The Influence of Japanese Animation on Taiwanese University

The Influence of Japanese Animation on Taiwanese University Students: A Case Study on One Piece Television Series UE 4 A 1101200045 盧慧瑛 Ivy Lu

Contents • Introduction • Literature Review • Methodology • Result • Discussion • Conclusion • References

Introduction • Motivation of the research To investigate the understanding of Taiwanese university students’ opinions on the influence of Japanese animation. • Research questions 1. What are the perceptions of the students on watching “One Piece"? 2. What kinds of attitude or behavior that Japanese animation influence Taiwanese university students?

Literature Review • The animation fans, especially students want to be like or think they are like the characters. (Chen, 2006) • Most of the American animation viewers preferred the interesting and complex plots in Japanese animation. (Napier, 2001) • The “Otherness” of Japanese animation rather than its specific “Japaneseness” was of fundamental appeal to the American animation fans. (Napier, 2001)

Methodology • Research Design: quantitative research • Survey Participants: 80 Taiwanese university students • Instrumentation: background information of participants preference of “One Piece” attitude and behavior on “One Piece” • Procedure: Data were collected from January to March in 2016 through online survey.

Result Table 1 Do you like to watch Japanese animation? No, not at all No, not very much Yes, somewhat Yes, very much Total Freq. 2 15 35 28 80 % 2. 5% 18. 8% 43. 8% 35% 100% Table 2 Do you like to watch “One Piece? ” Never watched before No, not at all No, not very much Yes, somewhat Yes, very much Total Freq. 8 1 10 34 27 80 % 10% 1. 3% 12. 5% 42. 5% 33. 8% 100% 79 % 76%

Result • Frequency of watching “One Piece” - every day & often - over 10 years • The reasons they like and dislike - stories • Cronbach’s Alpha of part III Table 3 Cronbach’s Alpha Total . 992

Table 4 T test for part III attitude toward life learning attitude become the fan of “One Piece” daily habits 1. My mentality become positive 2. I become brave to overcome difficulties 3. I become brave to pursue dreams 4. I feel indifferent 5. “One Piece” enriches my attitude toward my life 6. I value friendship 7. I realize teamwork 8. I regard the characters as idols 9. I learn positive qualities from the characters 10. I intend to learn Japanese M 2. 58 2. 39 1. 16 2. 28 2. 40 2. 54 2. 46 2. 53 2. 25 SD 1. 58 1. 47 1. 46 1. 01 1. 44 1. 48 1. 55 1. 43 11. I buy the products of “One Piece” 2. 30 1. 50 12. I follow the report of “One Piece” 2. 34 1. 52 2. 26 1. 96 1. 43 1. 39 1. 99 1. 39 2. 30 2. 63 1. 52 1. 62 2. 40 1. 53 2. 40 1. 51 1. 48 13. I discuss the characters or stories of “One Piece” with friends 14. I join the club or group of “One Piece” 15 I join “One Piece” animation 15 th anniversary celebration 16. Watching “One Piece” has become one of my habits in life 17. Watching “One Piece” make me feel relaxed. 18. I can remind the characters of “One Piece” easily 19. I can remind the classic dialogue of “One Piece” easily 20. I can remind the stories of “One Piece” easily

Discussion • The animation fans, especially students want to be like or think they are like the characters. (Chen, 2006) • Most of the American animation viewers preferred the interesting and complex plots in Japanese animation. (Napier, 2001)

Conclusion • The majority of Taiwanese university students like to watch Japanese animations and preferring “One Piece”. • The participants had great preference and loyalty on “One Piece” • Participants were influenced by “One Piece” toward learning attitude and daily habits most.

References