，然後那時候一直在PUR跟UR，然後嗯?嗯?嗯?這個
到底是甚麼，然後那個時候也是在想很久，在一個小地方想好久喔。所以現在的猶豫是 要怎麼想諧音的猶豫。
44:36.0 C:Pt 0:44:35.7 後來還是決定用紫色王國就好了。
45:06.0 E:Et 0:45:05.7喔! 那個時候有在想，紫色是紅色跟藍色就是配起來的顏色，
C:Pt 然後要不要用紅色跟藍色，
E:Et 然後後來想一想這樣好複雜喔，而且那時候還在想說那黃色要怎麼辦。這黃色到底是甚
E:Et 然後後來想一想這樣好複雜喔，而且那時候還在想說那黃色要怎麼辦。這黃色到底是甚