Improvement in the Effectiveness of Cutting Skill Practice for Paper-Cutting Creations Based on the Steering Law

Abstract

To improve the cutting skills of learners, we developed a method for improving the skill involved in creating paper cuttings based on a steering task in the field of human-computer interaction. TaWe made patterns using the white and black boundaries that make up a picture. The index of difficulty (ID) is a numerical value based on the width and distance of the steering law. First, we evaluated novice and expert pattern-cutters, and measured their moving time (MT), error rate, and compliance with the steering law, confirming that the MT and error rate are affected by pattern width and distance. Moreover, we quantified the skills of novices and experts using ID and MT based models. We then observed changes in the cutting skills of novices who practiced with various widths and evaluated the impact of the difficulty level on skill improvement. Patterns considered to be moderately difficult for novices led to a significant improvement in skills.

Evaluation of Skill Improvement by Combining Skill and Difficulty Levels During Paper-cutting Production

“…In this study, we developed a knife device to measure the user's cutting pressure. This paper found that the pressure and time of novices and experts were signi cantly di erent, similar to the previous study [14][15][16][17]. In addition, in Experiment 2, we analyzed the accuracy.…”

“…It is essential to create at an appropriate level of di culty in practice to improve skills. In [14,16], they describe the impact of various levels of di culty on cutting time and, as a result, analyze the e ective di culty of novices in improving cutting skills.…”

“…Considering their advice, we de ned a width that a novice can easily cut as 13 mm (SD: 0.89) and set a narrow width as 5.0 mm (SD: 0.31). This target had the same con guration as in [16]. In workshops, instructors modify the di culty motif according to the skills of the participants, and the neness of the cutting line a ects the di culty level of paper cutting.…”

“…3). This system had the same con guration as that in [16]. The timer started when the knife passed the start line and stopped when the blade crossed the end line.…”

“…We aim to improve the skills of paper-cutting for novices. In [14,16], they have quanti ed the di culty level of simple pattern based on the steering law and analyzed its e ect on cutting time.…”