Zhang Jie, Zhang Mingming, Liu Yaqian, Lyu Ruimin, Cui Rongrong
Department of Digital Media Arts, School of Design, Jiangnan University, Wuxi, China.
Graduate School of Management, Management and Science University, Shah Alam, Malaysia.
Front Psychol. 2021 Oct 18;12:728182. doi: 10.3389/fpsyg.2021.728182. eCollection 2021.
The rapid development of digital technology has created a variety of forms of digital media. In these emerging media, with the support of high-performance computers, increasingly dynamic performance has become possible, and the public has cultivated a preference for dynamic content cognition. This study, based on the basic characteristics of visual perception to the cognition of motion form, aims to cultivate the cognitive literacy of pan-digital media with innovative concepts and entrepreneurship education and to explore the cognition and innovative expression methods of dynamic language in digital design. The research leads the static oriented morphological exploration and expression to the dynamic expression and thinking of the same concept object. The basic thinking steps for students from "static" to "dynamic" are established, and students are encouraged to use "Synesthesia," "metaphor" and other methods to carry out a "dynamic expression" level of emotional association. In the experiment, two different ways of design expression, static and dynamic, are required to design and evolve graphics. In this study, 50 freshmen were selected as the training objects for the planning and training of design thinking and performance means. In the visual elaboration and expression of the inner emotion of the same content with innovative concept and entrepreneurship education, not only should the changes and combinations of the graphics be innovated, but the emotional characteristics of the more abstract graphics should be explored as well. The feedback data of students' thinking and cognition differences in the two stages of expression were obtained through a questionnaire and analyzed and compared. The experimental results show that after the training, students' ability to develop innovative concepts and entrepreneurship education through dynamic expression, consciousness and perception were significantly improved. This research also provides a new vision and specific implementation method for the future training of digital dynamic innovation expression ability and the cultivation of innovative concepts of digital media literacy and entrepreneurship education.
数字技术的快速发展催生了多种形式的数字媒体。在这些新兴媒体中，在高性能计算机的支持下，越来越动态的表现成为可能，公众也养成了对动态内容认知的偏好。本研究基于视觉感知对运动形式认知的基本特征，旨在通过创新理念和创业教育培养泛数字媒体的认知素养，并探索数字设计中动态语言的认知与创新表达方法。该研究将静态导向的形态探索与表达引向同一概念对象的动态表达与思考。确立了学生从“静态”到“动态”的基本思维步骤，并鼓励学生运用“通感”“隐喻”等方法进行“动态表达”层面的情感联想。在实验中，要求采用静态和动态两种不同的设计表达方式来设计和演变图形。本研究选取50名大一新生作为设计思维与表现手段规划训练的对象。在以创新理念和创业教育对同一内容的内在情感进行视觉阐释与表达时，不仅要创新图形的变化与组合，还要探索更抽象图形的情感特征。通过问卷调查获取学生在两个表达阶段思维与认知差异的反馈数据，并进行分析比较。实验结果表明，经过训练，学生通过动态表达发展创新理念和创业教育的能力、意识和感知能力有显著提高。本研究也为未来数字动态创新表达能力的培养以及数字媒体素养和创业教育创新理念的培育提供了新的视野和具体实施方法。
