[IEEE 2013 International Conference on Interactive Collaborative Learning (ICL) - Kazan, Russia (2013.09.25-2013.09.27)] 2013 International Conference on Interactive Collaborative

Collaborative Drawing Process Viewer for Enhancing Self-Drawing Reviewing Awareness

Takashi Nagai Interdisciplinary Graduate School of Science and

Technology Shinshu University

4-17-1 Wakasato, Nagano, 380-8553, Japan [email protected]

Mizue Kayama Faculty of Engineering

Shinshu University 4-17-1 Wakasato, Nagano, 380-8553, Japan

[email protected]

Abstract— Drawing is one of the basic skills in learning art, it is a necessary skill for beginners to master. The acquisition of skills by individuals is difficult and is acquired by correct repetition. The purpose of this study is to explore a drawing learning support system for beginners in a network environment. The learner can obtain evaluation and advice from the tutor without being restricted by time and/or place. In this paper, we consider the application to drawing learning support using a collaborative drawing process viewer.

Keywords—art; drawing; skill; learning support system; digital pen; LMS

I. INTRODUCTION Art education in a networked environment has been

introduced recently [1], [2]. However, there are some limitations related to functions and contents for basic skill learning such as drawing, painting, and sculpturing. Drawing is one of the fundamental skills in art education. All beginners must acquire these kinds of skills first [3]. Correcting the error is a skill learnt by repeating the correct technique many times [4-7]. In individual learning, it is difficult to notice one’s own weaknesses and habits. Therefore by going to art school,

learning is advanced in the form of receiving direct instruction from tutors. However, in art school, to receive instruction of multiple skills from one tutor and to grasp all the drawing process is difficult.

The purpose of this study is to explore a drawing learning support system for beginners in drawing in a networked environment. Instruction can be obtained from the tutor without being restricted by time and/or place.

In this paper, we consider the application to drawing learning support using a collaborative drawing process viewer.

II. ONLINE SUPPORTED DRAWING LEARNING Differences in learning of online and off-line art class is the

share of the drawing process between learners and teaching that takes place during drawing. In the off-line art class, while drawing, tutors do the immediate guidance as and when needed. It is possible to notice quickly when an error occurs. Moreover, in the off-line art class, other learners are drawing in the same place and at the same time. It is possible to see the drawing process of other learners and to learn by comparing drawings.

For learning environment of this study, we use the LMS

Fig. 1. Learning flow with the proposed system

2013 International Conference on Interactive Collaborative Learning (ICL)Page 120

978-1-4799-0153-1/13/$31.00 ©2013 IEEE 25-27 September 2013, Kazan National Research Technological University, Kazan, Russia

Fig. 2. List of drawing process

(Learning Management System) as a platform and a digital pen as the writing instrument [8]. The digital pen can record and upload to the drawing process to the LMS for learners and tutors to browse. As a result, almost the same learning experience can be obtained online. In the off-line art class, tutors cannot provide support for all learners, but support is possible in this system because learners can see the drawing process of all other learners at the same time.

This is the flow system proposed in Figure 1.

1. A learner draws his/her work with a digital pen.

2. Learner registers drawing process data to the learning management system(LMS) after his/her drawing.

3. LMS analyzes the drawing process data registered and calculates six parameters.

4. Play back the drawing process to learners for their self-reflections.

5. A tutor evaluates a learner’s work by replaying his/her drawing process. Then the tutor adds some advice to learner’s drawing process. This information is registered in the LMS.

6. Learner improves individual drawing process from tutor comments and ratings plus other learners’ drawings

Drawing process data is used in two methods. First one is the tutors’ evaluation, second one is an evaluation by the

system.

In the off-line art class, tutors instruct beginning learners to draw by using many strokes. In order to create strokes, it is necessary to observe the object, many techniques are required. However, in drawing using a writing instrument such as a pencil or charcoal, the strokes are indiscernible. In the proposed system, it is possible to present all strokes. The system performs the presentation of every stroke and the number of the previous stroke in order to teach the learner. Thus, by comparing the number of strokes with other learners with the number of strokes in his last drawing, self-review is possible.

The highest number of strokes demonstrates the most skill and by sharing the process it is possible to learn from others’ techniques.

III. COLLABORATIVE DRAWING PROCESS VIEWER The collaborative drawing process viewer is a tool to play

the drawing process of the learner to himself or another. This selection index is available when viewing the drawing process of other learners.

A. List of drawing process Figure 2 shows a screen list of uploaded digital pen

drawing data.

1) Screen list of drawing process. Thumbnail of drawing is displayed in the task panel. As well as their own drawing process, learners can read the



drawing processes of all the study group. 2) Blue and yellow ribbon.

Evaluation of the drawing process over the thumbnail. Yellow Ribbon is the evaluation of the tutor, blue ribbon is the system. The system also shows the learners with the five highest stroke count.

3) Stars. One star mark = average. Two star mark = good.

B. Drawing Process Viewer Figure 3 shows a screen for playback of drawing process

and tutors to evaluate and comment.

1) Controller Stop and change the playback speed

2) Views the drawing process. Bottom right shows a) elapsed time

b) distance c) stroke count

3) The graphs analyze the drawing process a) Time taken for stroke transition The yellow line represents the number of strokes of the whole drawing. The red line is the average value of the number of strokes. The blue line is the number of strokes since drawing from the last time.

The remaining graphs feature a five second stroke analysis. b) Pen pressure transition Red bar should be constant, blue bar shows a fall in pressure. c) Number of strokes Shows relative value, maximum = 100 d) Pen pressure Relative value of pen pressure sensitivity. e) Line type

Fig. 3. Drawing Process Viewer



A type of line to classify points, straight lines, curves and complex lines in the stroke. f) Size of strokes Represents the size of the stroke set. g) Distance between sets of strokes Depicts the same area in successive time.

When browsing the drawing process, the graphs were analyzed from the geometrical characteristics of the stroke, to help learners learn drawing skills.

C. Drawing process viewer in comparison mode Figure 4 shows a screen displayed by comparing the

drawing process of the learner.

D. Portfolio Figure 3 displays in chronological order drawing processes

painted so far, it is possible to browse and evaluate number of strokes.

Playing side-by-side drawing shows two different processes, past self-drawing plus others’ drawings in order to rise to a new awareness.

IV. EVALUATION PROCESS OF DRAWING VIEWER Test subjects (attended art school as a subject)

3 tutors

28 students

Test period: three months of use from April to July.

Fig. 4. Drawing process viewer in comparison mode

Fig. 5. Portfolio view



Drawing process: Data obtained six times once every two weeks. During this time, drawing with pencil and charcoal are being carried out once a week.

Object (sweet box and paper bag) placed on the desk - drawing 20 minutes on A3 size paper. Basic shape is suitable for learning learners, easy to draw for a beginner. First 3 times sweet box, next 3 time brown paper bag.

The time limit was set in order to make participants aware that they must produce a full-length portrait in a set time. This time (20 mins) does not put too much burden on beginners, to create a sense of volume to some extent.

A. Summary of evaluation results By limiting the reach of this tool, it is effective for

beginners to acquire skills. Furthermore, it is possible with

Fig. 6. Students work(First time drawing [left], third time)

Fig. 7. Student work(First time drawing [left], third time)



continued use to acquire drawing skills with limited time and objects and compare the drawing process with other learners. It is easy to check the acquisition status of drawing their own skills.

Figure 6 shows students drawing played many times, plus drawing process of other students. Left is first time drawing right is third time. Compared with the drawing for the first time, the number of strokes increases in the third drawing and the form, composition, tone and skill improves.

Figure 7 shows a self-drawing process only. The left side is the first time the right is the third. Number of strokes is increasing, but there is no change in the composition and technique.

Table 1 shows the utilization of this tool. Many learners were using this tool for first time access, but use was reduced for forth and subsequent access. One of the causes was that the evaluation to learners from tutors was reduced.

TABLE I. VISTS FOR PROPOSED SYSTEM

Drawing with digital-pen Sweet box Paper bag

1 2 3 4 5 6 Visits 718 326 205 71 70 21

B. Students Impressions “Because we get very useful advice from the teacher next

time practice will be easier”

“Good because I can see my own drawing objectively”

“Very good because I can see the others' technique”

Opinions of dissatisfaction

“Tutor does not give me a comment or even write a review”

V. CONCLUSION In this paper, we described the possibility and benefit of a

drawing support system in a networked environment. Drawing learning in a networked environment is also useful and available if the users of the system are limited to beginners of drawing. Application to a drawing learning support system was shown. Its application to classroom learning and individual learning was also considered. From an experiment with students in an art school, we could see that our drawing

In the future, embody the methodology of drawing guidance to produce enhanced individual learning support functions.

REFERENCES [1] Tweddle, L.K.: Reinventing Papert’s Constructionism - Boosting Young

Children’s Writing Skills with e-Learning Designed for Dyslexics. The Electronic J. of e-Learning 6(3), pp. 227–234, 2008.

[2] Univ. of the Arts London: MA Visual Arts (Digital Arts Online), http://www.wimbledon.arts.ac.uk/ (accessed August 30, 2013)

[3] Sekine, E.: A Trial to develop the ART SYSTEM. Art Education 6, 89–100, 1984. (in Japanese)

[4] Bernstein, N.: The Co-ordination and Regulation of Movements. Pergamon Press, NY, 1967.

[5] Latash, M.L.: Progress in Motor Control. Bernstein’s Traditions in Movement Studies, vol. 1. Human Kinetics, Urbana, 1998.

[6] Latash, M.L.: Progress in Motor Control. Structure-Function Relation in Voluntary Movement, vol. 2. Human Kinetics: Urbana, IL, 2002.

[7] Furukawa, K.: Skill Science. J. of JSAI 19(3), 355–364, 2004. (in Japanese)

[8] Anoto Group AB: Digital pen & paper, http://www.anoto.com/lng/en/pageTag/page:products/mode/sublist/documentId/1001/ (accessed August 30, 2013)

[9] Nagai, T., Kayama, M., Itoh, K.: A Drawing Learning Support System with Auto-evaluating Function Based on the Drawing Process Model. In: Jacko, J.A. (ed.) HCI International 2011. LNCS, vol. 6764, pp. 97–106. Springer, Heidelberg, 2011.

[10] Ernest, W.W.: The Art of Pencil Drawing, Watson-Guptill, NY, 1985.



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[IEEE 2013 International Conference on Interactive Collaborative Learning (ICL) - Kazan, Russia (2013.09.25-2013.09.27)] 2013 International Conference on Interactive Collaborative