Search Results (68)

This study presents a multimodal framework that uses smartphone motion sensors and generative AI to create audio comics from live news headlines. The system operates without direct touch or voice input, instead responding to simple hand-wave gestures. The system demonstrates potential as an alternative input method, which may benefit users who find traditional touch or voice interaction challenging. In the experiments, we investigated the generation of comics on based on the latest tech-related news headlines using Really Simple Syndication (RSS) on a simple hand wave gesture. The proposed framework demonstrates extensibility beyond comic generation, as various other tasks utilizing large language models and multimodal AI could be integrated by mapping them to different hand gestures. Our experiments with open-source models like LLaMA, LLaVA, Gemma, and Qwen revealed that LLaVA delivers superior results in generating panel-aligned stories compared to Qwen3-VL, both in terms of inference speed and output quality, relative to the source image. These large language models (LLMs) collectively contribute imaginative and conversational narrative elements that enhance diversity in storytelling within the comic format. Additionally, we implement an AI-in-the-loop mechanism to iteratively improve output quality without human intervention. Finally, AI-generated audio narration is incorporated into the comics to create an immersive, multimodal reading experience. Full article

This paper reinterprets Plato’s anecdote of Thales’ fall into the well in the Theaetetus. In contrast to readings that view this episode as a merely comic critique of the impractical intellectual, this study situates it within the broader context of Plato’s philosophical reorientation of wonder from cosmology to ontology. Drawing on Hans Blumenberg’s intellectual–historical approach and contrasting it with Aristotle’s epistemological conception of thaumazein in the Metaphysics, this paper combines conceptual analysis with close textual readings of the Theaetetus, Symposium, and Phaedrus under a unitarian assumption of continuity. This comparative inquiry reveals that Plato transforms wonder from a state of aporia or perplexity into an ecstatic participation in the realm of Forms, thereby redefining the philosophical act itself. This study argues that Plato “lets Thales fall” precisely to withdraw wonder from cosmological observation, embodied in the figure of Thales, and to reclaim it as the ontological foundation of philosophical contemplation. Full article

This study examines how hand-drawn comics became a site of critical and creative resistance during fieldwork at Artist Village Aso 096k in rural Japan. The international artists in residence initially came to learn about the professional environment of the Japanese manga (comics) industry and to publish original works. However, the corporate-led system revealed barriers that constrained their early careers. In response, I employed Arts-Based Research (ABR) to invite the artists to create comics by hand, in contrast to the digital tools central to their daily workflow. This shift from digital to material practice foregrounded the affective and epistemological potentials of slowness, irrevocability, and embodied storytelling. The analog process functioned not only as an introspective tool for artists but also as a form of care that resisted the restrictive logic of Japan’s immigration policy. I argue that reflective drawing, as a situated and material practice, provides new ways of navigating social precarity. By centering comics as a research method, this study calls for renewed attention to the ethics and politics of artistic labor—particularly for international artists whose social and economic stability is increasingly threatened by xenophobic discourse. Full article

Background/objectives: Early literacy is widely promoted, yet its broader developmental benefits remain underexamined regarding key indicators of brain development. This study examines whether early literacy exposure in toddlerhood predicts motor skill development at the end of kindergarten. Methods: Participants comprised 1006 boys and 991 girls from the Quebec Longitudinal Study of Child Development (QLSCD) birth cohort. Early literacy stimulation was measured at age 2 years using parent reports of frequency of shared reading, looking at books or comics, and pre-writing activities such as scribbling and tracing. At age 6 years, child motor development was assessed by trained examiners. Sex-stratified multiple regression models were examined, adjusting for pre-existing and concurrent child and family characteristics. Results: Early literacy stimulation was significantly associated with better motor control skills among girls (β = 0.10, p < 0.05). For boys, a non-significant positive trend was observed for both motor and locomotion skills. Conclusions: Our findings underscore the lasting influence of early literacy stimulation and subsequent motor skills—particularly for girls who may receive less gross motor encouragement than boys. As such, promoting literacy-rich environments in toddlerhood is a family strategy to support healthy, confident, and active youth development. Full article

People with intellectual disability and visual impairment often have difficulties in accessing leisure events, engaging in cognitive activities, and performing physical exercise. The present study assessed a program aimed at helping six adults with moderate or moderate-to-mild intellectual disability and blindness in each of the aforementioned areas. The program relied on the use of a technology system involving a smartphone, which was supplied with Internet connection and fitted with the Live Transcribe and MacroDroid applications. These applications were set up to (a) enable the participants to use verbal utterances to successfully access preferred songs and comic sketches (leisure events) and answer series of verbal questions (cognitive activity) automatically presented to them, and (b) enable the smartphone to verbally guide the participants’ performance of series of body movements (physical exercise). The program was introduced according to a nonconcurrent multiple baseline design across participants. The intervention was divided into two phases, which included 17–33 and 39–48 sessions, respectively. The results showed that the participants’ baseline performance (without the support of the system) was generally poor. During the intervention with the system, all participants succeeded in accessing the music or comic events available, satisfactorily answering series of questions, and performing series of body movements. The Percentage of Nonoverlapping Data and the Tau (novlap) methods used to compare baseline and intervention performance produced indices of 1 for all participants (confirming the strong impact of the intervention). These results, which need replication to establish their generality, suggest that the technology system might represent a useful tool for helping people like the participants of this study. Full article

Background: Antimicrobial resistance (AMR) is a critical global health issue. Like other low- and middle-income countries, the misuse of antimicrobial medicine, including widespread self-medication, exacerbates AMR in Bangladesh. Making future generations aware of AMR through educational interventions is an effective tool in combating AMR. This research focuses on understanding the effects of AMR awareness interventions on the knowledge, attitudes, and behaviors of the schoolchildren in the selected district of Bangladesh. Methods: In this study, 241 students of the 12- to 16-year-old age group participated in a two-day program. The programs include four hours of activities, including reading comics and coloring books, presentations, quizzes, and watching an animation about AMR on the first day, followed by an art competition on the second day. To assess changes in knowledge earlier and after the intervention, pre- and post-tests were conducted. Results: This pilot study demonstrates that using age-appropriate interactive educational tools can significantly improve students’ knowledge about AMR, showing a mean difference of 1.28 (p < 0.001). The regulatory step of the Directorate General of Drug Administration, incorporating red identification marks on antibiotic packaging, makes it easier and shows that 93.36% of students could identify antibiotics, which helps them to be aware of these types of medicines. Interventions were equally effective for boys and girls and science and commerce students, and these helped participants recognize the inappropriate practices of antibiotic use in their daily lives. Conclusions: This study identified the importance of incorporating AMR issues into the educational curriculum to address AMR for future generations. Full article

This paper investigates digital comics—particularly webcomics and webtoons—as emerging forms of cultural heritage, analyzing their exponential global influence alongside the limitations of traditional heritage frameworks in systematically preserving them. The UNESCO heritage model, rooted in concepts of physical fixity and authenticity, is shown as inadequate for born-digital works like comics, which derive meaning from technological infrastructure, dynamic platforms, and ongoing community interaction rather than static material forms. Drawing on heritage futures and digital materiality theories, the authors argue that digital comics exemplify "temporal authenticity," evolving through continual transformation and algorithmic curation. The paper details how platform recommendation systems and analytics directly shape which comics achieve cultural visibility and preservation, while community-driven initiatives—such as The Flashpoint Archive—demonstrate effective models for holistic, grassroots digital preservation beyond institutional reach. Ultimately, the study calls for new theoretical and practical approaches to heritage, recognizing digital comics as both cultural artifacts and dynamic, platform-specific vernacular expressions. Full article

As generative AI tools become increasingly embedded in education, their role in supporting student learning remains both promising and contested. These cross-continental multiple case studies explore how integrating AI into classroom-based creative projects can move students from intimidation to meaningful engagement, comprehension, and retention of course content. Drawing on data from four international university classrooms—in the USA, UK, Canada, and Australia—this mixed-methods study examines students’ experiences as they collaboratively created comic books using generative AI. Each instructor embedded the assignment within their own pedagogical context, enabling cross-institutional comparison of AI’s educational potential. Findings highlight a shared trajectory: students initially approached AI with uncertainty or overconfidence, but developed nuanced understandings of its capabilities through experimentation, reflection, and collaboration. The process of creating narrative-driven visual outputs required students to synthesize theoretical material, communicate effectively in teams, and creatively solve problems—fostering both cognitive and interpersonal learning. Students reported deeper comprehension of academic content and greater confidence using AI tools critically and ethically. This study concludes that when framed as a collaborative partner rather than a replacement for human thinking, AI can support deeper learning experiences. It also suggests that creative, team-based projects can demystify AI and build essential future-facing skills. Full article

In recent years, many academics have addressed the issue of the intersection of the fields of Biblical studies and Cultural studies. Many academic works have emphasized the importance of the Bible in the building of cultural narratives and the need to reflect on those narratives through interpretation, placing biblical texts within originating cultural contexts. This article attempts to situate itself in that stream of work, exploring the graphic interpretation of the story of Ruth and Naomi in the graphic novel The Book of Ruth by Meredith Finch and Colin Dyer. It begins with an introduction to the characteristics of the graphic novel genre, highlighting how this medium has addressed religion and the Bible, including characters, narratives, and traditions. Subsequently, a comparative methodology is applied to examine the treatment of the biblical text in the graphic novel, contrasting the textual and graphic study conducted by Finch and Dyer. The aim is to demonstrate how the graphic novel serves as a contemporary mode of biblical text reception, creating a dialogue between the Bible and the current culture in which its texts are read. Full article

Comics, recognized for their narrative engagement and visual appeal, have increasingly been used to support science education, yet their application in environmental awareness, particularly among primary school students, remains underexplored. This study investigates the effect of using comics as an educational tool on fourth-grade students’ awareness of wind energy, comparing it to traditional teaching methods. A quasi-experimental design was implemented, with 60 students divided into an experimental group (n = 30) and a control group (n = 30). The intervention lasted four weeks, with pre-test and post-test assessments using a six-statement Likert scale questionnaire. Descriptive statistics showed that the experimental group improved their awareness scores from a mean of 2.80 (SD = 0.50) to 4.30 (SD = 0.40), whereas the control group’s scores increased only marginally from 2.85 (SD = 0.55) to 3.00 (SD = 0.50). A mixed ANOVA revealed a significant interaction between teaching method and time (F(1, 116) = 26.88; p < 0.001; η² = 0.19), indicating a large effect. A repeated measures ANOVA confirmed that the improvement in awareness levels was significantly higher in the experimental group (F(1, 116) = 37.24; p < 0.001; η² = 0.24). Cohen’s d for the change in awareness scores in the experimental group was 1.52, indicating a very large effect. A repeated measures ANOVA confirmed that the improvement in awareness levels was significantly higher in the experimental group (F(1, 116) = 37.24; p < 0.001). These findings support the effectiveness of comics in enhancing environmental education, suggesting the integration of visual storytelling into curricula to improve student engagement and the comprehension of renewable energy concepts. Full article

Low health literacy is a known contributing factor to poorer patient outcomes. Health information is often presented through materials written at high reading levels and thus may be an ineffective education tool for patients of diverse socioeconomic backgrounds, age ranges, and education levels. Graphic medicine (i.e., healthcare concepts presented through illustrations, such as comics or cartoons) may be a more equitable and efficacious format for many patients. The purpose of this review was to describe the efficacy and use of graphic medicine interventions regarding health outcomes, behavior changes, and engagement with health services. Nine databases were searched for studies that were randomized controlled trials in the English language, published before 4 December 2023. The searches identified 34 research articles that met the inclusion/exclusion criteria. This review revealed four key takeaways: (1) graphic medicine interventions are used globally; (2) graphic medicine interventions may be efficacious for a wide variety of health topics; (3) graphic medicine can be equitably delivered in many formats; and (4) graphic medicine can be applied broadly across the lifespan. The findings suggest that graphic medicine enhances patient engagement, empowers individuals with knowledge, and ultimately contributes to improved health outcomes across various populations; however, more effectiveness trials are needed. Additionally, an expanded definition of graphic medicine is presented. Full article

Seeking to examine cases of sacrificial love for another that is empathetic, unconditional, and morally redemptive, I focus on writer Jeff Lemire’s and artist Dustin Nguyen’s heralded comic series, Descender and Ascender (published by Image Comics starting in 2015 and 2018, respectively). In the first main subsection, I argue how illustrative fictional cases (some involving robots) can mirror inter-human ethical struggles in our own world and examine what I call the “The R2-D2 and Wall-E Syndrome”. Next, I look at some representative theoretical, literary, and biblical examples of sacrifice, especially regarding morally problematic theories about Jesus’ death on the cross, a classic Western example of sacrificial love. I then provide a brief context for why I chose Descender and Ascender and highlight some of the main themes and characters in the comics. In doing so, I draw from three main examples: the cyborg and mother Effie (Queen Between), the companion robot TIM-21, and the robot Driller (“a real killer”), where I gleam key traits of sacrificial love as empathetic, unconditional, and morally redemptive. I close with how to distinguish unholy and holy forms of sacrificial love and reflect on how the examples of sacrificial love in the comics ultimately complement my reading of Jesus’ sacrificial death on the cross while adding some stipulations to his oft-quoted saying: “No one has greater love than this, to lay down one’s life for one’s friends” (John 15:13). Full article

Graphic memoir and feminist mothering theory are at the heart of my research-creation paper “Badass Mom Art: Motherhood Untold in My Kind of Crazy”, which brings feminist mothering theory into conversation with traumatic mothering stories. The research-creation comprises a series of sequential graphic stories from my 2023 memoir My Kind of Crazy and a drawing series, Mothering Myths: (Re)imaginings and (Re)visions. These narratives re-imagine trauma’s impact on my maternal generations and illustrate the feminist shift from the 20th century patriarchal institution of motherhood that creates mothers as powerless and oppressed to 21st century matricentric mothering that empowers mothers through agency, autonomy, authenticity, and authority. Through comic’s conventions of frames, gutters, and the ability to manipulate time, the stories—my grandmother’s, my mother’s, and mine—detail specific traumatic experiences that impact our abilities to mother; they also reveal my perspective on events according to my perceptions and beliefs as an adult creating our stories. These are real stories of mothers unfolding in images and words. The article foregrounds Western patriarchal mothering myths of the ideal mother and the generations of feminist activists and scholars, including Adrienne Rich and Andrea O’Reilly, who have worked to change how society perceives mothers. Feminist poet Adrienne Rich’s seminal text Of Woman Born (1986) differentiates between the idea of motherhood and the concept of mothering; she encourages mothers to be mother outlaws by mothering outside patriarchy’s institution of motherhood’s rules and prescriptions. O’Reilly first questioned why maternity was not understood as a subject position nor theorized as other subject positions regarding the meeting of gendered oppression and resistance in her 2016 text Feminism: Theory, Activism, and Practice. Rich’s and O’Reilly’s proposed mother-centered practice permeates and is key to my art and critical work. Full article

Prevailing political and popular narratives often treat the issue of trans death as an inevitability and reduce complex stories of trans life to their endings. This paper investigates the transformative potential of creative forms of resistance—specifically a selection of Canadian poetry, personal essays, and comics—and how their artistic affordances engage with transfeminism as an approach to narratives of trans existence. Rooted in Canadian author Kai Cheng Thom’s reckoning with the shortcomings of trans-exclusionary feminist thought, and informed by Chinua Achebe’s conceptualization of re-storying, this article explores how I Hope We Choose Love and Falling Back in Love with Being Human by Kai Cheng Thom, Death Threat by Canadian creatives Vivek Shraya and Ness Lee, and comics from Assigned Male by trans activist and Canadian comic artist Sophie Labelle re-story “necessary” trans death to orient queer death spaces around a trans-for-trans (t4t) praxis of narrativization. Addressing the (inter)disciplinary possibilities of trans-inclusive feminism and comics studies, this article celebrates how these texts disavow and re-story the “Good” Trans Character, who dies to satisfy transmisogynistic ideologies, and theorizes the T4t Dead Trans Character, who dies to reclaim instances of trans death and recodify trans personhood as a site of hope, agency, and self-determination. In their re-storying, these texts recognize the transformative potential of trans existence and echo Thom in their urging of trans-inclusive feminism to renounce narratives of disposability and invest in the dignity of all human life. Full article

AI-generated content (AIGC) is uniquely positioned to drive the digital transformation of professional education in the animation, comic, and game (ACG) industries. However, its collaborative application also faces initial novelty effects and user discontinuance. Existing studies often employ single-variable analytical methods, which struggle to capture the complex mechanisms influencing technology adoption. This study innovatively combines necessary condition analysis (NCA) and fuzzy-set qualitative comparative analysis (fsQCA) and applies them to the field of ACG education. Using this mixed-method approach, it systematically explores the necessary conditions and configurational effects influencing educational users’ continuance intention to adopt AIGC tools for collaborative design learning, aiming to address existing research gaps. A survey of 312 Chinese ACG educational users revealed that no single factor constitutes a necessary condition for their continuance intention to adopt AIGC tools. Additionally, five pathways leading to high adoption intention and three pathways leading to low adoption intention were identified. Notably, the absence or insufficiency of task–technology fit, and perceived quality do not hinder ACG educational users’ willingness to actively adopt AIGC tools. This reflects the creativity-driven learning characteristics, and the flexible and diverse tool demands of the ACG discipline. The findings provide theoretical and empirical insights to enhance the effective synergy and sustainable development between ACG education and AIGC tools. Full article