繪本召喚式結構對於圖像流覽之視覺焦點與凝視軌跡的影響

繪本因為具藝術與敘事的特質，是一極具審美、教育與傳播之發展潛力的載體。依繪本美感傳播之敘事理論架構，其召喚式結構依文字之有無，而有無字繪本與圖文並存繪本之區別，呈現出不同的敘事風格與閱讀效果。本研究以具敘事連貫性的繪本畫面為素材，建構無字繪本與圖文並存繪本的實驗情境，以具文字閱讀能力之成人為受試者，蒐集其閱讀時的眼球運動參數進行分析。研究結果發現，無字繪本的視覺焦點注目度分數、凝視軌跡符合度分數均明顯高於圖文並存繪本，而繪本畫面亦因視覺形式表現的不同而反應出視覺焦點注目度分數的差異；顯示圖像是繪本的主體，在沒有文字的情境下，無字繪本仍能藉由圖像敘事的召喚式結構，將創作者的意念精確的傳達給讀者，並觸發較多的創造力；而透過文字的輔助雖可協助讀者對於故事的解讀，卻也干擾到圖像的閱讀，降低圖像召喚式結構的影響力，以及產生較少之創造力；而在無文字干擾的情況下，讀者會依賴圖像召喚式結構所設定之視覺線索來建構其繪本敘事。因此，繪本創作時，應依讀者的文字閱讀能力，適度調整繪本的圖文比例，以達圖像、文字相輔相成之綜效。

關鍵字

繪本敘事；召喚式結構；眼球運動

並列摘要

Picture Book is considered a vector with great potential for the development of aesthetics, education and dissemination because of its artistic and narrative qualities. In accordance with the aesthetic display of narrative theoretical framework of picture book, its inviting structure has two different expressions: wordless picture books and picture books, depending on whether there are texts or not, which will garnish a different narrative style and reading results. In this study, coherent narrative picture books are the main materials. We construct an experimental situation with wordless picture books along with picture books with texts, adults with reading ability as our subjects, we then analyze the collected parameters of their eye movement when reading those books. The results showed scores on visual focus attention and gaze trajectory conformity are considerably higher in wordless picture books than in picture books with texts. Plus, differences in visual forms and manifestations of picture books also reflect on the scores of visual focus attention; it reveals that images are the main body in picture books, when context is in absence of any texts, wordless picture books can still precisely convey to readers the creator's idea by inviting structure of image narration, and trigger more creativity; on the other hand, even though it assists reader's interpretation of the story through the auxiliary of text , it inevitably interferes the reading of images, which reduces the influence of the inviting structure in picture books, inducing less creativity; while without the interference from texts, readers will construct their picture book narration with visual clues set up by relying on image inviting structures. Therefore, when creating picture books, one should appropriately adjust the proportion of images and texts according to readers' reading ability to achieve the synergy that images and texts eventually complement one another.