SBIM08LockwoodEtAl - EUROGRAPHICS Workshop on Sketch-Based...

Info iconThis preview shows pages 1–2. Sign up to view the full content.

View Full Document Right Arrow Icon
EUROGRAPHICS Workshop on Sketch-Based Interfaces and Modeling (2008) Christine Alvarado and Marie-Paule Cani (Guest Editors) © The Eurographics Association 2008. Automatic Interpretation of Depiction Conventions in Sketched Diagrams Kate Lockwood, Andrew Lovett, Ken Forbus, Morteza Dehghani, and Jeff Usher Qualitative Reasoning Group, Northwestern University, Evanston, IL, United States ABSTRACT Diagrams are used in many educational settings to convey physical and spatial information. Sketching is used, in turn, to test students’ understanding of course concepts. The availability of Tablet PCs offer an exciting opportunity to create intelligent tutoring systems which automatically provide students with feedback on sketched work, and to create systems which can capture knowledge via interaction with people. However, for such systems to provide use- ful and relevant feedback, the software must be able to interpret diagrams that students have drawn. Interpreting diagrams correctly requires an understanding of some basic depiction conventions common in diagrammatic repre- sentation. Here we describe how to combine general semantic information about objects in sketched diagrams with geometric information from the sketch to aid in the interpretation of regions and edges. This system is implemented as an extension to the CogSketch sketch understanding system. Categories and Subject Descriptors (according to ACM CCS): I.2.10 [Artificial Intelligence]: Vision and Scene Understanding). 1. Introduction Diagrams are used throughout education to clarify physical and spatial concepts which are not easily conveyed through text alone. This is especially common in the sciences and engineering. For example, consider the figure below which shows a diagram taken from an online middle school science resource describing the layers of the Earth: Figure 1. A diagram from an online 6th grade earth science curriculum teaching students about the different layers of the Earth’s interior. Much like diagrams can be used to convey information, sketching is often used to test student comprehension of spatial and physical concepts. For example, a baseline worksheet for incoming students in a geosciences class at Northwestern University included the following question: “Draw a picture of the Earth’s interior. The circle represents the Earth’s surface and the dot is the very ce n- ter of the Earth” (an outline was provided, inside which the students sketched an answer). The availability of Tab- let PCs creates an opportunity for creating electronic ver- sions of assignments like these. Electronic worksheets could incorporate intelligent tutoring systems, providing students with real-time feedback on their work. One challenge for automatically providing feedback is
Background image of page 1

Info iconThis preview has intentionally blurred sections. Sign up to view the full version.

View Full DocumentRight Arrow Icon
Image of page 2
This is the end of the preview. Sign up to access the rest of the document.

This note was uploaded on 06/12/2011 for the course CAP 6105 taught by Professor Lavoila during the Spring '09 term at University of Central Florida.

Page1 / 7

SBIM08LockwoodEtAl - EUROGRAPHICS Workshop on Sketch-Based...

This preview shows document pages 1 - 2. Sign up to view the full document.

View Full Document Right Arrow Icon
Ask a homework question - tutors are online