學齡前兒童性教育數位繪本之設計

Abstract

近年來，相關的媒體報導未成年人遭受性侵引發全社會的關注，學齡前兒童性教育也逐漸受到了重視，該如何幫助父母對孩子進行性教育是一個難題。因此，本研究透過性教育結合數位繪本做設計，希望能幫助父母與孩子在性教育上的溝通及性知識的傳授，也希望增加兒童性教育繪本的社會接受度，能為性教育的不同方式提供相應的參考。\n繪本是父母和孩子的溝通媒介，而數位繪本是延續傳統繪本，融入新的數位元素，為讀者提供豐富的體驗。本研究根據學齡前兒童性教育知識點為依據創作故事內容，為學齡前兒童設計了一套「被遮住的小秘密」性教育數位繪本作為研究的原型工具，繪本中主要由故事內容及問答兩大部分組成，讓家長與孩子一起使用，在趣味中學習知識。\n本研究邀請了六組家庭進行測試，透過參與觀察法及半結構性訪談法進行對繪本的評估。研究結果顯示學齡前兒童數位學習能力強，對互動有興趣，但根據使用數位產品頻率的不同，對數位繪本的興趣程度及知識的學習程度也不同。而通過對家長的訪談，家長認為數位繪本可以幫助他們對孩子進行性教育，動畫及互動功能有幫助孩子對於知識的理解，也希望通過增加互動設計維持孩子的興趣。本研究有兩項發現，第一，學齡前兒童互動性要求差異，因數位產品使用頻率的不同，對於互動要求也不同；第二，比起聲音輔助，學齡前兒童更注重繪本中的互動功能。本研究設計了一項為學齡前兒童設計的繪本，而且根據測試的結果，對於未來的學齡前數位繪本設計提出建議。

In recent years, reports of sexual assault on minors have aroused society’s anger, and the sex education of preschool children has received much attention. How we can help parents provide their children proper sex knowledge is a challenging issue. This work intends to design digital picture books as the medium to provide sex education, hoping to help parents and preschool children and promote increased social acceptance of children’s sex education materials to protect our next generation.\nPicture books are a suitable communication medium for parents and children because they contain attractive pictures, easy-to-read texts, and even 3-dimensional figures. As more and more children are exposed to digital media at early ages, digital picture books are another medium worth consideration. The digital elements provide readers with a richer experience, incorporating sounds, animation, and more interactions.\nThis research first designed a prototype of a digital picture book named “Covered Little Secrets” based on the contents and styles suitable for preschool children to provide sex education. The digital picture book consists of a storytelling portion followed by a Q&A session, allowing parents and children to read it together to learn the knowledge with fun.\nIn the evaluation phase, six groups of child-parent dyads were invited to test out the digital picture book. The processes were video recorded, and the children’s responses were observed, followed by a semi-structured interview. The results show that preschool children have strong digital learning abilities and are highly interested in interaction. Parents interviewed believe that digital picture books could help them deliver the proper knowledge to their children and that animation and interactive functions could help children understand the content. However, according to their prior exposure to digital products, their level of interest in digital picture books and learning may vary. Those who use digital products more frequently may demand more interaction to sustain their attention. Second, preschool children pay more attention to the interactive functions in picture books than to acoustic assistance.