以創用為基礎之合作說故事平台 - 衍生、重組、擁有感

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陳微虹(Wei-hung Chen) 查詢紙本館藏

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網路學習科技研究所

論文名稱

以創用為基礎之合作說故事平台 - 衍生、重組、擁有感
(Creativity commons oriented collaborative storytelling platform for children - derivation, remix and ownership)

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摘要(中)

合作說故事是一種集結智慧、激發靈感的協同創作方式，值得關注的是當Web2.0的特質應用在建置協同說故事平台時，對於故事創作者感知的影響。而創用CC的理念這幾年愈來愈受到學界和教育界的重視，其主要理念是著作授權和部分權利釋出給大眾使用，而該理念導致透明化作者群資訊、並且改變了共同創作的衍生或是重組的過程。本研究目的為探討整合創用CC理念於Web2.0創作平台時，這些共同創作說故事者對於該平台提供的衍生性及重組性策略、和作品之作者群屬性標記資訊是否會影響活動的行為表現、並進而影響他們在擁有感、互相支援、和滿意度三項知覺的改變。
為達到本研究目的特建置『繪本館』共同創作說故事平台，在此平台下提供多重版本混製（Multi-version remix）及單一版本混製（Single-version remix）兩種不同的共同創作模式進行實驗。實驗對象為國小三年級學生，並且在實驗結束後由參與者填寫回饋問卷。資料分析來源為回饋問卷、活動紀錄、和活動側錄觀察，以瞭解這些實驗對象在衍生性(Derivation)、重組性(Remix)、擁有感(Ownership)、互相支援(Mutual Support)、及滿意度(Satisfaction)五個向度的知覺反應。
研究結果顯示當創作者進行共同創作說故事時，創作環境提供的衍生性和重組性策略為多重版本混製模式時，這些創作者的擁有感知覺較高，且其創作過程較趨向於品質導向的創作，也因此鼓勵了彼此間的互相支援；這樣的知覺導致於他們對於創作的過程、和創作作品的滿意度也會提高。

摘要(英)

Collaborative storytelling is an approach for collecting intelligence and arousing inspiration. The effect of the character of web2.0 on establishing a platform for storytelling should be taken in account. The creators of the concept of using CC over the past few years become more and more important on academics and the education sector. The main idea is part of the right to work authorization and releases to the public use, because the concept of transparency led to the creation of the authors involved in information, and changes the collaborative process of derivation and remixing. The aim of this study is to explore the integration of CC with a creative idea in Web2.0 platform, which jointly derivative and remix strategy, and works of authors attribute tag information will affect the activities performance and further change their perception of ownership, mutual support, and satisfaction.
In order to achieve the aim of this study, this study implemented a creativity commons oriented collaborative storytelling platform named “Story & Painting House.” This platform provided two kinds of co-creation model in supporting the creating process, which are remixing with multi-version and single-version respectively. Subjects are third-grade elementary school students. And at the end of collaborative storytelling activity, the subjects filled out the feedback questionnaire to reflect the perception of derivation, remix, ownership, mutual support, and satisfaction. Analysis of data is from the feedback questionnaires, activity logs, and the screen capturing in performing storytelling activity.
The results showed that the creators using the multi-version remixed model have higher perception in ownership, and the creative process of these creators tend to do more quality-oriented creativity job. It further encouraged the behavior of mutual support and promoted the perception of creators’ satisfaction.

關鍵字(中)

★ 衍生性
★ 說故事
★ Web2.0
★ 創用CC
★ 單一版本混製
★ 重組性
★ 擁有感知覺
★ 互相支援知覺
★ 滿意度知覺
★ 多重版本混製

關鍵字(英)

★ perception of Ownership
★ perception of Mutual Support
★ perception of Satisfaction
★ perception of Derivation
★ Storytelling
★ Web2.0
★ Creative Commons
★ single-version remix
★ multi-version remix
★ perception of Remix

論文目次

摘要 i
Abstract ii
誌謝 iv
目錄 v
表目錄 vii
圖目錄 viii
第1章緒論 1
1-1 研究背景與動機 1
1-2 研究目的與問題 3
1-3 名詞解釋 3
第2章文獻探討 6
2-1 資訊科技輔助共同說故事 6
2-1-1 KidPad 6
2-1-2 POC Communicator 7
2-1-3 CBC4Kids 8
2-2 Web2.0與創用CC 10
2-3 Web2.0在共同說故事的應用 11
2-4 如何評量Web2.0平台故事創作者的反應：擁有感、互相支援、和滿意度 13
2-5 具重組性的創作過程 14
2-6 總結 15
第3章系統設計與實作 17
3-1 系統架構 17
3-2 『繪本館』三項設計理念和五大特性 19
3-2-1 三項設計理念 20
3-2-2 五大特性 27
3-3 資料庫設計 31
3-4 「繪本館」系統之操作說明 32
第4章研究方法 41
4-1 研究流程 41
4-2 研究對象 42
4-3 研究工具 43
4-4 實驗程序 45
4-5 資料收集 49
4-6 資料分析 51
第5章研究結果與討論 55
5-1 創作過程的「衍生性」知覺的差異 61
5-2 創作過程的「重組性」知覺的差異 63
5-3 創作過程的「擁有感」知覺的差異 68
5-4 創作過程的「互相支援」知覺的差異 72
5-5 創作過程的「滿意度」知覺的差異 78
第6章結論與建議 79
6-1 結論 79
6-2 建議 81
參考文獻 83
附錄A 合作創作故事感知問卷 86
附錄B 合作說明手冊 88

參考文獻

中文部分
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Wiki的創用CC (2009)，創用CC。2009年6月30日，取自：
http://zh.wikipedia.org/wiki/創用CC。
教育部創用CC資訊網 (2009)，教育部創用CC。2009年6月30日，取自：http://ccnet.moe.edu.tw/about_start.htm。
創用CC (2009)，教育部創用手冊。2009年6月30日，取自： http://creativecommons.org.tw/gallery/Material/cchandbook_edu_2008.pdf。
英文部分
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指導教授

劉晨鐘(Chen-chung Liu)

審核日期

2009-7-20

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