Online Dance Lesson Support System Using Flipped Classroom

Online Dance Lesson Support System
Using Flipped Classroom
Shuhei Tsuchida†, Daichi Shimizu†, Kanako Shibasaki‡,  
Tsutomu Terada†, Masahiko Tsukamoto†

† Kobe University

‡ Sports Academy Tsuchiura
1
11/28-30/2022 MoMM202

View Slide

Using video distribution systems or Video conferencing systems
Di
ff i
culty

Detailed instruction, communication, physical learning

Flexibility

Easy to attend (distance, time)

Easy to share information 
Di
ffi
cult to simply apply the previous methods used…?
“I miss being able to
discuss with other
students.”
“It would have been
helpful to have chats
and shared sheets.”
“I liked having
 
the materials and
reference information
readily available.”
Student Impressions in University Classes (partially modi
fi
ed)
2
Education under COVID-19 pandemic

View Slide

Use of video conferencing system (Zoom, etc.)
In the beginning, the previous class method was simply applied.

Example fo lesson
fl
ow
Show the reference choreography

Repeat

Provide detailed guidance on how to move the part of
choreography

Practice

Dance the whole part of choreography
Dance education/lessons under COVID-19 pandemic
Di
ffi
culty
Di
ff i
cult to understand the complexity of instruction and choreography

Di
ff i
cult to teach and communicate at the same time

View Slide

Di
ff
i
cult to teach basic movements
Network delay

Timing of teacher's movements/sounds and students'
movements/sounds are out of sync 
Di
ffi
cult to communicate each other

Di
ffi
cult to give instructions to the whole group

Di
ffi
cult to follow up with individual students
Timing of movement and sound are out of sync.
Di
ffi
cult to ask the instructor about  
the parts that are hard to understand 4
Problem in Online Lesson

View Slide

Conventional: focus on real-time lesson Demerit

Di
ffi
cult to understand the complexity of instruction
and choreography

Di
ffi
cult to teach and communicate at the same time

Merit

Easy to access (from anywhere)

Easy to review interactions through recording
videos

Easy to see the interaction between the instructor
and other students
Instructor
Student
Zoom etc.
Proposed:
On-demand
AI
Dance
Scoring
Allows each student to learn in detail at their own pace
Applying Flipped Classroom
Scoring/Video feedback
Instructor
Student
Zoom etc.
Real-time
Sharing craft language and perspectives
5
Dance lessons suitable for online environment

View Slide

A teaching style that replaces traditional classroom teaching (learning)  
with homework (development and practice).ʢLage, Platt & Treglia, 2000ʣ
Class

ʢBasic learningʣ
Homework

ʢDevelopment)
Class

ʢDevelopmentʣ
Homework

ʢBasic learningʣ
Traditional Classroom
Flipped Classroom
6
Flipped classroom

View Slide

Problem in Online Lesson
Di
ff
i
cult to teach basic movements
Network delay

Timing of teacher's movements/sounds and students'
movements/sounds are out of sync

Di
ffi
cult to communicate each other

Di
ffi
cult to give instructions to the whole group

Di
ffi
cult to follow up with individual students
7
How can
fl
ipped classroom work?
Solution
Flipped Classroom
Taking the basic movement practice o
ff l
ine

Avoid timing deviations

Allow students to make detailed corrections by
themselves by repeatedly watching the video.
(although communication is not possible).

View Slide

Real-time (class)
On-demandʢhomeworkʣ
Environment
VR Zoom
Basic steps Combination
+ +
Fundamental support Comprehensive support
Movement Goal
8
Flipped classroom

View Slide

Goal: Provide repetition and detailed support to acquire basic steps
Example stepɿNew jack Swing
9
Basic training tool (On-demand)

View Slide

10
Partial scoring Overall scoring
ɹɹ3

ɹɹ1

ɹɹ1
All score

2
Hand

Waist

Foot
Score

View Slide

11
Dancer dances 900 times.
Data Collection&

Annotation
Partial scoring Overall scoring
ɹɹ3

ɹɹ1

ɹɹ1
All score

2
Hand

Waist

Foot
Score

View Slide

12
Headset+Controller
3 points 6 points 10 points
Tracker Tracker
× ×
3 7
Device
Track
part
None
Head, Left hand,

Right hand
Head, Left hand, Right hand

WaistɾLeft legɾRight leg


Left elbow, Right elbow,

Left knee, Right knee
Tracking by VIVE PRO
Headset+Controller Headset+Controller
Ease level of
obtaining

View Slide

13
Headset+Controller
3 points 6 points 10 points
Tracker Tracker
× ×
3 7
Device
Ease level of
obtaining
Track
part
None
Head, Left hand,

Right hand



Left elbow, Right elbow,

Left knee, Right knee
Tracking by VIVE PRO
Headset+Controller Headset+Controller

View Slide

Data Collection
14
ɾCollecting motion
ɾCutting motion

ɾScoring

View Slide

Data Collection
15
ɾCollecting motion

ɾCutting motion
ɾScoring

View Slide

16
900 motion collection & scoring
ɾCollecting motion

ɾCutting motion

ɾScoring
Data Collection

View Slide

Motion data
Score
VIVE PRO
PC
Model
Student
Tracker
Student
Reference
Score
17
System Con
fi
guration
Hand:

Jump:

Waist:

Hand:

ALL:
2

1

2

2

1

View Slide

Model
18
SVM
Features Score
Hand ɹ

Jump ɹ

Waist ɹ

Foot ɹ

All
Mean/Standard
deviation of the motion
position di
ff
erence
t
2

2

1

1

2

View Slide

19
PIFuHD
Instructor image
Human Robot
Reference Avator

View Slide

20
Demo Video
VR space User’s view

View Slide

Real-time (class)
On-demandʢhomeworkʣ
Environment
VR Zoom
Basic steps Combination
+ +
Fundamental support Comprehensive support
Movement Goal
21
Flipped classroom

View Slide

ᶃBasic Demo

do basic steps
ᶄTutoring

Consultation
ᶅDo
advanced
steps
ᶆShare
comments
ᶇPoint out

issues
Development Detail Instruction Communication
22
Lesson con
fi
guration (Real-time)

View Slide

23
Comments
Instructor

The students have been re
fi
ning the basic steps,  
so I was able to implement real time smoothly.  
Usually I have to teach from scratch, but I was able to focus on the application
part.

It feels like you are actually with the instructor.  
And I can repeat the course as many times as I want.

The advantage is that the student's anxiety is gone,  
they are a little more familiar with the instructor,  
and they can communicate with an open mind.

Student

The immersion is a lot of fun.  
It's unusual, so that alone makes me want to do it.

I felt like I was in a room by myself and could work on it comfortably and happily. 
I had no experience and thought I would never be able to participate in an
environment where so many people were dancing around me,  
but I was able to participate without feeling that way.

In the real-time lessons, they picked up on my weak points right away with
comments and such.  
It was nice that they were
fl
exible and quick to respond to that,  
like "let's take it slow.

View Slide

24
On-demand
AI
Dance
Scoring
Scoring/Video feedback
Instructor
Student
Zoom etc.
Real-time
Sharing craft language and perspectives
Proposed:
Allows each student to learn in detail at their own pace
Applying Flipped Classroom
Summary

View Slide

Conducting lessons for a variety of situations

Pro
fi
ciency in dance

Compulsory education

Participants over a long period of time

Veri
fi
cation of lesson e
ff
ectiveness and re
fi
nement to suit the site

Quantitative e
ff
ectiveness measurement

Follow-up surveys over ta long period of time

Re
fi
nement of on-demand lesson system

Increase in available basic steps

Building more e
ff
ective video feedback
25
Future Work

View Slide

Online Dance Lesson Support System Using Flipped Classroom

Online Dance Lesson Support System Using Flipped Classroom

Shuhei Tsuchida

More Decks by Shuhei Tsuchida

Other Decks in Technology

Featured

Transcript