Expanding the Design Space of Computer Vision-based Interactive Systems for Group Dance Practice

TL;DR

This paper addresses the gap in human-computer interaction research for group-dance learning, focusing on amateur cheerleading as a testbed for scalable, vision-based feedback and communication. It adopts a user-centered, multi-phase methodology—formative observations and interviews, an idea-divergence workshop, and validation via technology probes and speed-dating—anchored in RGB single-camera pose estimation and an augmented-mirror interface. The authors expand the design space by introducing two new dimensions, Feedback Timing and Feedback Privacy, and produce 15 storyboards, 5 technology probes, and insights from 9 participants to guide future prototypes. The work demonstrates how group dynamics and feedback structures shape design choices and offers concrete guidance for developing portable, vision-based systems that enhance synchronization, learning, and collaboration in group-dance contexts.

Abstract

Group dance, a sub-genre characterized by intricate motions made by a cohort of performers in tight synchronization, has a longstanding and culturally significant history and, in modern forms such as cheerleading, a broad base of current adherents. However, despite its popularity, learning group dance routines remains challenging. Based on the prior success of interactive systems to support individual dance learning, this paper argues that group dance settings are fertile ground for augmentation by interactive aids. To better understand these design opportunities, this paper presents a sequence of user-centered studies of and with amateur cheerleading troupes, spanning from the formative (interviews, observations) through the generative (an ideation workshop) to concept validation (technology probes and speed dating). The outcomes are a nuanced understanding of the lived practice of group dance learning, a set of interactive concepts to support those practices, and design directions derived from validating the proposed concepts. Through this empirical work, we expand the design space of interactive dance practice systems from the established context of single-user practice (primarily focused on gesture recognition) to a multi-user, group-based scenario focused on feedback and communication.

Figures (9)

• Figure 1: Schematic of the research process: The purple box shows the process we followed to create concrete prototypes, from understanding end users and their context to exploring and evaluating the pre-prototype design space. Finally, we suggest future directions for system design and development.
• Figure 2: Existing Design Space: Overview of eight key design dimensions for interactive dance systems, based on a review of 22 studies. This diagram encapsulates essential factors like Device (Capture Movement), Movement Parameter, Modality, and others, highlighting the foundational elements for advancing dance technology in education.
• Figure 3: Micro-perspective View of Practice: The instructor gives during the small group practice. At the end of the practice, is given on the practice, which is used to prepare for the next practice. So, in a real-world small group practice, post feedback includes feedback after the choreography practice and before the next practice.
• Figure 4: Macro-perspective View of Practice: If each step goes well, the dancers move on to the next step. If each step is unsuccessful, they return to the previous step. Initially, the instructors teach the dancers the choreography. Based on this, the dancers learn the choreography on their own. At this time, the instructors may go around and give individual coaching. Once the movements have been learned, the dancers practice in groups of 3 to 5. Small-group practice can be (a) under the instructor's guidance, (b) with the instructor dancing together, or (c) just the dancers without the instructor. In the final stage, everyone comes together to synchronize the entire movement. At this time, the instructor provides guidance or engages in exercises together.
• Figure 5: Workflow of the Idea Divergence Workshop Process: This diagram visualizes the development of a dance feedback system, beginning with user insights from interviews that inform critical feedback information. These insights guide the selection of feedback modalities, culminating in creating seed ideas grouped into final storyboards showcasing potential system interactions. In Session 1, ideation for was conducted based on insights and insights. In Session 2, ideation for was conducted based on both insights and insights.