Collaborative Drawing Research Articles

Online complementary interventions for the development of social communication in children during the early stage of the COVID-19 pandemic

For elementary school children, engaging in diverse communication experiences with peers of varying ages during free play is crucial for developing social adaptability. However, the COVID-19 pandemic caused an unprecedented interruption to this learning process, as the new school year in Japan, which typically starts in April, began with widespread school closures. A novel intervention was implemented to address the ongoing societal constraints of the “stay-at-home” mandate and the uncertainty surrounding its duration. This intervention aimed to facilitate and promote peer communication while minimizing the risk of COVID-19 infection. It utilized then-unfamiliar Internet-based conferencing systems on Children’s Day, 1 month into the new school year. We explored two main analytical aspects to enhance the efficacy of this communication method: first, the types of play proposed by children that attracted the highest participation from unfamiliar peers; second, the duration of participation and communication, particularly regarding age and gender differences. Remarkably, despite only 2 days’ notice, 15 children aged 4 – 14 from five different, previously unknown communities located 1,000 km apart participated enthusiastically. In the first investigation, 12 types of play were introduced by the children. The most engaging activities included collaborative drawing on a shared online whiteboard and a scavenger hunt for specified objects. Notably, older children participated significantly longer in the online presenter’s activities, while younger children preferred to play within their own community. This study proposes that online conferencing can facilitate social interaction among children during pandemics. The intervention successfully fostered collaborative play among children of varying ages and from distant locations. In addition, the findings indicate the necessity to adjust the quality and focus of interventions based on age-specific psychological development. Further verification with more implementation examples and a larger participant pool is required.

Grandmother-grandchild physiological synchrony in Chinese three-generation families: Links with child emotion regulation.

The current study examined the characteristics of physiological synchrony between grandmothers and grandchildren in Chinese three-generation families, and the associations between physiological synchrony and child emotion regulation. The participants included 92 children (age 8-10-year old) and their grandmothers. Respiratory sinus arrhythmia (RSA) was collected from both grandmothers and their grandchildren throughout a collaborative drawing task and a conflict discussion task. Child emotion regulation was measured using the Children's Emotional Management Scale. We found no evidence for an overall pattern of concordant or discordant synchrony within dyads. Instead, there was great variability in patterns of synchrony across dyads. During the collaborative drawing task, concordance in grandmother's RSA and grandchildren's subsequent RSA was linked with better emotion regulation. During the conflict discussion, concordance in grandmother's RSA and grandchildren's simultaneous RSA was linked with poorer emotion regulation. These results suggest that grandmother-grandchild synchrony in different directions, time lags, and contexts has different influences on children's emotion regulation. The findings of this study highlight the importance of contextual physiological co-regulation between Chinese children and their grandmothers for children's social-emotional development.

How students develop collaborative drawing to represent the transmission of sound: An analysis of explanatory scientific drawings with discourse maps

ABSTRACT Background To support collaborative drawing, it is essential to investigate how students make collaborative drawings and how these contribute to elaborating their ideas. This study examines how 5th and 6th grade students’ group drawings contributed to increased levels of explanations of their drawings about sound transmission. Methods We analyzed two cases of group drawing processes, that showed a large difference in the explanatory levels in their drawings, to find discourse patterns and visualized these patterns through discourse maps in relation to the progressions of drawing. Findings In the first case, the students successfully co-constructed sound transmission drawings following Demand-Give-Acknowledge patterns. The students continuously questioned how to visualize particles’ vibration, used multimodal resources to generate alternative drawings, and determined most scientific drawings. In the second case, the students did not reach consensus on how to visualize particles’ vibrations, following repetitive patterns of Give-Refute. While the teacher intervened and mediated student’s conflicting ideas, the students did not generate any alternative ideas. Contribution This study illustrates in close detail how the process of multimodal transactive discussion contributed to conceptual understanding during collaborative drawings. The discourse map may be instrumental to analyze students’ collaboration systematically and devise pedagogical approaches.

Drawing as thinking through: students’ use of collaborative drawing to examine ‘problemical’ situations

ABSTRACT Collaborative drawing is a multimodal approach to examining problems within small groups of individuals when the perspectives of multiple stakeholders should be considered. Collaborative drawing can be useful for helping students visualize and analyze a challenging problem from different world views and provide opportunities to confront, discuss, and identify potential resolutions. Rich Pictures (RPs), the artifacts created through collaborative drawing, were used in two fourth-year undergraduate internship classes (n = 48) to prompt student discussion about potential workplace dilemmas and provide a site for reflecting on professional challenges. Students used graphic objects, icons, and stick figures or ‘actors’ playing distinct roles, to map out a problematic workplace scenario. The RPs created by the students illustrated the emotional complexities inherent in complex problems through spatial organization, commonly used symbols and emojis, and narrative vignettes. The RPs provided a space for students to surface their emotional responses to the problem scenarios, examine the inherent power dispositions, and illustrate the nuanced and complex perspectives to consider in professional environments. The findings contribute insight on multimodal strategies for facilitating opportunities for students to develop their professional identities, and present innovative methodologies for researchers in Higher Education to study that development.

The Relationship Between Parent-Child Movement Synchrony and Social Behavior of Children Diagnosed with Autism Spectrum Disorder and Children Diagnosed with Down Syndrome

Purpose: Dyadic synchrony is positively associated with social competence. Although children diagnosed with Autism Spectrum Disorder (ASD) and children diagnosed with Down Syndrome (DS) both have trouble with dyadic synchrony, the origin of their difficulties is fundamentally different. In this mixed method study, we investigated differences in dyadic synchrony and social behavior between children diagnosed with ASD and DS. Methods: Twenty-seven children diagnosed with ASD (10 cisgender females; Mage = 10.98 years; SD = 2.21) and twenty-five children diagnosed with DS (11 cisgender females; Mage = 11.91 years; SD = 2.27) performed a collaborative drawing task with a parent in which they had to synchronize their drawing movements. We continuously tracked their dominant hand movements using wearable accelerometers, and performed Cross-Recurrence Quantification Analysis to extract synchrony measures. Additionally, we compared the social behaviors (interpersonal synchrony, emotion regulation, and social cognition, motivation, and confidence) of these children using quantitative parental questionnaires. Results: Parent-child synchrony measures were significantly higher for children diagnosed with ASD. Yet, parents were significantly more positive about the social behaviors of children diagnosed with DS. No significant correlation between the synchrony and questionnaire measures was found. Conclusion: While children diagnosed with ASD synchronize better during a collaborative task, the social behavior of the children diagnosed with DS (including social synchrony) is more positively evaluated by their parents. Possible reasons for this discrepancy are discussed.

Group Synchronization during Collaborative Drawing using Functional Near-Infrared Spectroscopy.

Functional near-infrared spectroscopy (fNIRS) is a noninvasive method particularly suitable for measuring cerebral cortex activation in multiple subjects, which is relevant for studying group interpersonal interactions in ecological settings. Although many fNIRS systems technically offer the possibility to monitor more than two individuals simultaneously, establishing easy-to-implement setup procedures and reliable paradigms to track hemodynamic and behavioral responses in group interaction is still required. The present protocol combines fNIRS and video-based observation to measure interpersonal synchronization in quartets during a cooperative task.This protocol provides practical recommendations for data acquisition and paradigm design, as well as guiding principles for an illustrative data analysis example. The procedure is designed to assess differences in brain and behavior interpersonal responses between social and non-social conditions inspired by a well-known ice-breaker activity, the Collaborative Face Drawing Task. The described procedures can guide future studies to adapt group naturalistic social interaction activities to the fNIRS environment.

Mobile drawing methods in landscape research: collaborative drawing in Kathmandu Valley, Nepal

In this paper, we show how mobile drawing methodologies can bring the dynamic, relational and non-representational qualities of landscape encounters to the foreground. The research paper discusses a mobile drawing project that took place in the Kathmandu Valley, Nepal. The project entitled ‘Taxi Guff-Gaff’ invited participants to undertake a collaborative drawing and conversational journey. Mobile drawing together on a bumpy taxi journey required artist participants to move together and literally ‘pay attention to the moment at hand’. In so doing it produced imagery that foregrounds the inherent dynamic quality of all our landscape encounters. We propose that mobile drawing offers an immersive way to relate to the urban landscape and each other and can open up spaces of landscape research that centre on speculative forms of thinking, being, drawing and conversation.

Whiteboard

Meetings and classrooms demand the presence of the person in the room if he wants to participate. A tool widely used in such places is a whiteboard. A whiteboard has limited creativity and interactivity options and hence it needs to be replaced with better tools. In this project we develop a web application to increase collaboration without restricting him to any location, operating system platform or device. Our application allow user to interact and share information. Users only need access to web browsers and internet to make use of the application. We have implemented real-time collaborative drawing whiteboard by using HTML5, DOM, JavaScript, CSS, Canvas.

Drawing as a Space for Social-Cognitive Interaction

Drawing is recognized as a powerful tool to learn science. Although current research has enriched our understanding of the potential of learning through drawing, scarce attention has been given to the social-cognitive interactions that occur when students jointly create drawings to understand and explain phenomena in science. This article is based on the distributed and embodied cognition theories and it adopted the notion of we-space, defined as a complex social-cognitive space, dynamically established and managed during the ongoing interactions of the individuals, when they manipulate and exploit a shared space. The goal of the study was to explore the role that collaborative drawing plays in shaping the social-cognitive interaction among students. We examine this by a fine-grain multimodal analysis of a pair of middle school students, who jointly attempted to understand and explain a chemical phenomenon by creating drawings and thinking with them. Our findings suggest that collaborative drawing played a key role in (i) establishing a genuine shared-action space, a we-space, and that within this we-space it had two major functions: (ii) enabling collective thinking-in-action and (iii) simplifying communication. We argue that drawing, as a joint activity, has a potential for learning, not restricted to the cognitive process related to the activity of creating external visual representations on paper; instead, the benefits of drawing lie in action in space. Creating these representations is more than a process of externalization of thought: it is part of a process of collective thinking-in-action.

ADR practice in planning conflicts: Australian lawyers’ thinking on ADR, training and mentorship

ABSTRACT Lawyers’ alternative dispute resolution (ADR) practice is an important part of legal practice and education. In this research project, we explored the views of planning lawyers in Melbourne, Australia who were engaged in the ADR processes of mediation and compulsory conferencing. The participants interviewed endorsed the use of ADR in planning disputes and spoke of the need to adopt a collaborative approach drawing on their negotiation and communication skills. They also spoke of their role providing legal expertise in a complex jurisdiction. The lawyers reflected on the nature of planning disputes where conflict can be emotional as disputes deal with the communities’ lived experience of the built environment and the wider concerns of the planning of cities. The lawyers showed the ability to focus on the larger justice issues that affect the jurisdiction. Additionally, the study explored the lawyers’ views on their training in ADR. While some participants appreciated ADR training courses, many pointed to the benefits of learning from those lawyers experienced in planning law disputes. The research presented here suggests the need for ongoing peer support and mentorship for lawyers in the use of ADR, in addition to training, that is particular to their jurisdiction.

Collaborative drawing shared between mobile devices using MQTT

Collaborative drawing shared between mobile devices using MQTT

Collaborative drawing shared between mobile devices using MQTT

Collaborative drawing shared between mobile devices using MQTT

Drawingvoice 2.0: classroom joint designing and Facebook interactions to develop reflexivity and awareness

Drawingvoice 2.0 is an instructional method of collaborative pencil and paper drawing to use in the school classroom, followed by Facebook interaction on the drawing produced in class. It is based on a participatory and meta reflective approach, explicitly aimed at deconstructing, negotiating, and reconstructing the meaning that students attribute to themselves regarding their professional expectations and educational pathways. In particular, the collaborative pencil and paper drawing allows for the student’s emotional symbolisation processes underlying their educational pathway. Drawingvoice 2.0 induces a multidimensional cognitive and meta-cognitive process further supported by the following interaction on Facebook. Therefore, the World Wide Web is the added resource for sharing and deepening the classmates’ discussion. Finally, Drawingvoice 2.0 supported structural group interaction and was an important supportive and instructional method to bring about transformational and developmental training practices. As the main result, in our experience, psychology students increased their reflectivity about their strengths and threats in being psychologists within their cultural contexts and potential positive resources underlying their choice. Drawingvoice 2.0 thus enhanced their self-awareness about the lights and shadows of their training and future professional career.

Building mutual trust in collaborative green NPD: Evidence from China's digital infrastructure

The increasing green NPD (new product development) efforts in Asian markets gains increasing popularity among academic research and managerial practice. Given the prevailing knowledge about NPD collaboration drawing on traditional Western culture-centric approach, this study sets up a new analytical framework and investigates the dynamic trust-building mechanisms among multiple stakeholders in the collaborative green NPD process in China's national cultural context. Based on qualitative research using a longitudinal case study of China's digital infrastructure, three distinct collaborative green NPD phases including “innovation in peripheral components, incremental innovation in core components and radical innovation in core components” are identified. Besides, summaries of trust measures among suppliers, buying firms, and regulators are presented to open the black box of the antecedences and dynamics to facilitate the understanding of the truly complex nature of trust-building. During the phased collaborative green NPD processes, the role of China's national culture including “high degrees of power distance, low degrees of individualism, low degrees of uncertainty avoidance, high degrees of long-term orientation and high degrees of masculinity” is also discussed.

The Robot is Present: Creative Approaches for Artistic Expression With Robots.

There is growing interest in developing creative applications for robots, specifically robots that provide entertainment, companionship, or motivation. Identifying the hallmarks of human creativity and discerning how these processes might be replicated or assisted by robots remain open questions. Transdisciplinary collaborations between artists and engineers can offer insights into how robots might foster creativity for human artists and open up new pathways for designing interactive systems. This paper presents an exploratory research project centered on drawing with robots. Using an arts-led, practice-based methodology, we developed custom hardware and software tools to support collaborative drawing with an industrial robot. A team of artists and engineers collaborated over a 6-month period to investigate the creative potential of collaborative drawing with a robot. The exploratory project focused on identifying creative and collaborative processes in the visual arts, and later on developing tools and features that would allow robots to participate meaningfully in these processes. The outcomes include a custom interface for controlling and programming robot motion (EMCAR) and custom tools for replicating experimental techniques used in visual art. We report on the artistic and technical outcomes and identify key features of process-led (as opposed to outcome-led) approaches for designing collaborative and creative systems. We also consider the value of embodied and tangible interaction for artists working collaboratively with computational systems. Transdisciplinary research can help researchers uncover new approaches for designing interfaces for interacting with machines.

Plan‐Draw‐Evaluate (PDE) pattern in students' collaborative drawing: Interaction between visual and verbal modes of representation

AbstractThe use of group drawing to promote student‐generated representation is a common instructional strategy as it combines the benefits of using visual representation and collaborative talk. Although the affordances of group drawing have increasingly been emphasized in science education, few studies have investigated how drawing as a visual mode interacts with group discourse as a verbal mode as well as how that interaction facilitates the development of students' collective ideas. Informed by theories in classroom discourse and multimodality, this paper examines the interaction process between a verbal and visual mode of representation as groups of students engaged in collaborative drawing during guided science inquiry lessons. On the basis of the analysis of data from a science class that adopted group drawing, we found and documented a recurring pattern, Plan‐Draw‐Evaluate or PDE pattern, in how the interaction between the verbal and visual modes occurred during collaborative drawing. This PDE pattern consisted of a triad of moves that alternate between the two modes and fulfilled various discursive purposes, such as suggesting, requesting, recording, visualizing, elaborating, agreeing, and rejecting. The PDE pattern provided a basic social structure that facilitated the collaboration and progression of students' ideas. With illustrations of PDE patterns and its variations, we argue that the PDE pattern provides an insight into the dynamic organization of interactions involved in group drawing that takes into consideration the multimodal affordances of verbal and visual modes of representation and the progression of ideas developed through collaborative discourse.

Printed Matter Virtual Art Book Fair

Printed Matter Virtual Art Book Fair

Integrating Engineering With Nature® strategies and landscape architecture techniques into the Sabine-to-Galveston Coastal Storm Risk Management Project.

Damaging storm events frequently impact the Texas coast. In response, theUS Army Corps of EngineersGalveston District (SWG)has undertaken the Sabine-to-Galveston (S2G) Coastal Storm Risk Management (CSRM) Project. This approximately $3.9B project includes numerous measures across several counties of the upper Texas coast, including levees, floodwalls, and pump stations. In June 2019, SWG leadership enlisted a team including the paper authors to integrate Engineering With Nature (EWN) strategies into this infrastructure project. EWN strategies intentionally align natural and engineering processes to efficiently and sustainably deliver economic, environmental, and social benefits through collaboration. The first step in this process was to develop potentially relevant EWN strategies. A collaborative workshop included visits to project sites and working sessions where the project team reviewed challenges associated with each site, generated an array of EWN strategies, and began to test design concepts based on those strategies through collaborative drawing sessions. Afterward, prioritized ideas were refined and evaluated in terms of property acquisition, estimated cost, logistics, stakeholder and sponsor interest, constructability, aesthetics, recreational opportunities, and ecological benefit. Design concepts considered feasible for integration into the broader S2G project included horizontal levees, inland floodwater storage areas that double as wildlife habitat, and strategic placement of sediment berms to reduce storm impacts and provide marsh substrate. All these concepts should achieve intended CSRM outcomes while enhancing environmental and social benefits. This assimilation of EWN strategies and landscape architecture techniques into a large CSRM study illustrates a method for expanding overall project value and producing infrastructure that benefits coastal communities. Integr Environ Assess Manag 2022;18:63-73. © 2021 SETAC.

Exploring graduate students’ collaborative problem-solving in engineering design tasks

This study explored seven engineering graduate students’ collaborative problem-solving (CPS) skills while working in interdisciplinary teams. Students worked in two different teams, in face-to-face and online environments, to solve complex manufacturing design challenges posed by their instructor. The students were assessed using an observational rubric with four dimensions: peer interactions, positive communication, tools and methods and iteration and adaption, and scored via each dimension’s associated attributes, and subsequently interviewed. Six students scored emergent or proficient in CPS and had slightly higher CPS scores during the second observation. One student demonstrated a limited ability for CPS and the observable CPS skills decreased during the project. Interviews revealed the importance of (1) relying on instructor and student chosen technologies for collaborative tasks, (2) recognising and drawing on peer expertise early in the project, (3) building trust during and outside of team meetings and (4) valuing off-site and online collaborative work. Findings advance the understanding of how graduate students working in interdisciplinary teams rely on particular features of collaboration to solve engineering design challenges, which may assist in developing future skills and fostering productive teamwork.

Active Drawing of Mechanisms of Genetics and Molecular Biology as an Undergraduate Learning Tool

Many students navigate undergraduate biology courses through passive learning, relying on memorization techniques to study content. This may not be the most effective strategy for meaningful comprehension of multipart and unfamiliar or new concepts. Can instruction by engaging students in active drawing and diagramming be an effective learning strategy? This pedagogical design unites the minds of students in the classroom by encouraging participation and inquiry. Our strategy maximizes active drawing of the mechanisms of genetics and molecular biology during lecture and instructor-led collaborative drawing sessions. The goal is to increase student learning and success in undergraduate genetics coursework based on the fundamental concepts recommended by the Genetics Society of America. Topics are covered in three main sections - nature of genetic material and gene expression, transmission and genetic variation, and patterns of inheritance integrated with evolution and population genetics. Students are assigned pre-lecture concept questions with reading assignments and illustrative videos. In lecture, students are led in active stepwise drawing and discussion of concepts. Strategies include the reductionist point of view from theoretical and macroscopic down to molecular mechanisms. Concepts are related to modern research and human health and disease. Student learning is reinforced through weekly drawing and recitation group sessions led by lecture coordinators. Meaningful learning and level of comprehension is measured through concept inventory assessments and student feedback. Concept-based hand drawings serve as a learning tool for the genetics and molecular biology community.