เปรียบเทียบวิธี

	การวิเคราะห์แก่นสาระสะท้อนคิดด้วยการกระตุ้นด้วยภาพ	Visual Elicitation Thematic Analysis
สาขาวิชา	เชิงคุณภาพ	เชิงคุณภาพ
ตระกูล	Process / pipeline	Process / pipeline
ปีกำเนิด	2000s–2010s (integrated practice established ~2010–2020)	2000s–2010s
ผู้ริเริ่ม	Compound method: visual elicitation (Harper 2002; Clark 1999) + reflexive thematic analysis (Braun & Clarke 2006, 2019)	Synthesised from Harper's photo elicitation (2002) and Braun and Clarke's thematic analysis (2006); applied as an integrated method from the 2010s onward
ประเภท	Qualitative compound design	Qualitative data collection and analysis approach
แหล่งต้นตำรับ	Braun, V., & Clarke, V. (2019). Reflecting on reflexive thematic analysis. Qualitative Research in Sport, Exercise and Health, 11(4), 589–597.	Harper, D. (2002). Talking about pictures: A case for photo elicitation. Visual Studies, 17(1), 13–26.
ชื่อเรียกอื่น	photo-elicitation reflexive TA, image-elicitation RTA, visual-prompt reflexive thematic analysis, VERTA	VETA, photo elicitation thematic analysis, image-based thematic analysis, visual-data thematic analysis
ที่เกี่ยวข้อง	5	3
สรุป	Visual elicitation reflexive thematic analysis (VERTA) is a qualitative compound design that uses photographs, drawings, or other images as conversation starters in in-depth interviews and then analyses the resulting talk using Braun and Clarke's reflexive thematic analysis framework. The visual prompt lowers the communication barrier, stimulates richer narrative, and anchors abstract experiences to concrete imagery, while the reflexive analytic approach treats theme development as an active, iterative, and researcher-engaged interpretive process rather than a coding algorithm.	Visual elicitation thematic analysis (VETA) is a qualitative method that uses photographs, drawings, or other images as interview stimuli to provoke richer verbal accounts, then subjects those accounts to systematic thematic analysis. By grounding conversation in concrete visual material, the method unlocks meanings, memories, and tacit knowledge that purely verbal questioning often fails to reach. It is widely used in health, education, community, and organisational research.