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ASSESSING EYE GAZE PATTERNS BETWEEN INTERMEDIATE AND ADVANCED DESIGN SKETCHERS

Published online by Cambridge University Press:  19 June 2023

Bryan Howell ,
Asa River Jackson ,
Alexandra M. Edwards ,
Katherine Kilbourn-Barber ,
Kaylee Bliss  and
Addie Payne Morgan
Bryan Howell*
Affiliation:
Brigham Young University
Asa River Jackson
Affiliation:
Brigham Young University
Alexandra M. Edwards
Affiliation:
Brigham Young University
Katherine Kilbourn-Barber
Affiliation:
Brigham Young University
Kaylee Bliss
Affiliation:
Brigham Young University
Addie Payne Morgan
Affiliation:
Brigham Young University
*
Howell, Bryan Brigham Young University, United States of America, bryan.howell@byu.edu

Abstract

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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.

Keywords

CreativityDesign educationVisualisationEye-TrackingIndustrial design
Type
Article
Information
Proceedings of the Design Society , Volume 3: ICED23 , July 2023 , pp. 657 - 666
Creative Commons
Creative Common License - CCCreative Common License - BYCreative Common License - NCCreative Common License - ND
This is an Open Access article, distributed under the terms of the Creative Commons Attribution-NonCommercial-NoDerivatives licence (http://creativecommons.org/licenses/by-nc-nd/4.0/), which permits non-commercial re-use, distribution, and reproduction in any medium, provided the original work is unaltered and is properly cited. The written permission of Cambridge University Press must be obtained for commercial re-use or in order to create a derivative work.
Copyright
The Author(s), 2023. Published by Cambridge University Press

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