Abstract
This research aimed at investigating the method of using kinetic typography and interactive approach to conduct a design experiment for children to learn vocabularies. Typography is the unique art and technique of arranging type in order to make language visible. By adding animated movement to characters, kinetic typography expresses language meanings in a better and dynamic way. Kinetic typography may also help children to clearly grasp the relationship of difficult words by means of expressing, understanding and experiencing the cognition process. When children interact through the dictionary with animated typeface and movement, it brings on a more functional and profound impression on them for gaining knowledge. The present study takes children’s development and learning theories into consideration by analyzing how they acquire information through interactive process to enhance their involvements. This study shows through the implementation of motion graphics, kinetic typography and information design, that a more diversified learning experience can stimulate and strengthen the sensitivity of children in their perception and learnability. It can also enhance children’s understanding on the meaning of vocabularies, through kinetic expressions.
Highlights
Learning should be an experience of discovering new things, rather than to be a pressure on students
Kinetic typography may help children to clearly grasp the relationship of difficult words by means of expressing, understanding and experiencing the cognition process
This study shows through the implementation of motion graphics, kinetic typography and information design, that a more diversified learning experience can stimulate and strengthen the sensitivity of children in their perception and learnability
Summary
Learning should be an experience of discovering new things, rather than to be a pressure on students. Piaget proposed the following four stages of cognitive development: (i) sensorimotor stage, (ii) pre-operational stage, (iii) concrete operational stage, and (iv) formal operational stage (Krashen & Tracy, 1982) These propositions are not usually put into practice. At a very early stage, begin to understand their world through simple and innate scheme and pattern While they are growing up, these schemes and patterns tend to change (Papalia, Olds, Feldma, Martorell, & Papalia, 2012). In this way, it is highly essential to consider the characteristics of children, when making the plan for setting up a teaching and learning process
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