Scribble Pet
Capstone Project
Individual Project | 8 months |UX Designer/Reseacher
Despite being easily accessible, the learning curve of a digital tablet poses to be a major roadblock for many new users
Introduction
Digital drawing tools have been in use since the 90s. Initially, it was a luxury afforded only by the professionals in the design industry. The last decade saw a rise in these tools being more readily available to users of varying skill sets. Brands like Wacom and Huion offer these tablets at a lower price point which is great for first-time users as they purchase the tablet to experiment with it and see if they like the tool. Not only are they budget-friendly, non-screen tablets are built sturdy (without a delicate screen) and are built to be compatible with a wide range of software and functionalities.
Despite all these pros, non-screen tablets present significant challenges for newcomers, particularly when trying out for the first time. Mastering hand-eye coordination when using this tablet can make figuring it out tricky and frustrating. This takes away the focus from learning digital art to learning how the tablet works, which down the line demotivates the user and has them abandon the tablet.
The project's primary objective is to prevent this by enhancing the initial interaction between the user and the tablet. By reducing the learning curve, I want to make the digital art process more intuitive and enjoyable for artists transitioning from traditional to digital mediums.
To achieve this, my approach will involve identifying the key pain points in current tablet designs through user research, exploring existing and experimental technological enhancements, and developing educational tools or adjustments to the user interface that aid in overcoming these initial barriers. Ultimately, the goal is to empower hobbyists and art enthusiasts to seamlessly integrate digital tools into their creative processes, to foster both satisfaction and artistic growth.
To solve for this very unique problem, I designed a tech demo that includes three carefully designed games, each targeting a unique capability of the drawing tablet. These games are crafted to help users develop muscle memory, making the transition from traditional to digital drawing feel more natural and less daunting. Each game introduces a specific aspect of the tablet's features, guiding users through interactive exercises that foster familiarity with the device's nuances. By gradually enhancing the user's skills and comfort level, these games aim to reduce the frustration that often accompanies the initial lack of hand-eye coordination. Through playful and educational gameplay, the tech demo is a way for me to empower artists to confidently navigate the digital art medium, reducing the learning curve and making the digital drawing experience more intuitive and enjoyable
Framing the Design Space helped me stay focused on the why of the project
1. Setting the Scope
Before diving deep into the practical aspects of my capstone project, it was important to establish a well-defined design frame. This framework will serve as a guiding structure, helping me focus my efforts and solve the problem space efficiently. To initiate this process, I identified the design limitations that would set the boundaries within which I could innovate and explore solutions.
2. Design Limitations
The primary user base for this project is first-time users of non-screen tablets, specifically hobby artists looking for budget-conscious and cost-effective solutions. The Wacom tablet became a focal point for its affordability and popularity as a starting tool among beginners. Given these parameters, the project is tailored to enhance, rather than change the existing design of the tablet. The aim is to simplify the tablet's functionality, thereby enriching the user's experience without altering the fundamental design of the product. This approach ensures that enhancements are feasible and relevant within the constraints of what is already familiar to users.
3. Design Challenge
The core challenge of this project is: “How Might We improve the engagement factor by reducing the learning curve of a non-screen tablet for a first-time user?” This question captures the essence of the design problem i.e. making the user experience more captivating and less daunting for new users. The learning curve associated with mastering a non-screen tablet can be a significant barrier to user satisfaction and long-term engagement. Therefore, addressing this challenge is about developing interventions that make the learning process more intuitive and enjoyable, encouraging sustained use and deeper exploration of the tablet’s capabilities.
The first design frame I came up with is:
Fig 1. Design Frame 1
This design frame addressed the overwhelming feeling the user might face when looking at the abundance of resources out there to learn how to make digital art. The aim was to design a software aid that helps gather information and give it to the user in the form of a useful tutorial or resource bank. When I tested this idea with Prof Colin last semester, I was told that this frame failed to address the initial pain points and took the project into a very different space. The solution idea was also lacklustre and didn't feel like it would solve the core problem.
With this feedback, I modified the frame keeping in mind the core problem. Non-screen tablets are hard to tackle and users need help figuring it out. The new frame is:
Fig 2. Design Frame 2
This new frame addresses the problem that the user does not have the skills required to make a piece of art but the problem lies in understanding the functionality of a Wacom tablet and maintaining motivation to learn it through repetition.
Observation of the current use the problem helped get a better understanding of the gaps that exist in the current design
Primary Research
To understand how the user interacts with the product, I conducted Contextual Inquiry to gain The participants were asked to introduce themselves, discussing their professional background, their artistic skill level, their experiences with digital art, and the tools they typically use to make digital art. Following this introduction, users were tasked with creating a sketch, during which they were encouraged to verbalize their thought processes, such as their reasons for choosing specific brush types or making particular gestures with the pen or tablet.
Originally I planned to observe various users across different media to identify any underlying subconscious and conscious patterns in their drawing behaviors. However, after conducting initial observations, I had to make adjustments. I decided to have the same participant experiment with three different media: a non-screen graphic tablet, an iPad, and a regular notebook. This approach gave me a better picture of how the devices were being used, as it allowed the participant to talk about their preferences and critiques regarding each medium directly. I used this approach as upon doing the initial inquiry I realized that most of the artists that started out with Wacom tablets had switched to iPads. I also wanted to understand why they switched and what their thoughts were on both devices.
The Results of Contextual Inquiry
I conducted this Contextual Inquiry with four users—comprising 1 professional, 2 amateurs and 1 beginner to observe how each participant interacted with different drawing mediums. Initially, each user was asked to create a drawing using a non-screen tablet, then repeat using an iPad, and finally move to traditional paper. This progression allowed for a detailed comparison across mediums, which was instrumental in identifying key gaps and potential problem areas in user interaction.
From this inquiry, the overarching themes found were:
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Users struggled initially to adjust to the pressure sensitivity of the digital pen, requiring multiple attempts to become comfortable.
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Even long-term users of drawing software like Photoshop experienced frustration when adapting to the mechanics of a non-screen tablet.
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New users found the requirement for hand-eye coordination particularly challenging and vexing, as they had to adapt to looking at one surface while drawing on another.
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Both beginners and professionals were not fully utilizing the capabilities of the drawing software, indicating a gap in either knowledge or interface design.
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Users mentioned that they had to keep using it over and over for at least a month to learn the basic functioning of the tablet and somewhere close to a year to actually master it.
To summarize, I found out that users had difficulty getting and staying motivated to teach themselves to use a tablet. Most users lost interest after the lack of improvement after a week of practising and abandoned learning the skill altogether.
Fig 3. Contextual Inquiry
Secondary Research
The secondary research was done in parts. I tried to read more papers everytime I felt stuck and confused of what direction to move forward in. At the very beginning of the project, I used the Wacom tablet I had and tried to understand, its basic functionality and the different working parts of the tablet.
1. Breakdown of the Wacom Tablet
Being the first brand to make digital art more affordable and accessible, Wacom tablets are at the forefront of digital drawing tablets. Talking to various artists I learnt that they rose to popularity way before drawing on iPads became the go-to and have maintained their popularity in the drawing community. Wacom tablets also have a wide range of tutorials available for artists at all stages of learning the skill.
To better understand the functionality I tried to use the tablet myself and make a note of the problems I faced. I also looked into the technical functionality of the tablet. I read through the r/wacom Reddit thread and went through available user manuals to get a deeper understanding of the product.
Drawing Tablet
Screen mapping is a key feature in graphic tablets that aligns the active area of the tablet with the display area of a computer screen. It ensures that a specific point on the tablet corresponds directly to a specific point on the screen. This is useful for precision in digital art and design, as it allows users to see their hand movements reflected in real-time on the screen, just as they would see when using a pencil.
Why Wacom’s Screen Mapping is Useful
Screen mapping offers an intuitive drawing experience by mirroring the natural action of drawing on paper, making the transition from traditional to digital art smoother. This method provides precision and control, with absolute positioning allowing for extremely accurate work, which is crucial for professional artists and designers who need to produce intricate artwork and detailed designs. Screen mapping also enhances workflow by automatically adjusting based on the software being used, enabling a seamless transition between applications and allowing users to focus more on creating rather than adjusting settings. And finally, screen mapping reduces eye strain and physical discomfort by enabling users to maintain a natural posture and look directly at the screen, where the cursor moves in sync with the pen.
Fig 4. Working of a Wacom Tablet
Drawing Pen
Fig 5. Working of a Wacom Pen
Underneath the surface of the Wacom tablet, there is a grid of wires that generates an electromagnetic field. The pen itself contains a coil and a resonant circuit that picks up this electromagnetic signal. When the pen is brought close to the tablet, the electromagnetic field induces a current in the coil of the pen.
As the pen moves across the tablet, changes in the electromagnetic field are detected and processed, with the tablet's circuitry calculating the exact position, pressure, and tilt of the pen relative to the tablet’s surface. This data is transmitted to the computer in real-time, allowing the cursor on the screen to precisely mimic the pen's movement. A key feature of the Wacom pen is its pressure sensitivity, which detects varying levels of pressure applied by the artist. This sensitivity allows the pen to register different pressure levels, enabling variations in line thickness, opacity, and texture in digital artwork, which is essential for creating detailed and nuanced pieces.
Wacom pens come with customizable buttons that can be programmed to perform specific actions such as undoing a step, changing tools, or accessing menus, enhancing workflow efficiency by allowing artists to adapt the tool to their personal workflow. Designed for ergonomic comfort, Wacom pens reduce hand fatigue during long drawing sessions, and their lightweight nature, due to the lack of batteries, makes them ideal for both casual users and professionals.
2. Making Repetitive Learning Engaging
In November 2020, the PlayStation 5 launched a feature called Astro’s Playroom, a video game pre-installed on the console. This game was made as a tech demo, introducing players to the new controller’s capabilities through engaging gameplay. As players progressed, they experienced the controller’s haptic feedback and adaptive triggers, showcasing the full range of the console's graphical prowess and interactive potential. The game was highly effective, receiving positive feedback for how it seamlessly educated users on the console’s features through interactive play.
Drawing inspiration from this, I came up with a similar concept that can be implemented for the Non-Screen Graphic Tablet. The tablet could include a pre-installed video game designed specifically to familiarize users with the device. Instead of focusing solely on teaching digital drawing techniques, this game would concentrate on helping users understand and master the using the tablet and pen. By engaging users in game-based activities the game aims to build muscle memory and reduce the initial challenges faced with hand-eye coordination.
Fig 6. Astro's World
To better understand the impact gamification can help make the learning process more engaging I looked into some research papers
1. Learning through Gaming in Times of COVID-19: The Pedagogical Value of Edugames (Viola, I. et al., 2021):
This study examines the integration of educational games (edugames) into digital education systems during the COVID-19 pandemic. It outlines the shift toward digital learning environments and the role of edugames in enhancing cognitive skills like memory, reaction times, and problem-solving abilities. The paper highlights how these games not only motivate learners but also substantially improve their educational outcomes.
2. The Crypt of Notation: Rote Learning through Video Games for Adult Beginner Keyboard Learners (Brett, J. et al., 2022):
This paper presents a novel video game aimed at teaching adult beginners how to read musical notation via an RPG-style game environment. This engaging approach to learning utilizes game-based interactions to make the educational process enjoyable and immersive.
3. Measuring Learning and Fun in Video Games for Young Children: A Proposed Method (Fowler, A., 2013):
Fowler's research proposes a method to assess the educational and enjoyment values of video games for young children, using eye-tracking technology to objectively measure how children engage with game content. This methodology aims to provide concrete data on what parts of a game capture attention and facilitate learning.
How users can learn through play
The research by Viola et al. (2021) demonstrates how educational games can significantly boost motivation and enhance cognitive skills like memory and problem-solving. Inspired by this, I can create interactive tutorials or games on non-screen tablets that not only make learning the fundamentals of tablet use more enjoyable but also help in reducing the intimidation factor for new users. The idea is to transform the learning process into a fun and engaging experience that encourages continued use and exploration.
Similarly, Brett et al. (2022) illustrate how video games can be effectively used to impart complex skills such as musical notation in a way that is both immersive and enjoyable. By integrating these skills into interactive challenges or story-driven gameplay, the educational experience can captivate the learner's interest, making the learning process not just informative but also engaging. This approach ensures that users are not only learning practical digital art skills but are also enjoying the process, which is crucial for sustaining engagement and facilitating a smooth transition from traditional to digital art forms.
To build muscle memory and make repetitive practice engaging, the user is given a gamified tutorial
The user is presented with a tech demo featuring three games, each highlighting different functionalities of the device. These games are adapted versions of familiar ones, tailored to showcase the capabilities of a drawing tablet. By leveraging games the user already knows, the aim is to encourage them to keep their focus on the screen rather than constantly glancing down at their tablet. This approach facilitates the development of muscle memory and eases the transition, minimizing the discomfort associated with the initial lack of hand-eye coordination.
Game 1 - Familiarizing with the Drawing Tablet's Boundaries
This game is designed to help users become accustomed to the physical limitations of the drawing tablet. By engaging in interactive exercises that require them to move their pen within the tablet's confines, users can develop a spatial understanding of their workspace.
In this game, reminiscent of Whac-A-Mole, users are challenged to tap on targets scattered across the screen using their digital pen. As they move the pen around the tablet surface to hit each target, they gain a practical understanding of the tablet's maximum reach. This interactive experience enables users to internalize the dimensions of the drawing area, promoting more precise and controlled movements while working on artistic projects.
Fig 7. Game Idea 1
Game 2 - Exploring Pressure Sensitivity with the Digital Pen
This game is designed to help users grasp the pressure sensitivity of the digital pen, both physically and visually, through interactive graphical representation. By providing a tangible input and corresponding visual output, users can better comprehend the capabilities of the digital pen.
In this game, users engage by pressing the pen onto the tablet surface to navigate a blob from its starting point to the designated endpoint. The challenge lies in mastering the pressure applied to the screen, as it directly influences the speed and trajectory of the blob's movement. As users experiment with different pressure levels, they observe the strokes generated, depicted by streaks left behind by the moving blob. This hands-on interaction facilitates an intuitive understanding of how pressure sensitivity shapes the artistic process.
Fig 8. Game Idea 2
Game 3 - Integrating Pressure Sensitivity and Spatial Awareness
In this final game, users will put their acquired knowledge of pressure sensitivity and familiarity with the drawing tablet's physical boundaries to the test. Drawing inspiration from Flappy Bird, this game challenges users to adjust the pressure applied to their pen to control the height of a flying blob while simultaneously manoeuvring it horizontally and vertically to avoid obstacles.
As users navigate the blob through a series of obstacles, they must modulate the pressure on the pen to ascend or descend, simulating flight control. Additionally, they'll move the pen both horizontally and vertically to guide the blob safely through the challenges. By combining pressure sensitivity with spatial awareness, this game serves as a culmination of the user's skills, ultimately preparing them for smoother and more intuitive drawing experiences.
Fig 9. Game Idea 3
Game Level Design
I tried to imagine all the screens involved and how they would be connected to each other. I also tried to think of what functions the users might expect from the game to be considered a “good game” For the first flow I came up with, the device model gets detected by the game after which the user is prompted to draw the given prompts. This is done to get a sense of how comfortable the user is with the tablet. The game takes this into consideration and the game’s difficulty level is set accordingly. The user would have to go through the set amount of levels before progressing to the next one. At the end, the user is asked to redraw the initial prompts and see for themselves the progress they made At the end they get an analysis of how their skills fare and where they can improve. Once users go through the game in chronological order, they can go back to specific levels to improve specific skills.
Fig 10. Game Flow 1
The feedback I got on this flow was to consider that maybe if a user isn’t allowed to progress further if they don't master the first skill, it might cause the loser to lose motivation and quit the game. I was suggested to let the user have continuous play. I implement this idea by eliminating levels and instead having a story play where the user has to finish tasks specific to the skill to progress to the next level. They are not tested on them and are allowed to fail the level as many times as they want to. Progress is made by following the plotline. At the end, they get an assessment to see what areas they can improve on. They are prompted to go back and do that specific part over to see how the assessment changes.
Fig 11. Game Flow 2
For a more immersive experience, the game levels are connected through a plot line and as the user progresses in the story they learn new skills
To create a plotline to connect the screens, I designed Scribby. Scibby or Scribble Pet is the main character of the game. The player given the scenario to imagine being an artist working on the project. They’re prompted to trace images which help the game understand the level the user is at. While drawing the artist hears a sound outside and is prompted to go check it out. Here starts the first game. The player has to catch Scribby, give him a bath and dry him.
Find Scibby
This game is designed to find Scribby as he hides at different spots in the scene. As the Wacom tablet surface maps the drawing screen. This game will help the player become accustomed to the dimensions of the drawing tablet and the working space by helping them memorise how far their hand can move while drawing.
Scibby Jump
In this game, Scribby tries to run away from the showerhead by jumping from platform to platform. The player controls Scribby’s jumping distance by applying different pressure. When the user applies little pressure Scibby can’t reach the finish point and the user loses.
When the user applies more pressure Scribby can reach the finish point and the user scores. This is designed to help users grasp the pressure sensitivity of the digital pen which is a crucial skill to learn to control brush strokes.
Scibby Dry
Once the user has mastered understanding the Pressure Sensitivity of the Digital Pen and the Physical Extent of the Drawing Tablet, the final game combines this knowledge and puts the user’s skills to the test. The goal is to apply the right amount of pressure to control the hairdryer. If they press too hard Scribby gets scared and runs away causing the player to chase Scribby down.
Reflection on the project
The project itself turned out to be fun to work on. When I started out I had no idea what solution I was going to end up with. This was a new feeling to deal with. Not knowing the end result is something I find scary. It was especially hard at the end of 3rd semester when I thought I had an answer only to find out that it was wrong and I had strayed away too far. For a while after that, I actively avoided thinking about my project. I did consider gamification but at the same time, I wasn’t a fan of it. Over the winter break, I stayed at my aunt's place. My sister was trying to teach my 8-year-old cousin how to do math through a game. She hated having to do math homework over the break and would find any excuse to give up and do something else. The game idea worked on her and that made me want to read more about gamifying learning and seeing where it takes me.
I feel like I learnt how to be ok with not knowing through this project. At all points of the project, I was confused. I knew why I wanted to do this but I was always confused about the how. Which I feel made it difficult for me to convey my idea during the initial gallery walks. I also learnt how to keep pushing even after hitting a wall. There’s always going to be another opportunity that at first might feel crazy but will end up being the best opportunity ever. I’m trying to take this mindset forward when going about the job search, It tough and uneasy not knowing but I’m sure there's an exciting opportunity waiting too happen for me.