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Designing interactive comics for children with ADHD
Transcript of Designing interactive comics for children with ADHD
illustrated visual art
. While the specific definition has changed over time, modern usage refers to a typically
non-realistic or semi-realistic drawing or painting
satire, caricature, or humor
, or to the
of such works.
I prefer 2D non- or semi-realistic illustrated visual art because I believe:
Image cognition is an effective way in cognition
The abstracting, expressing and understanding process of cartoon is good for mind training.
I believe COMICS is the most feasible, low-cost and effective visual format for individual to
b, content: fiction of realistic
d, interactive methods
e, elements can be used for education
non-fiction (e.g. New Journalism, creative non-fiction, biographies, and historiography)
fictionalized accounts of historical events(e.g. anecdotes, myths, and legends)
fiction proper (i.e. literature in prose, such as short stories and novels, and sometimes in poetry and drama, although in drama the events are primarily being shown instead of told)
and visual arts
[Oxford English Dictionary Online]
[Oxford English Dictionary Online]
comics suits for what age group(normal & abnormal)?
[Jean Piaget: theory of cognitive development
(waiting to be read)]
[Reading and Learning ability of children or teen-agers with ADHD (waiting to discuss with dr. Jos hendriksen)]
Can abnormal people transfer experiences learning from fiction into their daily real life?
[Scott McCloud: Understanding Comics]
Bad girl art
Crime comics Fantasy comics
Good girl art
Science fiction comics
Teen humor comics
2,physical: page turning
[Understanding Comics, Reinventing Comics, Scott McCloud]
[How to create good picture book, book, taiwan, haoguangcai]
[Bologna Children's Book Fair, 2013]
Which elements can be used for education?
My research interest begins with non-verbal communication, finding at this stage:
Communication is a form of
.[ Walter Fisher,Narrative Paradigm]
Communication process is
to both sides. Those who can organize information better and have better expression skills can sell their stories better. Meanwhile, story readers and listeners tend to process information and transform it into their own knowledge, which is a learning process.
Normally, one should
learn from other's experience first
, which means: being a good reader. (Besides, it would be too much if I expect every teen-ager can tell funny stories using comics at the beginning. )
The role of my target group should be
READER & PARTICIPANT
instead of writer.
It is for me to design narrative, and participatory spaces, in order to train user with certain concept (rehearsal).
I still believe there should be a novel form of comics,
which can conquer boundaries from old days,
suits for digital world nowadays.
[Naridus Thriven Living Series:A self-guided path to define individual identity, book.]
[National Dissemination Center for Children with Disabilities (NICHY), 2004. . Accessed May 11, 2007.]
priority problem can be trained by managing narrative
attention problem can be trained by managing layout and narrative
[Story Comprehension in Children with ADHD](diagnose method)
[Comic strips as a text structure for learning to read]
Start with my hypothesis that:
can be more easily to
through the media called
[using student-generated comic books in the classroom]
(age:middle and high school student)
how to move one's heart
Comic Book Confidential by Ron Mann
curiosity & fear
Although learning styles have "enormous popularity", and both children and adults express personal preferences, there is no evidence that identifying a student's learning style produces better outcomes, and there is significant evidence that the widely touted "meshing hypothesis" (that a student will learn best if taught in a method deemed appropriate for the student's learning style) is invalid. Well-designed studies "flatly contradict the popular meshing hypothesis". Rather than targeting instruction to the "right" learning style, students appear to benefit most from mixed modality presentations, for instance using both auditory and visual techniques for all students.
[Harold Pashler, Mark McDaniel, Doug Rohrer and Robert Bjork (2009). "Learning Styles: Concepts and Evidence". Psychological Science in the Public Interest 9 (3): 105–119. doi:10.1111/j.1539-6053.2009.01038.x. ISSN 1539-6053.]
[Coffield, F., Moseley, D., Hall, E., Ecclestone, K. (2004). Learning styles and pedagogy in post-16 learning. A systematic and critical review. London: Learning and Skills Research Centre]
Educational game, with comics as it's