Bridging Concepts: The Role of Informative Animations in Academic Visual Analogy PDF 2024

BRIDGING CONCEPTS: THE ROLE OF INFORMATIVE ANIMATIONS IN ACADEMIC VISUAL ANALOGY A Capstone Project Presented to the Faculty of Arts and Sciences Program STI College Calamba...

BRIDGING CONCEPTS: THE ROLE OF INFORMATIVE ANIMATIONS IN ACADEMIC VISUAL ANALOGY A Capstone Project Presented to the Faculty of Arts and Sciences Program STI College Calamba In Partial Fulfillment Of the Requirements for the Degree Bachelor of Arts in Multimedia Arts John Philip S. Aganon Kevin L. Herrera Ella Gale E. Mendoza Jacob A. Escobin 2024  CHAPTER I INTRODUCTION This chapter is about enhancing the understanding of visual analogy learning methods through an informative animation. It also included the project context, project questions, scopes and limitations, theoretical framework, and the conceptual framework of the capstone project. A. PROJECT CONTEXT An article from PhilStar states, the Philippines has been ranked as one of the lowest performing countries in terms of creative thinking skills, according to the 2022 Programme for International Student Assessment or PISA. Filipino students were recorded to have scored an average of fourteen (14) points in the newly creative thinking assessment, significantly below the global score average. Since this is an issue among students in the Philippines, it would create an alarming question specifically about the factors why our country would have a low performance in terms of arts education that limits exposure to creative tasks and can result in lacking skills to draw, interpret, or create visual analogies. Creative thinking is required in our modern rapidly changing world, where innovation and problem-solving skills are highly demanded in the professional field. Unfortunately, in the Filipino education system which often focus on rote learning such as memorization, which can limit students' engagement in creative, critical, and independent thinking. Technically speaking, the few Filipino schools may not provide enough focus on applying creative problem solving and idea generation. Subjects like art, music, and creative writing might not be ideally prioritized. Furthermore, a country scoring a below the average score would state that Philippine education system, the underdeveloped emphasis on art education and creative tasks may result in students struggling to improve these skills. Therefore, this project proposal aims to address the need to improve creative skills by using visual analogy learning methods.  Visual Analogy is an example of similarity-based reasoning, cognitively facilitated by imagistic operations (Goldschmidt, 2001); to simplify its predefined definition, a visual analogy is a comparison of two objects that share certain characteristics but not others. This project aims to develop an informative animation that focuses on enhancing the visual analogy comprehension of its viewers. It will serve as a tool for everyone to heighten their understanding of visual analogy concepts and learn to differentiate things based on imagery. The “VisuoAnaLogic: Mapping, Interpret, Think & Solve (V.A.L.M.I.T.S)," is an informative animation project for improving comprehension of visual analogy concepts. This project proposal aims to make a significant change in its audience's ability to understand and differentiate objects more quickly. This animation aims to educate audiences on analyzing and understanding visual differentiation and similarities. For students, it is designed to help them gain skills in visual reasoning, which can be valuable in educational assessments like the National Career Assessment Examination (NCAE). By blending visual storytelling with educational content, the animation will enable students to improve their creative problem-solving skills, contributing to a more balanced approach to learning that recognizes the importance of both sciences and the arts. In addition, by incorporating this animation, which also focuses on art literacy, the project can create a more engaging learning atmosphere where students and people can explore both art and science. Lastly, this project promotes advancement for the educational environment, especially among students who prefer to pursue art-related courses, by improving their knowledge of visual analogy with the use of animation. It aims to make learning compelling and relatable, helping students apply what they learn in real-life scenarios. This project is applicable for both artists and non-artists to learn more through an engaging visual experience; to enhance their non-verbal ability and creative skills; to benefit from guidance in the use of analogies, which helps to better understand abstract concepts; and to fully utilize their capacity to retrieve and apply previously learned knowledge. An informative animation that supports visual analogy learning by enhancing pattern recognition, visual perception, and creative problem-solving skills in an enjoyable, visually engaging way. B. CAPSTONE PROJECT QUESTIONS 1. What is the level of comprehension before watching the “VisuoAnaLogic: Mapping, Interpret, Think & Solve (V.A.L.M.I.T.S)," in terms of; i. Skill Enhancement / Development ii. Satisfaction 2. What is the level of comprehension of the viewers after watching the “VisuoAnaLogic: Mapping, Interpret, Think & Solve (V.A.L.M.I.T.S),"; i. Skill Enhancement / Development ii. Satisfactory 3. Is there a significant difference between the student's experience before and after watching the “VisuoAnaLogic: Mapping, Interpret, Think & Solve (V.A.L.M.I.T.S)?” 4. In utilizing “VisuoAnaLogic: Mapping, Interpret, Think & Solve (V.A.L.M.I.T.S)," what are the methods that are needed to properly engage it into the market? What is the action to advertise the video animation to people? C. OBJECTIVES OF THE PROJECT 1. This capstone project aims to improve the level of comprehension gained by the audience before watching “VisuoAnaLogic: Mapping, Interpret, Think & Solve (V.A.L.M.I.T.S)".  2. This capstone project aims to determine the level of comprehension gained by viewers after engaging with “VisuoAnalogic: Mapping, Interpret, Think & Solve (V.A.L.M.I.T.S)” assessing how effectively the content fosters understanding and problem-solving skills. 3. This capstone project aims to identify if there is a significant difference between the students experience before and after watching “VisuoAnaLogic: Mapping, Interpret, Think & Solve (V.A.L.M.I.T.S)". 4. This capstone project aims to identify the methods needed to effectively engage an audience for the informative animation and to develop an action for promoting it to viewers. D. SCOPE, LIMITATIONS, AND DELIMITATIONS OF THE PROJECT This capstone project focuses on the enhancement of Visual Analogy learning methods and the level of comprehension. This project wants to improve the creativity and logical reasoning of its potential audience. This informative project animation is directly targeting Bachelor of Multimedia Arts (BMMA) students in STI College Calamba who have difficulty understanding visual analogies in art or on art itself. The goal is to help these people to use an engaging informative method that appeals in modern times. The informative animation is designed to be familiar to BMMA students. The animation will make sure not to include any complicated or advanced studies of Art in general. Animations approachable for casual viewing, preventing overwhelming experiences for all types of learners. This project is limited on the impact of relevancy to BMMA students. Although the projects informative animation is designed to be applicable to all students, some viewers could probably still struggle finding the importance of the contents inside the animation. The informative animation will be showcased on platforms like Facebook, allowing for easy access and engagement among learners. This approach assists in the creation of educational experiences that can reach a wider audience, making sure that all students, including those using mobile phones, have the opportunity to engage with the material. The Project will only set its focus on teaching students and other significant of this project about learning and understanding visual analogy in art studies, other areas of art such as Anatomy, Color Theory, Perspective or Historical accuracy will not be covered within the informative animation. The informative animation project will aim to be accessible to every student and other significance of the project which both artists or the BMMA students and non-artists are included but specifically won’t require any strong background such as knowing how to draw, color, or any art related experience to be considered one of the target audiences under our demographics. E. REVIEW OF RELATED LITERATURE The Struggle of the Filipinos Creative-Limits Garcia (2024) of “Grafiko Filipino”, states that the goal is to explore how Filipinos can gain a better understanding of our own unique visual language and graphic design. And since the study highlights how the Philippines the unique cultural heritage and customs that have formed a distinct graphic design culture and visual language in the modern day. So, by examining this, the researchers develop a system that reflects Filipino aesthetic preferences in design. Since this project shares the goal of using this study as a reference, the researchers aim to introduce young Filipino students to the complex elements of Filipino visual culture through informative animations. This approach seeks to improve their comprehension of art and deepen their appreciation for the diversity within Filipino graphic design. As indicated in PhilStar article (2024), the Philippines has been listed as one of the lowest performing countries in terms of creative thinking skills in the 2022 Programme for International Student Assessment (PISA). Filipino pupils received an average of 14 points on the newly developed creative thinking evaluation, which is much lower than the global norm. Subsequently, this is an issue among Philippine students, it raises an alarming question about the factors that contribute to country’s low performance in terms of arts education, which limits exposure to creative tasks and can result in a lack of skills for illustrating, interpret, or cultivate visual analogies. In the study of Ellul & Bezzina (2023) about the effectiveness of analogy learning, it was said that analogy learning is a method of learning that encourages students to generate new information which they can reflect on their own acquired stock knowledge even though the study revolves on Physical education activities we can apply this to the study because firstly it focuses on educational usage. In the study it was mentioned that including Analogy in lectures where more effective than verbal cues which was also proven by a group sample of students who was taught using methods that include analogies performed remarkably rather than those who have not. However, based in the study some teachers refused to use analogies as part of their teaching which make sense for the study to promote visual analogy skills to further improve a student’s creative process skills. Creative Process Using Video Animation about Visual Analogies As stated by Rosdiana & Ulya (2021), claiming that their study aimed to analyze the effectiveness of instructional video animation media on the earth's layers subject among junior high school students. The research design used a "One group pretest-posttest design" and involved 28 students from class VII-D SMP Negeri 3, Sidoarjo. The data collection technique used the test method, and the conceptual understanding indicator was used to give examples, categorize, compare, and explain. The results showed that animated video media as a learning medium on earth layer material was very effective in increasing students' understanding of concepts. The indicators showed an n-gain of 0.84 in the high category, 0.67 in the moderate category, and an n- gain of 0.69 with the medium category and the indicator. The study concluded that animated video media as a learning medium on earth layer material is very effective in increasing students' understanding of concepts. Therefore, this claim is useful to support the argument about using animation as a medium for educational purposes, specifically on integrating informative animation tackling visual analogy concept. According to Kleftdimos (2024) from the study that talks about computer-animated videos in education whereas this study examines the effectiveness of animated videos in education, focusing on their use in various fields, researchers' countries, types of animated videos, software tools used, research methods, and findings. The research aims to provide an updated comprehensive literature review of the last decade's articles, focusing on educational fields, types of animated videos, research methods, and findings. The paper also presents animated videos produced by teachers, their experiences, and perceptions about developing their own animations. Findings suggest that when animated videos are produced by teachers, their creativity is boosted, and their communication skills are enhanced. The study aims to provide a comprehensive overview of the use of animated videos in education. Therefore, utilizing animated videos as one of the primary mediums for educational learning materials is also useful for educators and students. The importance of Analogy-Making The Study by Mitchell (2021) of “Abstraction and analogy‐making in artificial intelligence” shows that abstraction and analogy-making are essential thinking skills that allow humans to learn new things which makes connections between different ideas and apply what they know in various situations. Meanwhile AI systems have made great progress in areas like recognizing images, processing language, and solving specific types of problems, however AI systems still struggle to replicate these human skills. AI often relies on large amounts of data and large amounts of time spent on task training and tends to work best with narrowly defined tasks, which limits its ability to adapt or perform well in new situations. These limitations highlight the need for AI approaches that can be more flexible and adaptable, similar to human thinking.  The study by Bitton, Yosef, Strugo, Shahaf, Schwartz, & Stanovsky (2023) of "VASR: Visual Analogies of Situation Recognition" is a study about training an AI using the VASR dataset, which is a collection of visual analogy tasks aimed at replicating the ability of humans to identify analogies. This ability is essential for viewing specific situations differently and for identifying and extracting information from abstract patterns. To start the task, the AI was given three images (A : A’, B : ?). The task was to select an image B’ from four candidates that best completes the analogy (A to A’ is like B to what?), testing the AI’s ability to recognize the differences and similarities among the three sample images and the four candidate images. This process generated over 500,000 instances, including distractors across different analogy types. The outcome of the visual analogy task showed that AI models achieved 86% accuracy with random distractors, close to human performance, with a success rate of 90% on the VASR dataset, but struggled with the challenging distractors, dropping to a 53% success rate. This study supports our research project by proving that one of the most unique and essential skills of a human being cannot yet be replicated by modern AI models, suggesting that enhancing this skill can further improve a student’s learning capabilities. Relating it to this project “VisuoAnaLogic: Mapping, Interpret, Think & Solve (V.A.L.M.I.T.S)". With the concept of enhancing visual analogy comprehension, it can help humanity and technology to improve their functionality on working with various fields, specifically on logical-reasoning, art appreciation, and any art-related field. It is an effective teaching technique for increasing the comprehension of art-related courses by the use of visual analogies, which help make difficult ideas simpler and easier to grasp. Students benefit from visual aids that assist them make the connection between abstract concepts and tangible, everyday information. Analogies connect current information with previously learned material to assist students in creating mental models, or schemas. Deeper comprehension and retention are facilitated by this intense scientific knowledge that can quickly fill working memory. Analogies make difficult ideas easier to understand and need less mental work to grasp. By presenting animated video clips as learning material in a visually exciting manner, visual parallels can increase learning engagement.  In addition, students’ motivation and interest in the subject may rise as a result. Using visual analogies as a teaching approach helps students understand complex understanding and other visual representations better because they make complicated ideas easier to understand and offer visually appealing resources. Despite their great effectiveness, educators need to take great care in choosing and creating these analogies to make sure they effectively convey the underlying abstract concepts and for art education and do not lead to misunderstandings. F. THEORETICAL/CONCEPTUAL FRAMEWORK Theoretical Framework This capstone project will use a Theoretical framework by Kelvadi, S. (2020), tackling the analogies for better communication which he supported the claims that oral learning takes longer to absorb or process compared to visual learnings, which is also scientifically proven and tested. According to the article, the effectiveness of images or visual aids can help people to retain information longer than information presented orally. Kelvaldi’s theory also stated that analogies, when used properly, it can provide faster, an emotional bridge and intuitive between two different ideas otherwise separated by a deep valley. Therefore, the capstone project integrates video animation as a medium for educational purposes specifically on advancing visual analogy concept. Fig 1. “Analogies for Better Communication” Fig 2. “Metaphor, Analogy, Simile”  Fig 3. “Inforgraphics on methaphors – Anne Miller” Conceptual Framework INDEPENDENT VARIABLES DEPENDENT VARIABLES ▪ “VisuoAnaLogic: Mapping, Interpret, Think & Solve ▪ Student Academic (V.A.L.M.I.T.S)" Animation Performance in Art-Related as Learning Materials Subject ▪ BMMA College Students ▪ Enhanced Comprehension ▪ Posting V.A.L.M.I.T.S Level of Understanding Animation on Social Media Visual Analogy through Platform watching V.A.L.M.I.T.S ▪ Teaching Visual Analogy Animated Video Clip About Concept via Visual Analogy “VisuoAnaLogic: Mapping, ▪ Effective Learning Methods Interpret, Think & Solve or Learning Approach (V.A.L.M.I.T.S)" Animation ▪ Marketing Orientation Figure 2. Conceptual Framework This capstone project used IV (Independent Variables) - DV (Dependent Variables) Model. Given the figure above, the independent variables in this study, which include pre-test and post- test surveys, online questionnaires, prototype animation testing, and a promotional campaign, are factors controlled or introduced to observe their effect on the dependent variable. The dependent variable, or the main outcome being measured, is the enhancement of viewers' visual-analogy comprehension skills, assessed through the changes observed in comprehension and understanding after engaging with the animation content. This structure allows the study to evaluate how each independent variable contributes to improvements in the audience’s ability to interpret and apply visual analogies.  CHAPTER II METHODOLOGY Sample Population of the Study The study targets a total sample size of 137 BMMA Students. These students represent a key demographic that will benefit from enhanced comprehension of visual analogies, as visual literacy and analogical reasoning are essential in multimedia arts. A simple random sampling method will be used to making sure each student has an equal opportunity to participate, creating a balanced sample that minimizes selection bias. Data Gathering Tools This capstone project will use pre-test and post-test survey questionnaires that will be conducted via Ms Forms as the main tool for data collection. Through these surveys, the researchers gathered and analyzed audience responses will help create the VisuoAnaLogic: Mapping, Interpret, Think & Solve (V.A.L.M.I.T.S) informative animation before and after Finished Informative animation. Data Gathering Procedures This capstone project will use a quasi-experimental research design to examine the effect of VisuoAnaLogic: Mapping, Interpret, Think & Solve (V.A.L.M.I.T.S) informative animation to the BMMA who watched the informative animation. And to identify the effectiveness of the project the Percentage Improvement will be used to show the improvement, it could calculate the percentage change from pre-test to post-test scores. This gives a clear indication of how much visual analogy comprehension can be enhanced on an average BMMA student. The following formula will be used to identify the possible audience: Where: n = sample size N = Population size e = margin of error The following use to determine the improvement of audiences Old Value = the initial or starting value (pre-test) New Value = the improved or updated value (post-test) Calendar of Activities MONTHLY ACTIVITY OCTOBER NOVEMBER Creating of Survey questionnaire ✓ Gathering of Data for Pre-test ✓ Tabulation and Data ✓ Analyzation Table 1. Calendar of Activities for Pre-test  Table 1 shows the activities for the pre-test within the month of October and November of 2024. The survey questionnaire was created at the 3rd week of October, followed with the gathering of data for the pre-rest in the 4th week. After the collection of the gathered data, the tabulation and analyzation of the survey results will start at the 1st week of November. MONTHLY ACTIVITY DECEMBER JANUARY FEBRUARY MARCH PRE- PRODUCTION Storyboard ✓ Pre-Visualization ✓ ✓ PRODUCTION Animation ✓ ✓ ✓ ✓ Rendering ✓ ✓ ✓ ✓ POST-PRODUCTION Editing ✓ ✓ ✓ ✓ Sound effects and ✓ ✓ ✓ ✓ ✓ dialogue Table 2. Calendar of Activities for a (V.A.L.M.I.T.S) Informative animation Table 2 shows the calendar of planned activities for the production of “VisuoAnaLogic: Mapping, Interpret, Think & Solve (V.A.L.M.I.T.S)” animation. The storyboard and pre- visualization will be created during the pre-production phase of the project. The process of animation and rendering the finished product will occur in the production phase. The animation will be finalized in the post-production phase. Wherein the scenes and dialogues are sequenced together.  MONTHLY ACTIVITY MARCH APRIL Gathering of Data for Post- test ✓ ✓ ✓ Tabulation and Data Analyzation ✓ ✓ Table 3. Calendar of Activities for Post-test In table 3, it showcases the planned activities for the post-test, wherein the “VisuoAnaLogic: Mapping, Interpret, Think & Solve (V.A.L.M.I.T.S)” animation is finished. And will be used for the collection of data for the post-test, then the tabulation and analyzation of the data gathered during the post-test phase. Resources To execute the capstone project chapter 2 “VisuoAnaLogic: Mapping, Interpret, Think & Solve (V.A.L.M.I.T.S)” informative animation. The group will be divided into two (2) groups which includes a team of Animators and Voice Actors. The editing of the informative animation can be handled by one member. The software for editing will be Davinci Resolve. And The software's for the animation will be Adobe After Effects and Clip Studio Paint EX. The Finished product will be uploaded to an online social media platform to be further used for the questionnaire of the Post-Test survey. Ethical Considerations Before gathering data, the researchers obtained approval from the STI Facilitators and Administration to conduct their pre-test and post-test surveys. A letter from the STI Calamba office served as confirmation of this agreement. To protect respondents' confidentiality and data privacy, the printed survey questionnaire allowed respondents the choice to include their names or leave them blank. Instead, the researchers asked respondents to specify their place of origin.  REFERENCES Annex A7: Ranking countries and economies’ performance in PISA. (2022). OECD iLibrary. https://www.oecd-ilibrary.org/sites/765ee8c2- en/1/4/7/index.html?itemId=/content/publication/765ee8c2- en&_csp_=c81039763c1928b6846e6ee1fe30aefa&itemIGO=oecd&itemContentType=bo ok Almighty, C. T. (2022). 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