In 2012, obtained her bachelor’ s degree from Communication University of China, Beijing, and then completed her master’ s degree from Central Saint Martins Arts & Design College, University of the Arts London in 2015. In 2019, she started her PhD studying in School of Design, The Hong Kong Polytechnic University. In terms of animation works, she produced three independent animation short films on her own during her studies, then three independent short films were completed while she works in Chongqing. Furthermore, through experimental creating, she diligently researched the impact of changing information on human emotions, and she also worked on designing symbolic graphics and unique materials to evoke emotional resonance. Her short films were included in International Film and Animation Festivals many times and won second prize in the category of the best two-dimensional animation short film. Those works were screened in the exhibitions in several regions, such as A Technological Perspective on Fashion Design, First China Fashion Industry Innovation and Entrepreneurship Conference, Museum and Herb Garret, London and Chengdu Contemporary Image Museum. The design product ‘Continuing’ was officially selected to the 13th National Exhibition of Fine Arts in 2019.
The Role of Animation:Creating Dynamic Representations for Effective Pedagogical Information Transmission
Virtual Learning Environments, Animation, Gestures, Learner's Cognition Process, Semantic Learning Content
Scholars in education over past few decades have discussed at length computer-based interactive learning through the conceptual framework of cognitive science. Yet, very few studies look at the design of visual content in technology-mediated learning and its effects on information dissemination. The potential of visual and non-verbal design attributes in learning is underexplored. We propose incorporating these attributes in multimedia learning environments in terms of padagogical agents. The purpose of this research is to develop animated pedagogical agents that impel embodied cognitive learning processes and enhance learning performance. Both quantitative and qualitative methods will be used in four progressive studies. The first study involved a between-subject design experiment. An Eyelink 1000 plus eye-tracker was used to record student participants’ eye movements to determine how they looked at the pedagogical agent with text cues and for how long. The participants’ learning outcomes were measured with retention and transfer tests. Results showed that the text cues from pedagogical agents interfere students’ fixation time during learning, which proves spatial contiguity effect, temporal contiguity effect and redundancy effect from Cognitive Theory of Multimedia Learning. Current experiment results support the hypothesis that spatial and temporal contiguity are fundamental to effective multimedia learning environments.
The measurement design is based on gestures study (McNeill, 1992) for categorizing gesture types and perceptual symbolic system (Barsalou, 1999) for interpreting arbitrary amodal symbols. The data analysis follows the instruction of social research method (Bryman, 2016) and analogical and hermeneutic interpretation (Parrill and Sweetser, 2004; Gentner, 1983; Ricœur, 1974). Data from social science instruments like eye-tracking is analyzed through SPSS and R for evaluating mainly MANOVA, correlation and regression.
MA, Central Saint Martins Arts & Design College, University of the Arts London
BA, Communication University of China, Beijing
Best Presentation Award, The 12th PhD Colloquium on Design Research @Tsinghua University in 2021
Dr. Kenny K. N. Chow (Chief Supervisor)
Specializations / Interests
Animation, Interaction Design
Date of Completion