Improving Thinking Awareness in Animation Scriptwriting Through Learning Supporting Tool

Authors

  • Panadda Jaiboonlue Author
  • Wasan Na CHAI Author
  • Taneth Ruangrajitpakornb Author
  • Thepchai Supnithib Author

DOI:

https://doi.org/10.58459/icce.2023.1221

Abstract

In the media industry, there is a high demand for animation films, leading to the establishment of animation film courses in various universities to train future animators. However, writing animation scripts poses challenges for students, as it requires critical thinking skills to craft captivating and coherent story ideas, akin to other creative works that adhere to general principles for a complete and logical narrative. To solve this issue, we developed a tool as part of our project to help students systematically organize the essential components of a story based on the fundamental principles of animation, consisting of three acts. This tool creates a conducive learning environment by breaking down crucial elements into clear sections, prompting students to reflect on their own ideas about animation stories. Additionally, the tool encourages collaboration between students and instructors, enabling constructive feedback and reflections through error corrections. The results of our experiments showed significant improvements in students' development after using the tool. Notably, the recurring errors in omitting vital parts of the script did not reoccur after the initial use of the tool. Its implementation heightened students' awareness of the importance of each component. Furthermore, the assessment scores of all students demonstrated a significant improvement, with 34% of students displaying increased awareness in scriptwriting. The elements that students commonly missed were 'conflict' and 'progression of complications,' respectively.

Downloads

Download data is not yet available.

Downloads

Published

2023-12-04

How to Cite

Improving Thinking Awareness in Animation Scriptwriting Through Learning Supporting Tool. (2023). International Conference on Computers in Education. https://doi.org/10.58459/icce.2023.1221