Assessing Eye Gaze Patterns between Intermediate and Advanced Design Sketchers
Howell, Bryan; Jackson, Asa River; Edwards, Alexandra M.; Kilbourn-Barber, Katherine; Bliss, Kaylee; Morgan, Addie Payne
Type:
Year:
2023
Editor:
Kevin Otto, Boris Eisenbart, Claudia Eckert, Benoit Eynard, Dieter Krause, Josef Oehmen, Nad
Author:
Howell, Bryan; Jackson, Asa River; Edwards, Alexandra M.; Kilbourn-Barber, Katherine; Bliss, Kaylee; Morgan, Addie Payne
Series:
ICED
Institution:
Brigham Young University
Section:
Design Methods
Page(s):
0657-0666
DOI number:
Abstract:
One difficulty with sketching pedagogy is the tendency to assess growth according to outcomes, as opposed to processes. We assessed eye gaze patterns between advanced and intermediate design sketchers and anticipated correlations between eye-gaze practices and sketching proficiency. Participants sketched two different objects using analogue materials, a potted plant from memory, and a MacBook from observation.
The study utilised Tobii 3 adjustable eye-tracking glasses and Tobii Pro data processing software. Twenty-five design sketching students and six design sketching instructors participated in the study.
Metrics measured include the quantity of reference line gazes, eye movement during line creation (targeting vs tracking), eye fixation duration, work checks per minute and subject gazes per minute.
The results show a difference in gaze patterns between intermediate and advanced sketchers, both in terms of practice and consistency. Eye-tracking sketching behaviours has revealed a new understanding of how teaching gaze habits could lead to improved methods of design sketching instruction.
The study utilised Tobii 3 adjustable eye-tracking glasses and Tobii Pro data processing software. Twenty-five design sketching students and six design sketching instructors participated in the study.
Metrics measured include the quantity of reference line gazes, eye movement during line creation (targeting vs tracking), eye fixation duration, work checks per minute and subject gazes per minute.
The results show a difference in gaze patterns between intermediate and advanced sketchers, both in terms of practice and consistency. Eye-tracking sketching behaviours has revealed a new understanding of how teaching gaze habits could lead to improved methods of design sketching instruction.
Keywords:
