Purpose

This study is an “Action-Research-based” bridge that connects sketching and photographic processes. The article’s objective encompasses designing, assessing and validating a perceived difference between sketching and photography through a structured task by ensuring the systematic creation and implementation of the assignments. This study is part of a larger research project exploring the differences between thinking about sketching and final photographic outcomes.

Design/methodology/approach

This experimental mixed-method methodology was collected in three phases: the creation phase, where participants were asked to sketch and photograph a balanced composition; the evaluation phase, where the sketches and photographs were evaluated by “Self, Peer, and Independent” reviewers for their perceived differences. An analysis of variance (ANOVA) was implemented to test the result. In the validation phase, eye-tracking technology is applied to understand the subconscious eye movements of individuals.

Findings

This study of 37 samples has helped develop a self-study model in photography, as students have learnt to evaluate themselves critically. This experience will help students be active and reflective learners, thus increasing attention and retention in their course, specifically “Photography Design Education”. A pedagogical approach by design instructors for practical, student-friendly, process-oriented assignments for their photography courses in higher education.

Originality/value

The trans-mediation process requires cognition amongst different mediums, such as pencil and paper for sketching and light for light painting. Photography courses in design education need knowledge of the photo/light medium, contrasting with the understanding of sketching/drawing. Exploring and addressing research gaps for transforming and designing assignments based on adaptive understanding presents an exciting opportunity.

中文翻译：

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阐明跨媒介过程：设计教育中素描到光绘的眼动追踪研究

目的

这项研究是连接素描和摄影过程的“基于行动研究”的桥梁。本文的目标包括通过结构化任务来设计、评估和验证素描和摄影之间的感知差异，并确保任务的系统创建和实施。这项研究是一个更大的研究项目的一部分，该项目探讨了素描思维和最终摄影结果之间的差异。

设计/方法论/途径

这种实验性的混合方法分为三个阶段：创作阶段，参与者被要求绘制草图并拍摄平衡的构图；评估阶段，草图和照片由“自我、同行和独立”评审员评估其感知到的差异。实施方差分析（ANOVA）来测试结果。在验证阶段，应用眼球追踪技术来了解个体的潜意识眼球运动。

发现

这项对 37 个样本的研究有助于建立摄影自学模型，让学生学会批判性地评价自己。这种经历将帮助学生成为积极主动、善于反思的学习者，从而提高他们对课程（特别是“摄影设计教育”）的注意力和记忆力。设计讲师为高等教育摄影课程提供实用、学生友好、面向过程的作业的教学方法。

原创性/价值

跨媒介的过程需要不同媒介之间的认知，例如素描用铅笔和纸，光绘用光。设计教育中的摄影课程需要照片/光媒介的知识，这与素描/绘画的理解形成鲜明对比。探索和解决基于适应性理解的任务转换和设计的研究空白提供了一个令人兴奋的机会。