Model of Creative Thinking Process on Analysis of Handwriting by Digital Pen

In order to perceive infrequent events as hints for new ideas, it is desired to know and model the process of creating and refining ideas. In this paper, we address this modeling problem experimentally. Firstly, we focus on the relation between thinking time and writing time in handwriting. We observe two types of patterns; one group takes longer time in thinking and shorter in writing, the other takes longer in writing and shorter in thinking. The group having spends longer in writing has shorter time span from one sentence to another than the other group. Backtracking, i.e., the event that participants return back to their former sheet and modify opinions, is observed more often in the group of longer writing than the other group. In addition, participants in this backtracking group gets higher scores for their ideas on sheets than those in the no-backtracking group. We propose a model of creative thinking by applying Operations of Structure of Intellect. It is inferred that the group of longer writing conducts a series of thinking flow, including divergent thinking, convergent thinking and evaluation. In contrast, the group of longer thinking tends to conduct the two different thinking flow: divergent thinking and evaluation; convergent thinking and evaluation. For making creative ideas, we conduct divergent thinking without evaluation and created a large number of ideas. We conclude that the rotations of divergent thinking, convergent thinking and evaluation increase the frequency of "backtracking" and make the ideas more logical ones

Freeform User Interfaces for Graphical Computing

報告番号: 甲15222 ; 学位授与年月日: 2000-03-29 ; 学位の種別: 課程博士 ; 学位の種類: 博士(工学) ; 学位記番号: 博工第4717号 ; 研究科・専攻: 工学系研究科情報工学専

Graphonomics and your Brain on Art, Creativity and Innovation : Proceedings of the 19th International Graphonomics Conference (IGS 2019 – Your Brain on Art)

[Italiano]: “Grafonomia e cervello su arte, creatività e innovazione”. Un forum internazionale per discutere sui recenti progressi nell'interazione tra arti creative, neuroscienze, ingegneria, comunicazione, tecnologia, industria, istruzione, design, applicazioni forensi e mediche. I contributi hanno esaminato lo stato dell'arte, identificando sfide e opportunità, e hanno delineato le possibili linee di sviluppo di questo settore di ricerca. I temi affrontati includono: strategie integrate per la comprensione dei sistemi neurali, affettivi e cognitivi in ambienti realistici e complessi; individualità e differenziazione dal punto di vista neurale e comportamentale; neuroaesthetics (uso delle neuroscienze per spiegare e comprendere le esperienze estetiche a livello neurologico); creatività e innovazione; neuro-ingegneria e arte ispirata dal cervello, creatività e uso di dispositivi di mobile brain-body imaging (MoBI) indossabili; terapia basata su arte creativa; apprendimento informale; formazione; applicazioni forensi. / [English]: “Graphonomics and your brain on art, creativity and innovation”. A single track, international forum for discussion on recent advances at the intersection of the creative arts, neuroscience, engineering, media, technology, industry, education, design, forensics, and medicine. The contributions reviewed the state of the art, identified challenges and opportunities and created a roadmap for the field of graphonomics and your brain on art. The topics addressed include: integrative strategies for understanding neural, affective and cognitive systems in realistic, complex environments; neural and behavioral individuality and variation; neuroaesthetics (the use of neuroscience to explain and understand the aesthetic experiences at the neurological level); creativity and innovation; neuroengineering and brain-inspired art, creative concepts and wearable mobile brain-body imaging (MoBI) designs; creative art therapy; informal learning; education; forensics

Designing the Market of Data - For Practical Data Sharing via Educational and Innovative Communications

This special issue of Open Journal of Information Systems (OJIS) reports work on designing the market of data for practical data sharing via educational and innovative communications (MoDAT). In the market of data, data are reasonably dealt with sold, opened, or shared based on negotiation. Since last years, we have been aiming at realizing a social environment, where each person feels free to share one's own and others' data for learning the latent value of data without fearing the loss of business opportunities. In the market, data and analysts' knowledge are shared by selling and buying, with reasonably determining the conditions for sharing. People in the market may communicate with each other in order to decide to expose the data as open-source, if the trust of the data provider is expected to be elevated highly due to the contribution to people in the public. Thus the Market of Data means a place where the value of data and knowledge can be externalized. OJIS is published by RonPub (www.ronpub.com), which is an academic publisher of online, open access, peer-reviewed journals

Fifth Graders Blog with Preservice Teachers to Discuss Literature

In this study, fifth grade students participated in a pen pal project with pre-service teachers where they blogged for eight weeks about the book, A Long Walk to Water, by Linda Sue Park. Partnerships were established to provide fifth grade students with an authentic audience in an effort to increase engagement in reading and writing. The authors posit that individualized instruction, access to an authentic audience, and the utilization of technology contributed to students\u27 growth as readers, writers, and global citizens

Human interaction with digital ink : legibility measurement and structural analysis

Literature suggests that it is possible to design and implement pen-based computer interfaces that resemble the use of pen and paper. These interfaces appear to allow users freedom in expressing ideas and seem to be familiar and easy to use. Different ideas have been put forward concerning this type of interface, however despite the commonality of aims and problems faced, there does not appear to be a common approach to their design and implementation. This thesis aims to progress the development of pen-based computer interfaces that resemble the use of pen and paper. To do this, a conceptual model is proposed for interfaces that enable interaction with "digital ink". This conceptual model is used to organize and analyse the broad range of literature related to pen-based interfaces, and to identify topics that are not sufficiently addressed by published research. Two issues highlighted by the model: digital ink legibility and digital ink structuring, are then investigated. In the first investigation, methods are devised to objectively and subjectively measure the legibility of handwritten script. These methods are then piloted in experiments that vary the horizontal rendering resolution of handwritten script displayed on a computer screen. Script legibility is shown to decrease with rendering resolution, after it drops below a threshold value. In the second investigation, the clustering of digital ink strokes into words is addressed. A method of rating the accuracy of clustering algorithms is proposed: the percentage of words spoiled. The clustering error rate is found to vary among different writers, for a clustering algorithm using the geometric features of both ink strokes, and the gaps between them. The work contributes a conceptual interface model, methods of measuring digital ink legibility, and techniques for investigating stroke clustering features, to the field of digital ink interaction research

The potential of collaborative learning as a tool for forensic students: Application to signature examination

Transferring theoretical knowledge to practical skills remains a big challenge in forensic science, especially in questioned documents. The examination of handwriting and signatures requires years of practice to develop the necessary skills. While students (and to some extent the general population) often have the impression that it is easy to differentiate handwriting from different persons, in practice, particularly when dealing with simulated signatures, there is a high risk of reaching a wrong conclusion when questioned document experts do not use a systematic approach and/or are not sufficiently experienced (see for example the famous French Dreyfus case). Thus, a novel teaching approach, based on collaborative learning, has been introduced in a theoretical handwriting class to improve the students’ theoretical knowledge, and additionally make them aware of the limitations of their practical skills and give them tools to improve them in their future practice. Through five activities, the students took the roles of victims, forgers, teachers and experts and created their own learning materials (i.e. signatures and mock casework). During those interactive activities, they learned to describe their signature’s characteristics, intra-variability and complexity, and thus evaluate their own signature’s vulnerability (as potential victims). They learned techniques to simulate signatures and detect the resulting forgeries’ characteristics (in the role of forgers). In the role of teachers, they prepared mock casework scenarios and gave feedback to their colleague’s examination of the produced material. As experts, they carried out signature examination as they would in a proficiency test and were exposed to the difficulties an actual expert may encounter in practice. The evaluation of this novel teaching scenario was very positive, as students learned more extensively the possibilities and limitations of signature comparison. They were more active and motivated in their learning experiences. The teaching team also had an improved experience. Some students complained of an increased workload and imprecise instructions. Improvements were tested and are discussed in this paper

The role of cognitive individual differences in digital versus pen-and-paper writing

It is unknown whether and to what extent cognitive individual differences may play different roles in paper versus computer-based second language (L2) writing. This exploratory study is a first attempt to explore this issue, focusing on the effects of working memory and language aptitude on the quality of paper versus computer-based L2 writing performance. Forty-two Spanish learners of L2 English performed a problem-solving task either digitally or on paper, took a working memory n-back test, and completed LLAMA tests to measure language aptitude. The quality of their L2 written texts was assessed in terms of complexity, accuracy and fluency (CAF) measures. The results indicated that the role of cognitive individual differences may vary depending on the writing environment