敘述創作電腦輔助系統 - 政大學術集成

全文

(1)國立政治大學數位內容碩士學位學程 Master’s Program in Digital Content and Technologies National Chengchi University. 碩士論文治. 政. ㈻㊫學. 敘事創作電腦輔助系統. •‧. •‧ 國. 立立Master’s Thesis. 大. n. al. er. io. sit. y. Nat. A computer-aided System for Narrative Creation. i n C hengchi U 研究生「張允泰. v. 指導教授「李蔡彥教授︾陳聖智助理教授. 中華民國一百年七月 July 2011.

(2) 敘事創作電腦輔助系統 A Computer-Aided System for Narrative Creation. 立立. 政張允泰治大. •‧ 國. ㈻㊫學. Yun-Tai Chang. 國立政治大學數位內容碩士學位學程. •‧. Master’s Program in Digital Content and Technologies,. Nat. n. al. i n U. 指導教授「李蔡彥︾陳聖智. Ch. engchi. er. io. 98462002@nccu.edu.tw. sit. y. National Chengchi University, Taiwan (R.O.C). v. 國立政治大學資訊科學系國立政治大學數位內容碩士學位學程.

(3) A Computer-Aided System for Narrative Creation. 立立. 治政大 Yun-Tai Chang 2. scchen@nccu.edu.tw. io. al. Computer Science Department1. y. sit. Nat. Sheng-Chih Chen2. •‧. li@nccu.edu.tw. er. Tsai-Yen Li1. ㈻㊫學. •‧ 國. 98462002@nccu.edu.tw. n. iv n C 2 Master’s Program in h Digital e n gContent c h i andUTechnologies National Chengchi University, Taiwan (R.O.C).

(4) 致謝終於來到寫致謝的時候，但是思緒卻亂的讓人無從開頭。回想從大三成為李蔡彥老師的專題生開始，一直到進入數位內容碩士學位學程，李老師的指導和照顧是點滴在心。這個研究是李老師跟我歷經了將近一年的討論發想，所產生的題目，決定題目的過程漫長而辛苦，但是李老師總是耐心的聽完我天馬行空的亂想並一針見血的給予建議和思考方向，讓我真正踏入並了解「研究」這塊領域。而這個研究能有如今的發展，除了李老師外，另一個重要的推手就是陳聖智老師。陳老師對此研究的實驗方法和分析，提供了許多建議和方向，讓我對質化研究和內容分析法有了更進一步的了解，而在我對自己缺乏信心時，陳老師對. 政治大指導多的超過想像，從討論題目、寫提案、做實驗到寫論文投稿研討會，甚至到生涯規劃，立立此研究的支持和認同，總讓我重新燃起希望，不斷超越更新自己的想法。兩位老師給予的. •‧ 國. 我的感激。 . ㈻㊫學. 老師們都耐心的與我討論，並且提供許多新想法、方向和幫助。再多的謝謝都不足以表達. •‧. 而在數位內容的兩年期間，要謝的人實在多不勝數，數位內容第一屆的大家、百忙抽空幫我做實驗的小麥、禮拜三、戴張、正和、政明、思采、茜茹以及做了很多次實驗腦. y. Nat. sit. 袋快要被抽乾的姿旻，如果沒有你們，這個研究也不會有這個結果。另外還有在 IMLab. n. al. er. io. 的小 Cow、阿 Zen、映似、阿衝、胖達、凱新、小蜜蜂、小顧、小愛、阿呈、Aiko、. i n U. v. Helen、鈍鈍和打逐字稿打到冒煙的多比，謝謝你們總是耐心又有愛心的聽我鬼叫和三不. Ch. engchi. 五十的崩潰，大家的毒舌安慰（當然也有很良善的啦）總是讓人好氣好笑，卻窩心的成為精神力量的來源。另外也感謝國立政治大學邁向頂尖大學計畫的部分經費支持以及上人文化事業股份有限公司的圖片，使本論文得以順利進行。還要謝謝從小到大了解並容忍我一切怪脾氣和壞個性的馬麻和姊姊，謝謝你們總是容忍我三不五十莫名的壞脾氣，總是在我哀哀大叫肚子很餓的時候會憤怒說我麻煩卻還是煮東西給我吃的馬麻，還有明明年紀比較大卻總是好脾氣的被我兇被我欺負的姊姊。最後是我們在天上的父親，我知道不管發生什麼事你都會以我為榮，並且默默支持守候，是我最終的力量與安慰。謹將此論文獻給李蔡彥老師、陳聖智老師我親愛的家人和所有幫助過我的人。謝謝你們。.

(5) 敘事創作電腦輔助系統張允泰摘要對於許多人而言︽在寫作時要寫什麼題材︾元素常另人傷透腦筋〈本研究的目的為透過設計一個輔助敘事創作的電腦系統︽來激發使用者在素材上的創造力︽以期幫助使用者創作出一個題材新穎的故事〈許多電腦輔助系統 (如 CAD, CAI, ITS 等)︽已經注意到協助創意思考的重要性〈Liu (2000) 利用電腦運算將形狀重組︽讓原本單一的形狀能延伸出許. 政治大. 多不同的形狀︽提供更多的變異性以激發使用者的創造力﹀因而本研究擬對於圖片︾文字. 立立. 等以內容為主的元素︽嘗試以 Liu 所提出的方式再生多樣的訊息﹀然而目前電腦要產生內. •‧ 國. ㈻㊫學. 容性的元素仍十分困難︽因此人們對同樣一件事物的不同的想法︽便成了提供變異內容的. •‧. 最佳資料庫︽例如︽Huang, Li, Wang & Chang (2007) 便利用腦力激盪的合作方式達成創意. io. sit. y. Nat. 學習的目標〈. al. er. 本研究針對敘事創作︽提出一個 Picture-Attributed-Note (PAN) 架構︽期望能激發使用. n. v i n Ch 者的敘事創意並協助其完成故事創作〈在激發創意的部份︽我們利用圖片︾分類�� 和筆記來 engchi U 呈現和記錄資料〈其中分類��筆記是以文字方式呈現︽我們採用 Rabiger (2000) 所提出的 Character, Location, Object, Situation, Action, and Theme (CLOSAT) 來進行分類��︽藉圖片和分類��資料的刺激︽讓使用者能對故事中各樣的元素有更多的想法或聯想︽以達到透過變異資料來激發創造力的目的〈我們以 PAN 架構為基礎實作了一個電腦輔助系統來了解系統對使用者所產生的影響︽並驗證所設計系統的有效性〈本研究邀請了四位受測者來創作故事︽其中一位在創作過程中沒有系統的輔助〈在創作完畢後︽四位受測者皆立刻觀看實施.

(6) 影音回溯來說明創作的過程〈此資料最後用內容分析法︽透過 Chen (2002) 針對電腦系統所提出涵蓋 Conceptual, Operation, Perceptual 和 Evaluation 四個構面的編碼予以分析比較〈實驗結果說明 PAN 系統能幫助激發使用者尋找元素且不會改變使用者敘事創作的過程︽同時 PAN 系統的介面設計能讓使用者能更專注於敘事創作的過程〈關鍵詞「創造力︾電腦輔助系統︾數位敘事︾人機介面︾認知過程. 立立. 政治大. •‧. •‧ 國. ㈻㊫學. n. er. io. sit. y. Nat. al. Ch. engchi. i n U. v.

(7) ABSTRACT It is difficult to find elements or topics for many people when they are writing a story. The goal of this research is to design a computer-aided system for narrative, which can stimulate user’s creativity on finding story elements. Many computer-aided systems (e.g. CAD, CAI, ITS etc.) have noticed the importance of assisting creative thinking. Liu (2000) reassembled a shape to provide different shapes for users, so their creativity can be stimulated through seeing more variables. This study uses pictures and texts as the elements and tries to use Liu’s method to reproduce more elements. However, it is difficult for computer to automatically generate pictures. 治政大Nevertheless, people’s divergent and texts that can deliver appropriate meanings and contexts. 立立 thinking is a good source for computer to leverage. For instance, Huang, Li, Wang & Chang. •‧ 國. ㈻㊫學. (2007) proposed a method to assist creative learning by brainstorming and cooperation.. •‧. In this study, we focus on narrative creation and propose a Picture-Attributed-Note (PAN). sit. y. Nat. framework to assist a writer’s creating process. We use picture and attributed notes to present. io. al. er. and record story elements and to stimulate creativity. The attributed notes are presented by texts. v. n. and in this study we utilize six attributes: Character, Location, Object, Situation, Action, and. Ch. engchi. i n U. Theme (CLOSAT), which were proposed by Rabiger (2000), to categorize the text. We attempt to stimulate user’s creativity through the pictures and attributed notes and make the user think and associate elements for his/her story.. In this study, we have implemented the PAN. framework as a computer-aided system and conducted experiments to know how a user uses the PAN system for story writing. We invited four participants to create a story, one without the PAN system. When they completed their stories, they were asked to do video/audio protocol immediately. We used content analysis to analyze the data through four main categories: Conceptual, Operational, Perceptional and Evaluation (COPE) coding system, proposed by.

(8) Chen (2002), to analyze and compare data. The analysis on our experimental results reveals that the PAN system can help stimulate user’s creativity and does not change the writer’s main creating process. In addition, the user interface of the PAN system can allow the user to concentrate more on the creating process. Keywords: creativity, computer-aided system, digital narrative, cognition process. 立立. 政治大. •‧. •‧ 國. ㈻㊫學. n. er. io. sit. y. Nat. al. Ch. engchi. i n U. v.

(9) CONTENTS CHAPTER 1. Introduction............................................................................................................ 1. CHAPTER 2. Related Work ......................................................................................................... 3. 2.1 Creativity............................................................................................................................... 3 2.2 Narrative ............................................................................................................................... 4 2.3 Computer-aided system ........................................................................................................ 7 2.4 HCI........................................................................................................................................ 7 CHAPTER 3. 政治大. System Design and Implementation ...................................................................... 9. 立立. 3.1 The elements to stimulate creativity ..................................................................................... 9. •‧ 國. ㈻㊫學. 3.2 The user interface of the PAN system ................................................................................ 10. •‧. 3.3 The structure of the PAN system ........................................................................................ 12 3.4 How to show elements in the PAN system ......................................................................... 13. y. Nat. er. io. CHAPTER 4. sit. 3.5 Implementation of the PAN system .................................................................................... 13 Experiments and Results...................................................................................... 18. al. n. v i n C h thinking ............................................................... 4.1 Pre-test: Test of the ability of divergent 18 engchi U 4.1.1 Procedure ..................................................................................................................... 18 4.1.2 Experimental Result ..................................................................................................... 19 4.2 Main Experiment ................................................................................................................ 20 4.2.1 Procedure ..................................................................................................................... 20 4.2.2 Experiment Result........................................................................................................ 21 Participant 1: without the PAN system ................................................................................. 21 Participant 2: with the PAN system ...................................................................................... 21. 1.

(10) Participant 3: with the PAN system ...................................................................................... 24 Participant 4: with the PAN system ...................................................................................... 24 Result Summary .................................................................................................................... 26 4.3 Establishing The Coding System ........................................................................................ 27 CHAPTER 5. Analysis and Discussion ...................................................................................... 29. 5.1 Participant 1’s Process of Creating a Story......................................................................... 30 5.2 Participant 4’s Process of Creating a Story......................................................................... 35 5.3 Process of Creating a Story with Pictures ........................................................................... 37. 政治大. 5.4 Finding Appropriate Pictures for Using.............................................................................. 38. 立立. 5.4.1 General Pattern of Seeing a Picture ............................................................................. 38. •‧ 國. ㈻㊫學. 5.4.2 Recalling a Picture ....................................................................................................... 39. •‧. 5.5 Deciding to Use a Picture ................................................................................................... 41. sit. y. Nat. 5.6 With and Without the PAN System .................................................................................... 43. io. er. 5.7 The Use of CLOSAT .......................................................................................................... 45. al. 5.8 Augmented writing process ................................................................................................ 47. n. v i n Ch 5.9 Seeing-imaging-writing ...................................................................................................... 47 engchi U CHAPTER 6. Conclusions ......................................................................................................... 49. References ..................................................................................................................................... 51 APPENDIX A (In Chinese) Examples of Pictures and Notes in Database ................................. 1 APPENDIX B (In Chinese) Analysis Data of Pre-test ................................................................ 8 APPENDIX C Analysis Data of Main Experiment (In Chinese) .............................................. 18 Participant 1 .............................................................................................................................. 18 2.

(11) Participant 3 .............................................................................................................................. 57 Participant 4 .............................................................................................................................. 81 APPENDIX D. Curriculum Vitae ............................................................................................. 105. APPENDIX E Conference Paper ............................................................................................. 107. 立立. 政治大. •‧. •‧ 國. ㈻㊫學. n. er. io. sit. y. Nat. al. Ch. engchi. 3. i n U. v.

(12) List of Figures and Tables Figures: Fig.2-1: Flower’s structure of the writing model. (Flower & Hayes, 1981) ................................... 5 Fig.3-1: The interaction between the UI and the user. .................................................................. 11 Fig.3-2: The PAN system’s architecture. ...................................................................................... 12 Fig.3-3: An overview of the user interface when the system begins. ........................................... 15. 政治大 buttons are shown and the user can立立 decide to hide/show different attributes. .............................. 16 Fig.3-4: (a) The group style. (b) After clicking ‘choose show content’ button, seven green. •‧ 國. ㈻㊫學. Fig.3-6: The left is the data folder panel, and right is the story writing panel. ............................. 17. •‧. Fig.4-1: Participant 1’s process of creating. ................................................................................. 22. sit. y. Nat. Fig.4-2: Participant 2’s process of creating. ................................................................................. 23. n. al. er. io. Fig.4-3: Participant 3’s process of creating. ................................................................................. 25. i n U. v. Fig.4-4: Participant 4’s process of creating. ................................................................................. 26. Ch. engchi. Fig.5-1: Participant 1’s whole process of creating........................................................................ 32 Fig.5-2: Participant 1 was browsing the pictures in the beginning of the process........................ 32 Fig.5-3: Participant 1 was seeing, dragging pictures and producing ideas for the story after browsing all pictures. .................................................................................................................... 33 Fig.5-4: Participant 1 was scaling down the chosen pictures in Microsoft Word. ....................... 33 Fig.5-5: The beginning of writing. (many operations of writing.)................................................ 34. 4.

(13) Fig.5-6: Reviewing pictures and associating pictures to find the characters. ............................... 34 Fig.5-7: Participant 1 was dragging pictures into Microsoft Word to represent her story. .......... 35 Fig.5-8: Participant 4’s whole process of creativity. .................................................................... 36 Fig.5-9: Participant 4 was browsing the pictures in the beginning of the process........................ 36 Fig.5-10: The process of participant 4 of finding, dragging elements and writing. ..................... 37 Fig.5-11: The process of creating a story...................................................................................... 38 Fig.5-12: The participants’ processes of finding appropriate pictures. ........................................ 39. 政治大 Fig.5-13: Participant 1’s process of recalling a picture. ............................................................... 40 立立 •‧ 國. ㈻㊫學. Fig.5-14: Participant 4’s process of recalling a picture. ............................................................... 41 Fig.5-15: Participant 1’s process of deciding to use a picture. ..................................................... 42. •‧. sit. y. Nat. Fig.5-16: Participant 4’s process of deciding to use a picture. ..................................................... 43. n. al. er. io. Fig.5-17: Participant 3’s process of finding elements. ................................................................. 45. i n U. v. Fig.5-18: The process of finding the element. .............................................................................. 46. Ch. engchi. Fig.5-19: The process of creating a story with pictures. ............................................................... 48. Tables: Table 4-1: The creativity index of participants measured by Guilford’s Alternative Uses Task. 19 Table 4-2: The results of comparing participants’ creativity. ....................................................... 20 Table 4-3: The conditons and results of participants. ................................................................... 27 Table 4-4: Coding system for the main experiment...................................................................... 28 5.

(14) Table 5-1: The difference between participants............................................................................ 29 Table 5-2: The statistics of coding of participant 1 and 4............................................................. 44. 立立. 政治大. •‧. •‧ 國. ㈻㊫學. n. er. io. sit. y. Nat. al. Ch. engchi. 6. i n U. v.

(15) CHAPTER 1 Introduction. Creativity has gathered much attention in recent years. Researchers have investigated issues about creativity from many different aspects, such as what is creativity (Guilford, 1950; Young,. 政治大 to stimulate creativity (Khatena,立立 1975; Stein, 1975; Woodman, Sawyer, & Griffin, 1993; 1985; Boden, 1998), where to find creativity (Csikszentmihalyi, 1988; Amabile, 1996) and how. •‧ 國. ㈻㊫學. Keeney, 1996; Maher, Bonnardel, & Kim, 2010). Creativity is also closely related to design, as noted by Gero (1990): “Design is a goal-oriented constrained, decision-making exploration and. •‧. learning activity…”. Creativity can be found in decision-making exploration, which is a step that. Nat. sit. y. gives computers a foundation to help people search their thinking in mind or induce further in-. n. al. er. io. depth thinking. There exist many computer-aided systems (e.g., CAD, CAI, ITS etc.) that have. i n U. v. been designed to stimulate creativity in the applications of design and education.. Ch. engchi. Similar to creativity, a great deal of research has also been done on narratives. The research includes finding narrative structures (Propp, 1968; SB Chatman, 1980; S Chatman, 2006; Jones & McBeth, 2010) and how to tell a good story. In recent years, since computer becomes a new media for narration, some computer-aided systems have been developed. As a result, digital narrative has been a new field of study attracting much attention. Researchers in Communication often focus on how to use tools to create a story with good narratives creativity while the researchers in Computer Science attempt to make computer generate stories 1.

(16) automatically. However, not many studies have been found on stimulating creativity with computer-aided narrative even though creative storytelling has attracted considerable attentions since late 1900’s. Whether a story is good or not is related to its elements and the ways that they are expressed. J. K. Rowling, the author of the best-selling novel “Harry Potter”, is successful because of the carefully chosen story elements and her unique writing style on hero stories. In other words, element creation and selection is one of the most important issues for telling a story. When we tell a story, we often face questions like: what elements should I use? What the next action should be? Should I add a new element? What should be added in? Therefore, how to. 政治大. provide inspiration during story authoring is of the most crucial.. 立立 •‧ 國. ㈻㊫學. In this work, we propose to develop a computer-aided storytelling system, named PAN. •‧. (Pictures-Attributed-Notes) that is used to stimulate users’ imagination by providing pictures and attributed notes. In view of the preceding research purpose, the major research issue to be. y. Nat. io. sit. addressed in this study is as follows: Is it effective to use pictures, attributed notes as a. er. framework to stimulate creativity? It is hoped that by answering these questions through the. al. n. v i n Cthe PAN framework, we can contribute to of how to stimulate creativity in the h eunderstanding ngchi U creation of a story.. 2.

(17) CHAPTER 2 Related Work. In this chapter, we are going to introduce some work about creativity, narrative, computer-aided. 政治大 topics. For example, Kozbelt, Beghetto and Runco (2010) summarized creativity into 10 theories, 立立 system and human computer interface. But all of these fields have many studies on different. •‧ 國. ㈻㊫學. showed study on creativity from developmental, psychometric, economic, and many other fields. Since it is impossible to talk about all the work and take all constraints into consider here,. •‧. following the study will introduce only the studies that this work is based on.. n. al. er. io. sit. y. Nat. 2.1 Creativity. i n U. v. Writing a story is a creative process because the writer has to find elements from his/her memory. Ch. engchi. or by imagination and then arrange them into a sequence of events. Guilford (1957) classified thinking into two different ways in the process of creativity: convergent thinking and divergent thinking. Divergent thinking is the basis of creativity since a divergent thinker could generate many possible solutions when s/he came across a problem while a convergent thinker usually discovers and chooses a rational solution from his/her thinking. Besides, Mendick (1962) also indicated that creativity usually comes from association. When a person associates diverse things rationally and no one thought of the relation before, it is the creativity of the person. Therefore, creativity is influenced by divergent elements (Guilford, 1957; Mendick, 1962; De Bono, 1999; 3.

(18) Rossmann & Fink, 2010), and people use divergent thinking as associative elements to do associative activities, in which creativity often results.. On the other hand, much research formulates creativity as a system model, with which researchers ask no more what but where creativity is. Csikszentmihalyi (1988) thought that we can not only consider creativity itself, but also need to include domain (culture), field (society), and person (family background). Therefore, he proposed a system model of creativity, which includes three factors: domain, field and person. These factors form a cycle and affect each. 政治大. other: a person may be interested in a specific domain; the domain can give him some existing. 立立. information; the person could provide some new ideas from the existing information to the field;. •‧ 國. ㈻㊫學. and the field could simulate inspiration of the person. Based on Csikszentmihalyi’s concept,. •‧. brainstorming and collaboration become a method to expand the field of divergent thinking (Osborn, 1963; Wang, Cosley, & Fussell, 2010). These studies are the basis of this research on. n. al. er. io. sit. y. Nat. creativity.. 2.2 Narrative. Ch. engchi. i n U. v. Writing is a kind of narrative. The question of how a writer writes a story has attracted much attention in the field of the cognitive science. Flower (Flower & Hayes, 1981) utilized protocol analysis and found a structure of the writing model (Fig.2-1). She used three main parts: Task environment, Writing process and The writer’s long-term memory to explain a writer’s thinking process. In Fig. 2-1, we can see that in the task environment, a writer has a topic to write, and in the writing process, s/he usually develops his/her story by planning a goal or an idea from his/her long-term memory and tries to translate it to a sentence and then continues evaluating and. 4.

(19) revising it. The model has explained what a writer does and thinks while s/he is writing and provided a good example of analysis for us.. TASK ENVIROMENT THE RHETORICAL PROBLEM. TEXT PRODUCED so FAR. Topic Audience Exigency. Knowledge of Topic, Audience, and Writing Plans. PLANNING. TRANSLATING. ORGANIZING. REVIEWING. EVALUATING. •‧. GENERATING. THE WRITER'S LONGTERM MEMORY. WRITING PROCESS. ㈻㊫學. •‧ 國. 立立. 政治大. Nat. REVISING. MONITOR. n. al. er. io. sit. y. GOAL SETTING. Ch. engchi. i n U. v. Fig.2-1: Flower’s structure of the writing model. (Flower & Hayes, 1981). A good storyteller usually needs good inspiration during the story construction process. Good inspiration comes from the storyteller’s past experience as well as the surrounding materials that might stimulate imagination. Rabiger (2000) proposed a method to systematize the stimulating materials, called CLOSAT CARD. The storytellers write down their interpretation of a picture through six attribute elements: character, location, object, situation, act and theme. These cards are collected regularly and used at any time when they need inspiration for writing a 5.

(20) story. It is a helpful method to collect, store up, review and classify our imagination when we see a picture. In this work, we have adopted the CLOSAT attributions as an important ingredient in our system.. Photographs, pictures and text are important elements for storytelling (Brilliant, 1984; Nodelman, 1990; Shen & Biberman, 2010). These elements could help people present a story in a more fascinating way and help the audience imagine the context and atmosphere of the story. McKim (1980) proposed seeing-imaging-drawing as a framework of visual thinking, which. 政治大. explained that visual thinking can stimulate creativity. Therefore, it is crucial to provide visual. 立立. objects to enhance creativity in the process of creating a story.. •‧ 國. ㈻㊫學 •‧. Forster (1985) defined story as a statement of many events arranged by time. His thoughts about story are considered the most profound concepts till now. Michael and Phoebe. y. Nat. io. sit. (1999) said that telling a story is our natural ability and proposed it as an intelligence called. er. “Narrative Intelligence (NI).” Michael also mentioned that NI can influence many fields such as. al. n. v i n C h (1968) proposed art, drama, and humanistic AI, etc. Propp that a move is a basic unit of a engchi U folktale and a move can be composed by 31 functions after he had analyzed more than 150 folktales. Propp also pointed out six methods that can be used to recompose moves into a folktale. This structure could be a good resource to improve NI.. 6.

(21) 2.3 Computer-aided system Because of the rapid development of information technologies, computer has become more involved in the process of creating contents by people or by computer itself in a digital form. The applications of computer-aided systems in stimulating creativity have already been developed for several fields. For example, computer-aided design systems use decomposing/reconstituting elements and transforming/exploiting procedures to help creative process (Liu, 2000; Xu, Li, & Su, 2009). Unlike shapes, most documents contain only texts, photographs, and figures; and, therefore, cannot be used to stimulate creativity simply by deformation. Some researchers collect. 政治大. various kinds of thinking from others as a source of content variation (Nakakoji, Yamamoto, &. 立立. Ohira, 1999; Huang, Li, Wang, & Chang, 2007) in order to facilitate brainstorming. Computer-. •‧ 國. ㈻㊫學. assisted creative thinking has been explored in the applications of education and design, but not. •‧. much in narrative yet. The majority of research in computer-aided narrative has focused on. y. Nat. supporting the creation process. For example, computer systems are designed to let people. er. io. sit. arrange plots presented by digital photographs, digital pictures, or texts written by users (Brna, Martins, & Cooper, 1999; Balabanovi , Chu, & Wolff, 2000; Landry & Guzdial, 2006). Most. al. n. v i n work asked user to prepare the figures C byh themselves, buti inU e n g c h our system, we will provide pictures and text from others to stimulate the user’s creativity.. 2.4 HCI A good user interface can allow a user to concentrate on more his/her creative process. Nakakoji, et al. (1999) designed two systems to support collective creativity in design by using visual images. The IAM-eMMa system (Nakakoji, et al. 1999) lets the user specify his requirement, and the system can choose appropriate pictures automatically. The EVIDII system allows users to 7.

(22) conduct surveys on some adjectives of pictures defined by other users and then displays the results of surveys in 2D or 3D spaces. Nakakoji pointed out that EVIDII was more welcomed than IAM-Emma in their experiments. In addition, they think deriving a system needs to be based on the following elements: contextualized, respectable, trustful, and enabling appropriation. Shneiderman (2000) proposed four phases when designing a user interface to support innovation. They are collect, relate, create and donate. The four phases came from some beliefs: new knowledge is built on previous knowledge; powerful tools can support creativity; refinement is a social process, and creativity work is not complete until it is disseminated. This. 政治大. research also provides important insights for the design of our system.. 立立. •‧. •‧ 國. ㈻㊫學. n. er. io. sit. y. Nat. al. Ch. engchi. 8. i n U. v.

(23) CHAPTER 3 System Design and Implementation. In order to help a writer find elements for story writing, this study would like to design a system to stimulate writer’s creativity. The challenges of designing such a system include: (1) how to. 治政 stimulate creativity, (2) how to design a good user interface大 that does not bother the user. The 立立. main goal of this study is to help a writer associate/find more ideas and reduce the effort about. •‧ 國. ㈻㊫學. doing so. To achieve this goal, we design the system based on the knowledge that we have. •‧. collected in the literature.. sit. y. Nat. n. al. er. io. 3.1 The elements to stimulate creativity. i n U. v. It is always easier to think and associate things by concrete objects instead of thinking by nothing. Ch. engchi. but ourselves. To design a system that can stimulate a user’s creativity when s/he is writing a story, we have two hypotheses of the system as listed below: 1. Pictures and other people’s thinking will stimulate the imagination field and range. 2. Attributed information is effective in creative thinking.. Our system provides two types of elements: picture and text. A picture can take more attention than a text at the first glance. And the contents of picture and text are expressed in different ways. A picture can provide many things such as color and shape while text can be used 9.

(24) to describe detailed things. Pictures and text have their own advantages and disadvantages and are complementary with each other.. In order to make use of pictures and text related to them in our system, we have to collect these story elements first. We have chosen 50 pictures extracted from 5 different picture books as a part of elements and invited people to write attributed notes. Attributed note is a way to classify elements of a story or even a picture. When a writer is writing a story, s/he would seek different elements such as location and character, the writer would also find objects or actions from a. 政治大. picture. In our system, we use Character, Location, Object, Situation, Action and Theme. 立立. (CLOSAT) as the attributes for the notes. To collect the CLOSAT cards, five people were. •‧ 國. ㈻㊫學. invited and each of them was assigned ten pictures and wrote their thinking of CLOSAT for. •‧. every picture with computer. Except colleting the CLOSAT cards of pictures, we also observed their procedure and applied it as the sub-categories of our coding system. This study will. y. Nat. n. er. io. al. sit. illustrate it in more detail in section 4.3.. C hsystem 3.2 The user interface of the PAN. engchi. i n U. v. For user interfaces supporting innovation, Shneiderman (2000) has developed a framework called Genex that contains four phases: Collect, Relate, Create, Donate. Our system was designed based on the Collect and Create phases of the Genex framework. The Relate and Donate phases that are used to consult with peers and disseminate the result are temporarily ignored in this work. We expect to implement them in the system by linking to the Internet and an online forum in the future.. 10.

(25) In the Collect phase of Genex, the system should make the user learn from previous works stored in libraries. For our system, it means to show the user the pictures and related texts in a panel called idea exploring. The Create phase contains explore, compose and evaluate possible solutions, and it is implemented with a data buffer panel and a story writing panel in our system. Data buffer is a panel for a user to collect elements that s/he would like to use; the user can arrange the chosen elements to explore, compose, or evaluate his/her thinking, or use it as a memory buffer. The story writing panel is a panel for writing the story. By these panels, the main process exercised by a user in the system is called exploring-collecting-writing, and the user can. 政治大. go back and forth in the process. The interaction between the user and the UI are depicted in. 立立. Fig.3-1.. •‧. •‧ 國. ㈻㊫學 Arrange data. io. al. n. User's mind activity. y. Write. sit. Collect data. i n U. v. Read information or C h e n gConstructure chi write down thinkings of the story data Idea exploring panel. Complete the story. er. Explore data. Nat. User's activity. Data buffer panel. Story writing panel. Fig.3-1: The interaction between the UI and the user.. 11. View the story.

(26) The goal of the idea exploring panel is to show elements to give the user stimulations when s/he is exploring. When s/he finds an interesting data item, s/he can put it into the data buffer panel for subsequent uses. The user reads and generates new ideas in both two panels. Then s/he begins to arrange data, organize his/her thinking, elaborate, and write story in the story writing panel. When developing a story, the user may go back to the idea exploring panel if s/he needs a new idea or to the data buffer panel to recall her previous thinking. The relationship of the three panels becomes a loop through the user’s activities.. 政治大. 3.3 The structure of the PAN system. 立立. The structure of the PAN system contains model, listener and display view. As Fig.3-2, in the. •‧ 國. ㈻㊫學. beginning, the system gets the data from database, sets the display through layout, and shows the. sit. Note. n. al. Attributes. er. io. Showed Data. y. Model. Nat. System's Architecture. •‧. elements in the idea exploring panel.. Layout. Ch. eListener ngchi Show Attribute. i n U. v. Save. Display view Idea Exploring Panel. Data Buffer Panel. Writing Story Panel. Fig.3-2: The PAN system’s architecture. 12. Data Base.

(27) The attributes module controls the different types of elements (CLOSAT and picture) to be used in the display. When the user changes the types of elements, the shown data would change through the setting of the show attribute. The user can also write and save notes into the database as new elements. The display view module contains the three main panels mentioned above.. 3.4 How to show elements in the PAN system Fifty pictures and their related CLOSAT notes were collected for the current implementation of. 政治大. the PAN system. With such an amount of elements or more, how to show them in the idea. 立立. exploring panel is an important issue. Our system uses arrange and group as the two ways to. •‧ 國. ㈻㊫學. show elements. The arrange way, the default in the PAN system, is to show elements in some. •‧. predefined order (such as alphabetical). Since pictures are more attractive at the first glance, the. y. Nat. system shows only pictures in the beginning. The group way shows a single picture and its. n. al. er. io. same time.. sit. related CLOSAT notes at the same page. So the user can see the picture and read the notes at the. Ch. engchi. i n U. v. 3.5 Implementation of the PAN system In this study, we have implemented the PAN system with the ideas mentioned above. The overview of the PAN system is shown in Fig.3-3. The frame that contains many pictures is the idea exploring panel; and the frame at lower left, called My folder, is the data buffer panel; the lower right frame with a writing story label is the story writing panel.. 13.

(28) Since we want the participants to focus on exploring data in the beginning, the idea exploring panel is maximized when a new session starts. In the idea exploring panel (see Fig.34), the top is an area for command buttons. When user clicks the second or third button, he can choose to show the data items by arranging them in one of the two ways: arrange and group. The ‘Arrange’ button is the default style. Pressing this button shows only pictures while pressing the ‘Group’ button shows one picture and its CLOSAT cards together (Fig.3-4.a). After pressing the leftmost button, named ‘Choose show content’, seven green buttons will show up on the second line. These green buttons are corresponding to pictures and CLOSAT notes. The user can. 政治大. choose the kind of attributes that they would like to see or hide by clicking on these green. 立立. buttons (Fig.3-4.b).. •‧ 國. ㈻㊫學 •‧. The data item itself can be a button. Through double-clicking on it can show the related CLOSAT cards as in the case of pressing the ‘group’ button (Fig.3-5.a). There are also some. y. Nat. io. sit. buttons for data items. Clicking the button on the top-left can show a note panel that allows the. er. user to write down its annotation with CLOSAT attributes (Fig.3-5.b). The system stores the. al. n. v i n C h button. The userUcan click the second button to zoom inputted note after the user clicks the ‘save’ engchi. the picture to a specific size (Fig.3-5.c). It is a simple way to make the picture larger, and the user can also scale the picture by dragging it with the right mouse button.. Fig.3-6 shows the data buffer panel (called “My Folder” in the user interface), which is a simple panel for the user to store data that they have collected for constructing a story. The story writing panel consists of a scrollable image bar and a panel for text editing. The user can drag. 14.

(29) pictures into the image bar to make them into a sequence as the plot of the story. They can then write down the pieces of a story and repeat the process until the completion of the story.. Most of the time the user uses only the mouse to operate the system. Through the left click one can drag, move, and choose elements. The user can also scale every element in the system by right clicks. The scale operation allows the user to take a clearer view at the details of the data. The layout of the three main panels can also be customized.. 立立. 政治大. •‧. •‧ 國. ㈻㊫學. n. er. io. sit. y. Nat. al. Ch. engchi. i n U. v. Fig.3-3: An overview of the user interface when the system begins.. 15.

(30) 立立. (a). 政治大 (b). •‧ 國. ㈻㊫學. Fig.3-4: (a) The group style. (b) After clicking ‘choose show content’ button, seven green. •‧. buttons are shown and the user can decide to hide/show different attributes.. n. er. io. sit. y. Nat. al. Ch. engchi. (a). i n U. v. (b). 16.

(31) 立立. 政治大 (c). •‧ 國. ㈻㊫學. Fig.3-5: (a) Showing related text of a picture when user double-clicks it. (b) The note area. (c). •‧. After clicking the second button of the data item, the picture is larger than others.. n. er. io. sit. y. Nat. al. Ch. engchi. i n U. v. Fig.3-6: The left is the data folder panel, and right is the story writing panel. 17.

(32) CHAPTER 4 Experiments and Results. To verify that the PAN system can help stimulate user’s creativity and find ideas for writing a story, we have designed a pre-test and a main experiment in this study. The main goal of pre-test. 治政 is to find participants whose level of divergent thinking has大 no significant difference, and then 立立 these participants would be invited to take part in the main experiment.. •‧ 國. ㈻㊫學 sit. y. Nat. 4.1.1 Procedure. •‧. 4.1 Pre-test: Test of the ability of divergent thinking. n. al. er. io. We designed a pre-test to find participants whose ability of divergent thinking is about the same.. i n U. v. In the literature, there are several ways to evaluate a person’s creativity. Since our system uses. Ch. engchi. pictures and text cards to stimulate user thinking, we choose to use Guilford’s Alternative Uses Task to assess participants’ creativity (Guilford, Christensen, Merrifield, & Wilson, 1978). Guilford’s test asks participants to list as many ways of usage as they can for a daily object. The collected test data are analyzed from four aspects: originality, fluency, flexibility and elaboration.. There are six participants and ten daily objects in this experiment. We have invited six participants with different backgrounds but about the same age. The ten daily objects were: brick, car tire, barrel, pencil, shoe, hook, notepaper, paper clip, racket, and tissue paper. They 18.

(33) were given the names of these objects one by one and asked to write down what they thought for each object in two minutes. We use originality, fluency, flexibility and elaboration to analyze the data and sum up the scores for each aspect; the score is then used as the creativity index of each participant.. 4.1.2 Experimental Result Table 4-1 shows the creativity indexes of the six participants for each object. To know if a pair of participants whose creativity level is about the same, we also compare all pairs of participants as show in Table4-2.. 立立. 政治大. •‧ 國. ㈻㊫學. Table 4-1: The creativity index of participants measured by Guilford’s Alternative Uses Task.. 4. 18. 23. 22. 11. 15. 5. 6. y. 3. 17. Car tire. 25. Barrel. 31. a12l. Pencil. 25. 17. Shoe. 27. 18. 19. Hook. 28. 16. Notepaper. 29. Paper clip. io. Brick. sit. Nat. Objects. 2. 14. er. 1. •‧. Participant. 14 13. 19. 21. 27. 17. 26. 15. 20. 17. 21. 15. 10. 9. 14. 27. 14. 11. 29. 12. 15. 19. 12. 15. Racket. 30. 8. 13. 23. 21. 24. Tissue paper. 28. 11. 14. 26. 19. 11. n. 13. 15. Ch. 20. 19 i e 15 n g c h 26U. v ni. We use The Wilcoxon Rank Sum Test to find the participants whose ability of divergent thinking are about the same. The result in Table 4-2 indicate that no significant difference exists 19.

(34) among participant 2, participant 3, participant 5, and participant 6 (P >= 0.05, two-tailed test). These four subjects were then invited to take part in the main experiment.. Table 4-2: The results of comparing participants’ creativity. Participant 1. 2. 3. 4. 5. 1. -. 2. 4.33e-05. -. 3. 7.58e-05. 0.247*. 4. 0.012. 0.0001. 5. 0.0003. 0.143*. 0.853*. 0.015. 6. 7.58e-05. 0.481*. 0.684*. 0.005. -. 政0.002 治 - 大 -. ㈻㊫學. 0.529*. al. er. io. sit. y. Nat. 4.2 Main Experiment 4.2.1 Procedure. -. •‧. •‧ 國. 立立. 6. v. n. We invited the four participants that we had found in the pre-test to participate in the main. Ch. engchi. i n U. experiment. In the main experiment they were asked to write a folktale with computer in one hour, all of them are given the same set of 50 pictures for inspiration of ideas. But one of the four particiants was asked to use Microsoft Word and general software packages in MAC: Finder and Preview.app to assist the process of creating a story. The other three participnats used our PAN system during the experiment. Immediately after they finished the task, they were asked to do protocol analysis.. 20.

(35) 4.2.2 Experiment Result Participant 1: without the PAN system Participant 1 spent around 1 hour and 52 minutes to complete her story without the PAN system. Her creating style belongs to the category of telling a story from pictures; that is, her story was highly related to the pictures. In the story, she wrote 1254 words (in Chinese) and chose 11 pictures to present the underlying story. Fig.4-1 shows the snap shots of the screen in the process of creating. In the beginning of the process, she browsed all the pictures, and chose some pictures she would like to use and dragged them to Microsoft Word. After chosing pictures, she. 政治大. started to write her story for a while but bothered by the cumbersome of scrolling a panel in. 立立. Mircrosoft Word. Thus, after a while she decided to delete all the pictures she had chosen and. •‧ 國. ㈻㊫學. just wrote. She added pictures afterward when she finished the story.. •‧ sit. y. Nat. Participant 2: with the PAN system. io. er. Participant 2 spent 1 hour and 44 minutes to create a story with the PAN system. Evelen pictures. al. were chosen to present the 1375 words in Chinese. Fig.4-2 is her process of creating. Participant. n. v i n C in the beginning and 2 browsed the pictures and the text cards h e n g c h i U then started to write her story. Her behaviors of writing and choosing pictures alternated in the process. The relationship between the pictrues and her story were more abstract compared to Participant 1. For example, she chose a picture to present the feeling of boisterousness but the character or the place was not directly related to her story.. 21.

(36) 立立. 政治大. •‧. •‧ 國. ㈻㊫學. n. er. io. sit. y. Nat. al. Ch. engchi. i n U. v. Fig.4-1: Participant 1’s process of creating.. 22.


(38) Participant 3: with the PAN system Participant 3 spent 1 hour and 33 minutes on writing the story. The participant did not choose any picture and totally wrote 669 words in Chinese. Fig.4-3 shows the snap shots of the screen in the process of creating. Like other participants, participant 3 browsed pictures and text cards in the beginning but he wrote some notes for CLOSAT, which is different from the other participants. When he was browsing the pictures or reading a text card, he made assosication in his memory, wrote it down, and then attributed his thinking by CLOSAT. After collecting all ideas, he started to utilize and combine all these ideas to complete his story. No picture was. 政治大. chosen to present the story because the participant thought that it was hard to associate the. 立立. pictures with his story. (The pictures’ style were cartoon while his story is more modern.). •‧ 國. ㈻㊫學 •‧. Participant 4: with the PAN system. y. Nat. Participant 4 took around 1 hour to develop his story. There are 14 pictures to present his story. er. io. sit. that contains 1176 words in Chinese. Fig.4-4 shows the screen snapshots in the process of creating. Participant 4 used only pictures to help him develpe his story. In the beginning, he. al. n. v i n browsed the pictures, and chose someC pictures he would use, and then dragged them h e nhegthought chi U to the My Folder panel for further examination. Then he dragged one picture he decided to use to. the Writing Story panel and scaled up the picture in My Folder panel to see more details. Like participant 1, participant 4’s creating style was telling a story from pictures. Participant 4 alternatively switch between seeing pictures and writing story during the process.. 24.


(40) 立立. 政治大. •‧. •‧ 國. ㈻㊫學. n. er. io. sit. y. Nat. al. Ch. engchi. i n U. v. Fig.4-4: Participant 4’s process of creating.. Result Summary Table 4-3 shows the conditions of participants and the results. Participant 3 typed 1185 words in the whole creation process, which include 669 words for story and the remainder for his ideas. We observe that participant 1, without the PAN system, produced about the same amount of words for a story as the others but spent more time.. 26.

(41) Table 4-3: The conditons and results of participants. Gender Use PAN Pictures Num Words Num Participant 1 F. Time. 11. 1254. 1h52mins 1h44mins. Participant 2 F. V. 11. 1375. Participant 3 M. V. 0. 669+516(ideas)= 1h33mins 1185. Participant 4 M. V. 14. 1176. 1h. 4.3 Establishing The Coding System. 政治大. Since creativity is demonstrated in the process of problem solving, it is important to analyze the. 立立. process of how a participant creates a story. It is difficult to directly compare the story contents. •‧ 國. ㈻㊫學. due to the narrative abilities of the participants may be different. Therefore, we use the research method of content analysis to analyze the process of story creation.. •‧ y. Nat. io. sit. For the encoding system, researchers have published several models of design process. Chen. n. al. er. (2002) took the operation of the computer into consideration, and developed Purcell and Gero’s. Ch. i n U. v. model (1998) into four categories of fields: conceptual, operational, perceptual, and evaluation,. engchi. as a means to analyze the cognitive process of using computer media. To establish the subcategory, we recorded the behaviors of the people who wrote the CLOSAT cards. Through the observation of their processes, we found that the behaviors include seeing, associating, recalling, evaluating, producing, writing, revising, scaling, and dragging when they were writing with the PAN system. We adopt Chen’s structure to map out the behaviors we have observed and established our coding schemes as shown in Table 4-4.. 27.

(42) The conceptual field represents the category of behaviors observed when the user generates new ideas or recalls an element. There are four sub-categories: Pt, Dp, Rp and Rt in this field. The operational field is used to represent user’s operations on the system and actions. These system operations include Dr, Sca, W, and Re while the user’s actions include seeing a specific picture or text card in the system (Sp, and St). The user may be attracted by a picture or text card because the picture’s features or the text. Therefore, we use the attributes of CLOSAT as the subcategories of the perceptual field. When the user makes a description of a picture, a text card, his/her thinking, or the system, the behavior is considered as an evaluation. Therefore, we have. 政治大. designed four sub-categories in the evaluation field: Ep, Etxt, Et and Es.. 立立 •‧ 國. ㈻㊫學. Table 4-4: Coding system for the main experiment. Definition. Recalling a picture. Recalling a thinking. Seeing a picture. Seeing a text card. Dragging an element to another frame. Scaling an element by moving the mouse. Writing the story. Revise the story. Associating a character. Associating a location. Associating an object. Associating a situation. Associating an action. Associating a theme. Evaluating a picture. Evaluating a text. Evaluating a thinking. Evaluating the system.. y. sit. er. al. n. Evaluation. Rp Rt Sp St Dr Sca W Re C L O S A T Ep Etxt Et Es. io. Perceptual. Producing a thinking.. Nat. Operational. Sub-category Pt. •‧. Category Conceptual. Ch. engchi. 28. i n U. v.

(43) CHAPTER 5 Analysis and Discussion. By comparing the participants’ processes of creating a story, we found that different users use the PAN system in different ways. Table 5-1 indicates the different conditions and observed. 治政大Participant 1 did not use the PAN behaviors or facts in the experiments by the four participants. 立立. system or the CLOSAT cards, and simply she told a story from pictures and viewed with regular. •‧ 國. ㈻㊫學. picture viewing tools: utilizing pictures and associate them to tell a story. Participant 4 used our. •‧. system but he did not use the CLOSAT cards because he did not want to be affected by other. y. sit. io. n. al. er. participant 1 did.. Nat. people’s thinking. The way that participant 4 created a story is by viewing from pictures, like. Ch. engchi. i n U. v. Table 5-1: The difference between participants. P1 With System Producing ideas related to story by pictures Producing ideas related to story by CLOSAT cards Story is related to pictures.. V V. P2 V. P3 V V V. P4 V V V. Participant 2 read the CLOSAT cards and browsed pictures, but she tended not to use them to generate story elements. She wrote her story almost from her imagination. Participant 3 also. 29.

(44) made use of the elements to find new ideas for the story. But both of their stories do not directly relate to the theme of these pictures.. From the observation of the similarity of how participant 1 and 4 created a story, we used the coding system in Section 4.3 to code participants 1 and 4 in the process of creating a story. The following parts of this study will focus on analyzing participants 1 and 4. A part of participant 3’s protocol was also analyzed because we would like to know the effect of CLOSAT. Participant 4 is considered a special case because she did not need any help when she was writing the story.. 5.1 Participant 1’s Process of Creating a Story. ㈻㊫學. •‧ 國. 立立. 政治大. •‧. Participant 1 did not use the PAN system, and her story was dierctly related with pictures. Fig.5-. y. Nat. 1 indicates the whole process of creating. The x-axis is the time and the y-axis represents the. er. io. sit. COPE category. In the beginning of the porcess, participant 1 took a glance at all the pictures and tried to find interesting and colorful elements in the pictures (Fig.5-2.), and hence. al. n. v i n C h very often. Then operational and perceptual fileds happened e n g c h i U she reviewed all the pictures and. started to think which pictures she would like to use and how to develop the story (Fig.5-3.), the perceptual and evaluation fields followed after the operational field. It is because that after the participant saw the pictures (O:Sp), she might be attracted by the character in the picture (P), and evaluate it (E). Then she draged pictures (O:Dr) she likes from Finder to Word and produced ideas about background and characters (C:Pt).. 30.

(45) After choosing pictures, she tried to scale down the pictures because the pictures’ sizes in Mircrosoft Word were too large. She wanted to scale them down so it could be easier to scroll the panel in Microsoft Word and see the pictures (Fig.5-4.). During the process of scaling (O:Sca), she wanted to scale down the picture to a specific size (C:Pt), and then she evaluated the picture’s size again (E:Ep). The perceptual field happened here because when she was scaling down the picture, she was attracted by the picture again. Then she started to write her story, tried to find a new sentence, not “once upon a time” as a beginning, and started the story. We can see from Fig.5-5. that the participant evaluated her thinking (E:Et) and wrote (O:W) or revised (O:Re) her story alternately.. 立立. 政治大. •‧ 國. ㈻㊫學. Sometimes the participant browsed all the pictures to look for more elements or looked. •‧. into a specific picture for more details (Fig.5-6.). This phase is similar to another one when the participant was tring to find elements in the beginning. However, the operational filed happened. y. Nat. io. sit. less often because the participant drag fewer pictures (O:Dr). After the story was completed, she. er. draged the pictures into Word and put them below the related texts, as shown in Fig.5-7. The. al. n. v i n participant evaluated a picture (E:Ep) C and dragged (O:Dr) itUinto Word to represent her story, so hengchi the evaulate and operational field also showed alternately.. 31.

(46) O:Sp P:O O:Sp O:Sp O:Sp P:O O:Sp P:C O:Sp P:O O:Sp P:L O:Sp O:Sp P:C O:Sp O:Sp P:L O:Sp O:Sp P:C P:O O:Sp P:C P:O O:Sp P:L O:Sp P:S O:Sp P:C P:O O:Sp P:O O:Sp O:Sp P:S O:Sp O:Sp P:O O:Sp O:Sp P:O O:Sp . P. sit y. E. 立立. al er. •‧ 國. •‧. n. E:Ep O:Sp O:Sp O:Sp O:Sp . C. ㈻㊫學. io. O. Nat. E C:Pt . C. O. P. E. C. O. P. 政治大. Fig.5-1: Participant 1’s whole process of creating.. Ch. engchi. 32. i n U v. Fig.5-2: Participant 1 was browsing the pictures in the beginning of the process..

(47) Ch. E:Es E:Ep C:Pt E:Et C:Pt E:Et E:Es E:Ep C:Pt O:Sp E:Ep P:C P:O P:L E:Et C:Pt E:Et E:Ep E:Es C:Pt O:Sca E:Ep E:Et C:Pt . n. er. al. E:Et C:Pt . sit y. •‧ 國. •‧. io. O. C:Pt E:Et E:Ep E:Es C:Pt E:Ep C:Pt O:Sca E:Es . 立立 browsing all pictures.. engchi. 33. ㈻㊫學. C. Nat. E C:Pt O:Sp O:Sp O:Sp P:O C:Pt E:Et C:Pt E:Et O:Dr C:Pt C:Rt C:Pt O:Sp E:Ep P:O C:Pt O:Dr E:Ep O:Sp P:O C:Rp E:Ep O:Sp P:O E:Ep C:Pt O:Dr E:Es O:Sp O:Sp P:O C:Pt O:Dr O:Sp P:C C:Rp P:C O:Sp O:Sp E:Ep P:C C:Rp C:Pt P:C E:Ep C:Rp C:Pt O:Sp P:C E:Ep C:Pt O:Sp O:Sp P:O C:Pt E:Ep O:Dr O:Sp P:L C:Pt O:Dr O:Sp E:Ep P:C E:Et C:Pt O:Sp P:C C:Pt O:Dr O:Sp P:C C:Pt O:Dr . E. C:Pt E:Ep C:Pt O:Sca E:Es O:Sca C:Pt E:Es . C. O. P. 政治大. Fig.5-3: Participant 1 was seeing, dragging pictures and producing ideas for the story after. i n U v. P. Fig.5-4: Participant 1 was scaling down the chosen pictures in Microsoft Word..

(48) C. O. P. 立立. ㈻㊫學. O:W C:Rp C:Pt E:Et O:Re E:Et O:W E:Et O:Re E:Et C:Pt O:W E:Et C:Pt O:W E:Et . •‧ 國. E. 政治大. Fig.5-5: The beginning of writing. (many operations of writing.). •‧. n. al. er. io. sit. y. Nat. C. O. Ch. engchi. i n U. v. P. E C:Pt C:Pt P:C C:Pt E:Ep O:Sp P:C O:Sp E:Ep E:Et E:Es C:Pt E:Et P:C E:Et O:Sp C:Pt C:Pt E:Ep E:Et . Fig.5-6: Reviewing pictures and associating pictures to find the characters. 34.

(49) C. O. P. 立立. E. 政治大. O:Dr E:Ep O:Dr E:Ep O:Dr E:Ep O:Dr E:Ep O:Dr E:Ep O:Dr E:Ep O:Dr E:Ep O:Dr E:Ep O:Dr E:Ep O:Dr E:Ep . •‧ 國. ㈻㊫學. Fig.5-7: Participant 1 was dragging pictures into Microsoft Word to represent her story.. •‧. Nat. sit. y. 5.2 Participant 4’s Process of Creating a Story. n. al. er. io. Participant 4 used the PAN system, and the pictures he chose were also directly related to his. i n U. v. story. The process taken by participant 4 is shown in Fig.5-8. He began with searching and. Ch. engchi. overviewing the pictures (Fig.5-9); the operation and evaluation fields took a big part in this phase. Fig.5-10 shows that after taking a glance at all the pictures, participant 4 picked some pictures he thought useful in his story, and put it in the My Folder panel. In the following writing process, he started to use these selected pictures, saw one of them (O:Sp), evaluated it (E:Ep), generated an idea (C:Pt), dragged it into Writing Panel (O:Dr), and then started to write (O:W). And every time when he wrote for a while and wanted to find a new idea, he would repeat the above actions in the green rectangles in Fig. 5-8.. 35.

(50) y. •‧. sit. C. 立立. n. al er. ㈻㊫學. io. E. Nat. P. •‧ 國. O. C:Pt E:Es O:Sp E:Ep C:Pt E:Es C:Pt E:Ep E:Ep O:Sp E:Ep C:Pt C:Pt O:Sp E:Ep P:C E:Et E:Et P:A O:Dr E:Es O:Sp E:Et C:Pt E:Et E:Et O:Sp C:Pt E:Ep P:L E:Ep P:C E:Ep O:Sp P:C E:Et . C. O. P. E. Fig.5-8: Participant 4’s whole process of creativity.. 政治大. Ch. engchi. 36. i n U v. Fig.5-9: Participant 4 was browsing the pictures in the beginning of the process..

(51) C. O. P. 政治大. P:C C:Pt E:Et E:Et C:Pt E:Et C:Pt E:Ep C:Pt O:Dr O:W E:Et O:Sp E:Ep C:Pt O:Dr O:Dr E:Ep C:Pt O:W E:Et C:Pt O:Dr O:W E:Ep C:Rt C:Pt O:Sp E:Ep C:Pt O:W E:Ep C:Pt E:Et C:Pt O:Dr E:Es O:Dr C:Pt O:W E:Et E:Ep O:Dr O:Sp E:Ep O:Dr O:W E:Et C:Pt O:Dr O:Dr O:Sp E:Es O:Dr E:Es O:W C:Pt . E. 立立. •‧. •‧ 國. ㈻㊫學. Fig.5-10: The process of participant 4 of finding, dragging elements and writing.. 5.3 Process of Creating a Story with Pictures. y. Nat. sit. Participant 1 and participant 4 have the same conditions except for using the PAN system or not.. n. al. er. io. Taking a look at their creation process, we can find that the two participants have the same. i n U. v. pattern as shown in Fig.5-11. Both of them overviewed all the pictures in the beginning, started. Ch. engchi. to search for pictures that they would like to use, and then thought how to use them to develop their stories. When they had difficulties in developing their stories, they usually went back to find more pictures, thought over and then wrote more.. 37.

(52) Finding pictures for use. Browsing pictures. Thinking how to use the pictures. Writing. Fig.5-11: The process of creating a story.. 政治大. 立立. 5.4 Finding Appropriate Pictures for Using. •‧ 國. ㈻㊫學. We were interesting in what happened when a participant saw a picture that s/he wanted to use.. •‧. Therefore, we used seeing a picture (O:Sp) as a beginning to trace the analyzed data. We have. y. sit. io. n. al. er. more details.. Nat. found some patterns for this phase, and in the following sections we will explain these patterns in. C. he 5.4.1 General Pattern of Seeing a Picture. ngchi. i n U. v. The two participants are common in trying to find pictures they wanted to use in the story. That is, they intended to find story elements by viewing the pictures. Fig.5-12 indicates how the participants seeing a picture.. 38.

(53) P O:Sp. C:Pt. E:Et. O:Dr. E:Ep. Fig.5-12: The participants’ processes of finding appropriate pictures.. 政治大 When the participants wanted to find pictures for using, they started from seeing a picture 立立 •‧ 國. ㈻㊫學. (O:Sp); they were attracted by the features of the picture such as a castle (P), and then evaluated it (E:Ep). On the other hand, after seeing a picture, the participants expressed their feeling of the. •‧. picture at first (E:Ep), and then attracted by its features (P). Then, the participants produced a. sit. y. Nat. thinking of it (C:Pt) such as deciding to use it. They then evaluated if it was appropriate to use. n. al. er. io. the picture (E:Et). If they decided to use the picture (C:Pt), they would drag it to Microsoft Word. v. or My Folder (O:Dr). The dotted line indicates that participant 4 dragged the picture into My. Ch. engchi. i n U. Folder directly after he evaluated the picture because he would like to review it later.. 5.4.2 Recalling a Picture During the process of creating a story, the participants may recall some pictures that they saw earlier when they were looking for pictures (Fig.5-13). For example, when participant 1 was attracted by a feature of a picture (P), the feature made her recall another picture (C:Rp), then she started to produce a thinking and evaluate it for appropriateness (C:Pt, E:Et).. 39.

(54) “The picture has a mouse in it (P:O), and another picture has it, too (C:Rp). Therefore, I was wondering if I should use it or not. (C:Pt, E:Et).” (Protocol of Participant 1, 00:20:43).. O:Sp. P. C:Rp. C:Pt. E:Et. Fig.5-13: Participant 1’s process of recalling a picture.. 政治大. In contrast, participant 4 has another pattern when recalling a picture (Fig.5-14). When he. 立立. saw a picture (O:Sp), he thought of another picture that he had seen before (C:Rp) because of. •‧ 國. ㈻㊫學. their similarity. After retrieving the other picture, he was attracted by the content (P). Then he produced thinking and evaluated it to see if he should use the picture or not (C:Pt, E:Et).. •‧. Alternatively, after evaluating the features in the picture (E:Ep), he may think that the features. y. Nat. n. er. io. al. sit. were not useful and then decided to see other pictures.. Ch. i n U. v. “I felt this picture was like another picture I had seen (C:Rp). It looked like that there was a. engchi. conversation (P:A). So I was thinking of whether to use the picture or not. But at this time I did not make a decision.(C:Pt, E:Et)” (Protocol of Participant 4, 00:11:05).. “This picture was like another one (C:Rp). Someone was in a space, and did something. Here there was a king, and he was asking something from him (P). At the end, I think it was not useful (E:Ep), and decided to turn it off.” (Protocol of Participant 4, 00:12:15).. 40.

(55) O:Sp. C:Rp. P. C:Pt. E:Et. E:Ep. Fig.5-14: Participant 4’s process of recalling a picture.. The difference between participant 1 and 4 is that the Perceptual (P) and Recalling. 政治大. Picture (C:Rp) fields are in different positions. Participant 1 used the features of pictures to link. 立立. another pictures while participant 4 just expressed the feeling that this picture was similar to. •‧ 國. ㈻㊫學. another one. For participant 1, when she saw a picture, she utilized the features of the picture to. •‧. recall another picture that has the similar features and thoughts, so the Perceptual field is before the Recalling Picture (C:Rp) field. But, for participant 4, he recalled a picture because he felt the. y. Nat. focused on describing the content of the picture he was seeing.. n. al. 5.5 Deciding to Use a Picture. Ch. engchi. er. io. sit. picture was like another one. However, he did not indicate where or what was similar. He. i n U. v. When the participants would like to use pictures to develop their story, they may have different behaviors. Because participant 1 had a trouble of scrolling the panel in Microsoft Word, she chose not to drag any picture into the panel. The result is that every time when she decided to use a picture, she had to recollect the specific picture from her memory; therefore, recalling a picture became the first action of this phase. Fig.5-15 shows participant 1’s process of recalling a picture. 41.

(56) she would like to use, recalling (C:Rp) the features of the picture (P), and evaluating the picture again (E:Ep). Then she produced a thinking (C:Pt) to let her continue her story (O:W).. “There was a picture in my memory (C:Rp). There was a girl on the tower, and she wore a red dress (P). Because she was on the tower (E:Ep), I felt she was looking the other side (of the river) since there were some sounds (C:Pt). Therefore, I wrote…. (O:W).” (Protocol of Participant 1, 00:54:06).. 立立. P. E:Ep. C:Pt. O:W. ㈻㊫學. •‧ 國. C:Rp. 政治大. Fig.5-15: Participant 1’s process of deciding to use a picture.. •‧ y. Nat. io. sit. Since participant 4 has no such problem like participant 1, it is obvious that he dragged. n. al. er. the picture when he decided to use it. Fig. 5-16 shows his process in this phase. When participant. Ch. i n U. v. 4 was deciding to use a picture, he always dragged the picture he would like to use to the Writing. engchi. Story panel (O:Dr), and evaluated the chosen picture (E:Ep) in the My Folder Panel. Then he found an idea (C:Pt) for his story and wrote it down (O:W). After he finished writing the idea, he usually evaluated the picture (E:Ep) again. He was often attracted by another feature in the picture (P) and started to think how to use it (E:Et). Finally he found a solution (C:Pt).. 42.

(57) O:Dr. E. C:Pt. O:W. E. P. E. C:Pt. Fig.5-16: Participant 4’s process of deciding to use a picture.. 政治大. 5.6 With and Without the PAN System. 立立. We have depicted the details of the participants’ writing processes, compared and explained the. •‧ 國. ㈻㊫學. observations in the previous subsections. Following we will discuss their differences based on the statistic data that we have collected in Table 6.2 for participants 1 and 4. By taking a close. •‧. look at the percentages of COPE, we can find that there are significant differences between the. y. Nat. io. sit. two participants in recalling a picture (C:Rp), seeing a picture (O:Sp), dragging an element. n. al. er. (O:Dr), scaling a picture (O:Sca), evaluating a picture (E:Ep) and evaluating a thinking (E:Et).. Ch. engchi. i n U. v. The situation is due to the fact that participant 1 had some problem for scaling down the pictures. She tried many times to scale down the pictures, and participant 4 with the PAN system had no such a problem. Therefore, participant 1 has a higher percentage of scaling (O:Sca) than participant 4. Due to this difficulty, participant 1 was not willing to drag pictures to Microsoft Word while participant 4 liked to drag pictures to My Folder for later uses (O:Dr).. When the participants wanted to use a picture, participant 1 would recall the picture she stored in her memory, but participant 4 just saw the picture in My Folder. This situation can be 43.

(58) observed from the fact that the participant has higher percentage of recalling the picture (C:Rp) and lower percentage of seeing the picture (O:Sp) than participant 4.. Since participant 1 had to recall a picture, she used the features of the picture as a clue. Therefore the percentage of perceptual filed (P) for her is higher. And because participant 1 could not see pictures when she was writing, the evaluation of picture became less. She also tried to develop her story by herself, so the percentage of evaluating picture (E:Ep) is lower and the evaluating thinking (E:Et) is higher.. 政治大. 立立. io. al. n. Perceptual. 100 1 19 15 28 10. Ch. 83 C L O S A T. Evaluation. 46 5 30 0 2 0 225. Ep Etxt Et Es. 83 0 127 15. engchi. 44. y. 173. Sp St Dr Sca W Re. Participant 4 (%) 25.69% 23% 1% 1% 32.04% 17% 0% 9% 0% 5% 1% 5.25% 2% 0% 2% 0% 1% 0% 37.02% 19% 0% 14% 4%. sit. Operational. 159 36 9. Nat. Pt Rp Rt. 204. Participant 1 (%) 29.78% 23% 5% 1% 25.25% 15% 0% 3% 2% 4% 1% 12.12% 7% 1% 4% 0% 0% 0% 32.85% 12% 0% 19% 2%. •‧. Conceptual. Participant 1. Participant 4 93 85 5 3 116 61 0 34 0 19 2. er. Subcategory. ㈻㊫學. Category. •‧ 國. Table 5-2: The statistics of coding of participant 1 and 4.. i n U. v. 19 7 1 7 0 4 0 134 67 0 51 16.