Color language has important meaning for children’s picture books.Understanding children’s preferences in terms of color language will be helpful when designers model computerized picture books in order to adapt to ...Color language has important meaning for children’s picture books.Understanding children’s preferences in terms of color language will be helpful when designers model computerized picture books in order to adapt to children’s visual senses and effectively stimulate children’s interest in reading.In this study,we aimed to further explore the general characteristics of children’s preference for colors,color depth and color matching forms in picture books.For the study,256 children between the ages of three and six were selected and divided into four groups.According to the implementation needs of the children’s color preference test,these childrenwere asked to complete a series of tasks so that their choices in the tasks could subsequently be analyzed.The tasks included making the following choices:selecting their preferred colors from nine options(red,orange,yellow,green,cyan,blue,purple,black and white);selecting their preferred color brightness fromthree different color shades;and indicating their preferences in relation to complementary colors,matching colors and pure colors.The experimental results showed that children aged between three and six mainly favor red,blue and yellow,and colors with a high degree of brightness.As children grow older,boys tend to prefer blue,and girls tend to prefer pink,with red remaining the favorite color of both genders.As for complementary colors,matching colors and solid colors,three-to six-year-old children prefer solid colors.In conclusion,it seems that color language preferences in children between the ages of three and six are very similar,which could be of use when designing children’s picture books to match their visual vocabulary and psychological cognition.展开更多
Purpose： Based on our experience of designing and testing a computer-based game for teaching undergraduate students information literacy （IL） concepts and skills, this paper summarizes the basic strategies for stri...Purpose： Based on our experience of designing and testing a computer-based game for teaching undergraduate students information literacy （IL） concepts and skills, this paper summarizes the basic strategies for striking a balance between education and entertainment for the designers of quality IL games. Design/methodology/approach： The project team recruited 10 college students to play the game and post-game group interviews revealed problems and optimization priorities. The optimized game was tested among 50 college students. Based on a comparison of testing results of the two versions of the game, basic strategies for designing quality 1L games were summarized. Findings： The following 5 basic strategies can effectively promote combination of education and entertainment： l） using adventure games to enhance gaming experience, 2） plotting an intriguing story to attract players, 3） motivating players to engage in game play with game components such as challenge, curiosity, fantasy and control, 4） presenting learning materials through game props, and 5） assigning players tasks to be completed with subject knowledge. Research limitations： The 5 basic strategies have been tested only in the development process of one game, and the book classification knowledge in the mini-game is limited to the 22 major categories of the Chinese Library Classification. Practical implications： University libraries may refer to our experience to design and utilize educational games to promote the IL education for college students. Originality value： Few empirical studies tested and summarized strategies for combining learning and fun in the design of IL games for university students. The 5 strategies, which are summarized in the process of design and optimization of the mini-game book classification, are valuable for other designers of IL games.展开更多
文摘Color language has important meaning for children’s picture books.Understanding children’s preferences in terms of color language will be helpful when designers model computerized picture books in order to adapt to children’s visual senses and effectively stimulate children’s interest in reading.In this study,we aimed to further explore the general characteristics of children’s preference for colors,color depth and color matching forms in picture books.For the study,256 children between the ages of three and six were selected and divided into four groups.According to the implementation needs of the children’s color preference test,these childrenwere asked to complete a series of tasks so that their choices in the tasks could subsequently be analyzed.The tasks included making the following choices:selecting their preferred colors from nine options(red,orange,yellow,green,cyan,blue,purple,black and white);selecting their preferred color brightness fromthree different color shades;and indicating their preferences in relation to complementary colors,matching colors and pure colors.The experimental results showed that children aged between three and six mainly favor red,blue and yellow,and colors with a high degree of brightness.As children grow older,boys tend to prefer blue,and girls tend to prefer pink,with red remaining the favorite color of both genders.As for complementary colors,matching colors and solid colors,three-to six-year-old children prefer solid colors.In conclusion,it seems that color language preferences in children between the ages of three and six are very similar,which could be of use when designing children’s picture books to match their visual vocabulary and psychological cognition.
基金supported by the National Social Science Foundation of China (Grant No.: 13BTQ024) the Foundation for Humanities and Social Sciences of the Chinese Ministry of Education (Grant No.: 12YJAZH155)
文摘Purpose： Based on our experience of designing and testing a computer-based game for teaching undergraduate students information literacy （IL） concepts and skills, this paper summarizes the basic strategies for striking a balance between education and entertainment for the designers of quality IL games. Design/methodology/approach： The project team recruited 10 college students to play the game and post-game group interviews revealed problems and optimization priorities. The optimized game was tested among 50 college students. Based on a comparison of testing results of the two versions of the game, basic strategies for designing quality 1L games were summarized. Findings： The following 5 basic strategies can effectively promote combination of education and entertainment： l） using adventure games to enhance gaming experience, 2） plotting an intriguing story to attract players, 3） motivating players to engage in game play with game components such as challenge, curiosity, fantasy and control, 4） presenting learning materials through game props, and 5） assigning players tasks to be completed with subject knowledge. Research limitations： The 5 basic strategies have been tested only in the development process of one game, and the book classification knowledge in the mini-game is limited to the 22 major categories of the Chinese Library Classification. Practical implications： University libraries may refer to our experience to design and utilize educational games to promote the IL education for college students. Originality value： Few empirical studies tested and summarized strategies for combining learning and fun in the design of IL games for university students. The 5 strategies, which are summarized in the process of design and optimization of the mini-game book classification, are valuable for other designers of IL games.
