幾何形、色彩與螢幕圖示位置對幼兒視認性之研究

A Study of The Geometric Shapes, Colors and Icons Position on Children’s Legibility

王雅鈴(Ya-Ling Wang)

指導教授 ： 黃琡雅

崑山科技大學/創意媒體學院/視覺傳達設計研究所/碩士(2004年)

https://doi.org/10.6828/KSU.2004.00015

摘要

本研究針對幼兒對於幾何圖形及色彩的辨識，著重於形狀、色彩與位置關係之探討。採用實驗研究法，以電腦螢幕為受測工具，針對學齡前五至六歲幼兒進行測試，步驟有三，一為前測實驗，二為正式實驗，三為後測實驗。步驟一：以文獻所得之2D平面幾何造形(正方形、長方形、三角形、圓形、橢圓形、半圓形、六角形、星形、心形)九個、色彩(黃色、紅色、綠色、藍色、橙色、水藍色、白色、紫色、淺綠色)九色、位置(上左、上中、上右、中左、中中、中右、下左、下中、下右)九處，分別就2D平面幾何形與位置、2D平面與3D幾何形(圓形、正方形、三角形、圓錐形、四角錐形、三角錐形、圓柱形、四角柱形、三角柱形)與位置、色彩與位置之關係進行前測實驗。步驟二：將前測實驗結果所得三個幾何形(圓形、正方形、三角形)及三種色彩(黃色、綠色、白色)，交互配對後得九種色彩圖形之實驗樣本(白色圓形、黃色圓形、綠色圓形、白色正方形、黃色正方形、綠色正方形、白色三角形、黃色三角形、綠色三角形)分置於九個位置進行正式實驗。步驟三：將正式實驗之實驗結果運用於後測實驗上，以印證前測實驗及正式實驗圖示位置之結果，實驗結果以SPSS統計套裝軟體進行統計分析。
正式測試實驗結果顯示當圖示為綠色圓形、白色圓形及黃色三角形等時，受測幼兒辨識時所費時間最少。而位於九宮格中間部份的位置，辨識時所費時間最少，且與受測圖形相似者易成為幼兒辨識時的干擾；而年齡及性別對於圖示的辨識所費時間，僅在少數圖示位置具有顯著性差異(P值<.05)。後測試實驗結果方面，如將畫面分成上、中、下三個區域，辨識所費時間最短的為中間區域。由此可知，在螢幕上如需讓使用者最先知道的訊息可放置於中間的位置，而基本形(圓形、正方形及三角形)則依舊可使用於幼兒的玩具中，因此本研究之實驗結果除可提供幼兒在認知、記憶及注意力上的學習以外，亦可做為教學評估之參考。

關鍵字

認知 ； 幾何形 ； 色彩 ； 圖示位置 ； 記憶

並列摘要

This study aims to understand how children recognize geometric patterns and colors, and meaningfully it emphasizes on the study of positional relationship between position and shapes.
This study is carried out as a discussion of the following experiment stages: 1 - “First measures the experiment”; 2 - “Official experiment”; And 3 - “Latter measures the experiment”. Experiment was carried out with 5-6 years old children using monitor.
Stage 1: Nine plane geometric shapes (circular, square, oval, rectangle, hexagon, Heart shape, pentagram, Semicircle and triangle), nine different colors (white, yellow, blue, red, purple, light blue, shallow green, orange, and green) and nine different position (on left, on center, on right, center left, center center, center is right, gets down left, gets down, and gets down right) that were selected from commercially available children’s toys are separately used in the “First measures the experiment”.
Stage 2: The top three plane geometric shapes (circular, square, and triangle) and colors (white, yellow, and green) that were tested in the first stage are combined used in the “Official experiment”.
Stage 3: This is designed to prove the icon position result of “First measures the experiment” and “Official experiment” by using “Latter measures the experiment”. The test results were statistically analyzed by SPSS statistics software.
It can be seen from the test results of “Official experiment” that children spent the least time to recognize green circular, white circular, and yellow triangle. They also spent the least time to recognize the square located on the middle of the nine-squared positional cards. Furthermore, similar patterns to test shapes tend to interfere children’s recognition. The time spending on recognizing icons from different children’s ages and genders is only significantly different in very few icon positions (P value < 0.05). Last, from the test result of “Latter measures the experiment” that if we divided the screen to up, middle, and below three regions, middle was the region which recognized quickest.
From those results above, we can learn that on a monitor, the news that we want the user knows first can be put in the middle region of screen. The basic shapes such as circular, square, and triangle are still good for children’s toys. The creation and experiment in this study not only can be provided to children’s learning on cognition, memory, and attention, but also can be a good reference on the teaching appraisal.

並列關鍵字

icon position ； memory ； geometric shapes ； cognition ； color

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