UNIVERSITY OF NICOSIA

APPLIED MULTIMEDIA

INTERACTIVE BREAKING WORKSHOP

YIANNIS LYRAKIDES
U144N0811

SPRING 2018
 TABLE OF CONTENTS

Page
ABSTRACT 1

ACKNOWLEDGMENT 2

1. INTRODUCTION 3
 Essay on the subject 3
 Problem Statement 10
 Research Questions 12
 Research Objectives 12

2. CONCEPTUAL MODEL AND IMPLEMENTATION 13

 Target Audience 13
 Flowchart 14
 Logo Design 15
 Menu Buttons Design 17
 Intro Music Production 19
 Video Editing 21
 Interface Design 24
 Final User Interface Decision 27

3 SECTIONS , CONTENTS AND FINAL DESIGN 28

 Welcome Section 28
 Origins 30
 Warm Up 31
 Basic Moves 33
 Advanced Moves 37
 Inspiring Story 41
 Gallery 43

4 USER TESTING 45
 Test Results 45
 Test Analysis 106

CONCLUSION 122

REFERENCES 123
ABSTRACT

Interaction plays a big part in our everyday life without being always noticeable. Colleges and

Universities that offer interactive ways of teaching and learning have increased twice every three

years. From a student’s point of view, interaction is one of the most important element for

obtaining knowledge and development in typical teaching methods. Multimedia Interaction can

enhance learning by using both entertainment and education. The aim of this study is to:

a. investigate how interactivity improved over the last few years and the effect it had on the

students and teachers lives by examining how interactive methods of teaching are more

efficient rather than typical teaching methods.

b. examine how video learning became one of the most favored teaching methods over the last

decade especially in dancing areas.

Additionally my research examines a variety of existing multimedia projects that implemented in

order to improve the learning efficiency and teaching of dancing using online videos and 3D

animation. The results showed clearly that by only having access to video content and online

learning in a dance course was not enough because by only watching videos, dance skills cannot

be improved as there were no efficient information on how to change, improve or adjust

movements. Additionally, students experienced difficulties on indicating their good and bad points

of a performance while watching only a video. As a result, a much more detailed interactive

application should be developed that will enhance the way of raising their knowledge but also

provide some useful oral or written advice while watching a video.

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ACKNOWLEDGEMENT

After a demanding period of 5 months, today I am adding this last part on my dissertation. It was

an intensive period where I have learnt a lot, not only in Multimedia but also on a personal aspect.

I had spent a vast amount of time on this dissertation in order to be able to complete it and bring it

to the level that I wanted it to be. I want to acknowledge the people who supported me in the last

four years and especially in these last months.

First of all, I would like to express the most gratefulness to my supervisor, Mrs. Maria Christoforou

who was there for me when I needed her and helped me create my final design, always giving me

original and creative ideas. She has always arranged meetings in order to see my progress and

giving me deadlines and this gave me extra motivation and boosted my discipline. Without her

constant help, guidance and support I wouldn’t have been in a position to finalize this dissertation

Additionally, I would like to thank my tutors, Mrs. Poppy Aristidou, Mr. Paschalis Paschali, Mr.

Alexandros Yeratziotis, Mrs. Sophia Tsangaridou and Mr. Chris Christou for their valuable

guidance. They helped me throughout the 4 years of my studies to obtain the tools and experience

I needed to follow the correct directions in order to successfully complete my dissertation.

I would also like to thank Epikos Rapsodos for his music in the main sections of my application

and Baoons Artemu for letting me video capture him as my silhouette character.

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1. INTRODUCTION

ESSAY ON THE SUBJECT

Interactivity in our lives is very important especially in the learning process between learners and

instructors and the learning content. Interaction can be used in different teaching environments

like formal and informal education. The learner can interact with the teacher in order to get some

knowledge. (Bernard, R. M., Abrami, P. C., Borokhovski, E., Wade, C. A., Tamim, R. M., Surkes,

M. A., 2009; Ke, 2013) As a student, the interaction is really the crucial element for their

fundamental knowledge and emotional development in traditional teaching methods. (Song &

McNary, (2011).

Interactivity can be used in both entertainment and education, in particular online learning. Due to

the rapid expansion and progress of Technology and of the Internet, online learning became very

popular in higher education. (Ke & Kwak, 2013; Wei &Chou, 2014). It can enable learners and

instructors to detour the daily or weekly regular teaching methods and instead get their knowledge

online. Online Learning can also enable learners to get knowledge and skills over a variety of

different learning applications without having limits on time and space. (Allen & Seaman, 2013;

Kaymak & Horzum, 2013).

As a result, interaction is one of the most important factors for a successful learning experience.

(Cho & Kim, 2013; Garner & Bol, 2011; Kang & Im, 2013; Richardson & Swan, 2003; Watson,

2013).

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A sub-category of interaction is the interactive video which is a new technology that integrates the

management of information and the decision making of computers with the addition of a video.

(DeBloois, 1982). In the instructional area, according to (Floyd, 1982, p.2) interactive video is any

video application that the progression and selection of actions are determined by the user’s

feedback to the subject.

Children’s casual learning from instructional videos tremendously enhanced the accuracy of the

content (Anderson & Lorch, 1983) and the selective consciousness processes of the learner

(Calvert, Huston, Watkins, & Wright, 1982; Lorch, Anderson, & Levin, 1979). In addition to that,

the swift growth of the distance learning technology is outstanding. Colleges and universities that

offers distance learning classes are increased twice every three years (Leader Telegram, March 22,

1998). Distance Learning became a bright alternative to the common way of class learning and

helped the society to move towards to the perception of on-demand teaching. (D. Zhang, J.L. Zhao,

L. Zhou, J. Nunamaker, 2004). It belongs into the category of the most rapid growing tendencies

and the goal of it is to offer an adaptive framework which includes teaching material and tools into

a particular output to be able to provide education swiftly, economically and effectively (C-S. Ong,

J.-Y. Lai, Y.-S. Wang, 2004). At the moment, dozens of e-learning contents are provided. They

include educational learning subjects but also online cooperative discussions. A powerful medium

that is being used in distance learning is Video. The main reason is that it can provide material in

an engaging and steady method (C. Sorensen, D.M. Baylen, 1999).

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However, the videos that were used in the early forms of e-learning was fundamentally transmitted

over Television or CD’s and as a result it produced inconsistent results due to the linear nature of

these kind of formats (R. Kozma, 1986).

The recent improvement in multimedia and communication technology developed solid

educational systems with learning video elements. After publishing the interactive non-linear

video, technology allowed trainees to interact with the educational video better. This enhanced the

learner’s involvement but also improved the learning capability. Interactive video has a

considerable aspect, the random selection to material and users are able to see whatever they like

with on their own pace. However, online learning and especially interactive video are still not well

understood (G. Salomon, D. Perkins, T. Globerson, 1991).

Constructive theories consider training as a development of abstract ideas in a human mind to be

presented to the mind as reality. They also point out that before someone starts to learn information

the brain develops visual representations of that specific knowledge (M.-H. Tsay, G. Morgan, D.

Quick, 2000). In addition, Constructivists claims that if someone plays an active role into

interaction tasks rather than a passive role it can engage the learner to obtain the knowledge more

effectively. Everyone is learning better if they have more control on what they discover and that

also affects the speed of learning (D.E. Leidner, S. Jarvenpaa, 1995). As a result interactive

learning in general can improve the learning development. They also added that teaching

environments should be much richer instead of typical classes and that could be done by adding

various multimedia elements to make it more interesting to learners. As Brandt (1997) mentions,

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constructivism have to be the foundation of e-learning. Both Web-based teaching and

constructivism enable users to be part of an interactive thus creative environment and to gain

knowledge much faster.

Interactivity is viewed as a wise option to improve the efficiency of education (D. Jonassen, M.

Davidson, M. Collins, J. Campbell, B.B. Haag, 1995). Expanding interactivity in any teaching

framework can strengthen the concept. Generally there are three categories of interactive learning:

User-Teacher interaction, User-User Interaction and User-Content (M.G. Moore, 1989). The

influence of User-Content interaction is mostly used along with interactive video.

It is a very effective method to record and represent data on its own (A. Hampapur, R. Jain, 1998).

It produces a non-text audiovisual learning context that can improve the user’s ability to memorize

any kind of information (M.R. Syed, 2001). Besides that, due to limits on the technology and

network speed, interactive video were not used worldwide for e-learning until recently (H.W.

Agius, M.C. Angelides, 1999). An interactive video can lure students to stay focused through the

whole learning session by engaging them in constant interaction that not only present visual

information but also allow students to view any part of the video unlimited times (J. Weston, L.

Barker, 2001 ) .

Furthermore, video learning became one of the most favored teaching methods over the last years

especially in dancing. It can capture the movements in detail and students can analyze and explore

them further. (Leijen, Lam, Wildschut, Simons,&Admiraal, 2009; Schmidt&Wrisberg, 2008).The

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main reason behind that is that dance is not just a constant presentation of a movement but it is an

art form that requires hard work and complex movements in order for the body to cooperate and

highlight the movements precisely. It is difficult to teach movement routines, body stances and

complex concepts by using only written and verbal information. Mirrors in dance classes mainly

assist teachers to give feedback and to demonstrate but also help students in observing themselves

on the mirror while they practice so as to figure out if the move in hand appears good on their body

and what to add or change in order to improve it and make it more exciting. Monitoring motions

through this way was not always efficient as it is not possible to be able to watch their bodies in

the mirror while executing complex, fast and jumping movements (Andersson, 2014).

Nevertheless, most of the students were not able to understand exactly what are the main focus of

the video because of the high number of information that led to confusion (Schmidt, Wrisberg,

2008). Therefore teaching students through only video was not enough (Fill, Ottewill, 2006).

It is pretty hard to achieve reflection without proper information (Sööt, Leijen, 2012). Additionally,

learners require better instructions and support, such as tips on how to improve themselves while

performing. This kind of feedback can improve the whole student learning experience (Barry,

2012; Wu&Kao, 2008).

During the nineteenth century , dance teaching focused mainly on the excellence of performance

skills but also intent to strengthen the student skills individually so that they will be more capable

of achieving more demanding movements ( Leijen, Admiraal, Wildschut, & Simons, 2008; Sööt

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& Viskus, 2014 ). The improvement of the dance technique was the major objective of dance

learning. Today , dance teaching is mainly focused on creating something original , expressing self

and also creativeness while still maintaining good performance skills thus students must be able

to repeat dance moves ( Sims & Erwin,2012) , get comfortable when dancing (Smith-Autard,

2002) but also improve mind and imagination (Leijen, Admiraal, Wildschut, Simons, 2008; Sööt

& Leijen, 2012).

During the twentieth century, dance teaching focused on personal growth and also body exersice

(Sööt & Viskus, 2014). Classes were improving the learner’s skills and developed their attitude

and methods (Mainwaring & Krasnow, 2010). In order to improve student’s psychological passion

and energy, tutors had to invent a new teaching method. As Leijen, Admiraal, Wildschut, &

Simons (2008) mentions, teachers have to motivate students to expand their own style of

observing, evaluating, thinking and writing that will enhance the way of producing much more

improved dance context. With this procedure, both dance and creativity skills can be improved

(Smith-Autard, 2002). With the accelerated improvement of the Internet, the technological way of

teaching dance in the previous decade has engaged enough attention for analysis as it can aid

breaking down political public issues and enhance social relationships. (Dania, Hatziharistos,

Koutsouba, Tyrovola, 2011). A professor, Dr.Mila Parrish who was directing Dance Teaching

Degrees in the University of North Carolina in the United States introduced a computer which

supported dance teaching through video seminars that make students able to train the dance

contents and expand their knowledge in constitution, skill, analysis and performance (Parrish,

2008). In addition, there was also another project created by three European professors where their

aim was to demonstrate the development of online learning in a framework of dancing. The end

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result was a 3D animation of two traditional dances, the Karsilamas dance from Greece and the

Valentine Morris from United Kingdom. Online-learning tools could be an efficient way to

generate appealing and practical resources as it can help to learn the traditional dances to people

(Karkou, Bakogianni, Kavakli, 2008).

Additionally, by having access to online videos and e-learning content for dancing education is

not enough. Watching videos will not really help dancing skills because a simple video is not able

to show graphics on how to change , adjust or improve a movement (DeWitt, D., Alias, N., Siraj,

S., Yaakub, M. Y., Ayob, J., & Ishak, R. , 2013 ) . A lot of students have problems in indicating

good and bad details on stage performing, just by watching it on a video. Students should get some

advice such as oral or written information in order to help them raise their skills while watching

the online video (Wyon, M. A., Twitchett, E., Angioi, M., Clarke, F., Metsios, G., Koutedakis, Y,

2011).

Concluding, multimedia interaction belongs in the category of the most powerful and major

applications in computer aid technology. It is a very approachable innovation and does not need

special knowledge. Interactive multimedia includes every multimedia element that all together

merges into a learning setting where action and research are the main part, while the learner can

have an impact on the learning process and decide the one method that is suitable for their learning

manner. The teaching methods evince that technology is providing a variety of opportunities for

individual tuition, teamwork, feedback and association (Leijen, Admiraal, Wildschut; Simons,

2008).

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PROBLEM STATEMENT

Dancing is a worldwide entertainment. This is the first thing that comes to people’s mind when

they hear the word dance. But dancing in general is an art, where millions of people are in love

with and they also have a lot of passion for it. For some, it is a full time job. Breakdancing is a

dance that belongs in the world wide culture, Hip-hop. It is in the five elements of hip hop along

with Graffiti, MCing, Beat boxing and Djing.

There are thousands of dance schools out there that teach how to dance in different ways depending

on the country’s culture and much more. Additionally there are a lot of tutorial videos online where

one can watch and obtain some basic knowledge but also learn some new moves. In most videos,

there is a front view of the teacher who explains few stuff about what is going to be taught in the

following minutes and then demonstrates the move and explains it step by step. This is a very

interesting and useful way to add new moves in your hand especially from someone who does not

live nearby and has different ideas and concepts.

Nowadays, there are a lot of break dancers who are into Multimedia without realizing how rapid

technology improved. They are filming themselves while they are practicing moves, while they

are doing a show and also when they are in competitions. They also take photographs of their crew

in order to advertise an upcoming show or event. What is missing behind all these is an interactive

application that gives you a first look into breakdance history and also teaches some basic and

advanced movements. Let’s say a kid or teenager wants to dance without having to enroll to a

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dance school at first. Or maybe someone else prefers to learn to dance from long distance that lives

in another country in order to see how they approach this art form.

The topic I decided to work on and develop is an interactive application where I will briefly

introduce a few movements I have learned through my 11 years of experience in dancing and

teaching. Also it will include the origins of breakdance and an inspiring story. It is really important

for people that are interested in learning more about breaking to be able to do it through an

application. By adding media elements it becomes even more interesting. With this multimedia

application they will be able to interact with the buttons and menus on the comfort of their home.

In order to achieve this, the user needs to click on the menu and the buttons using the computer

mouse in order to navigate to the section of choice or interest. The users will have plenty of time,

at their leisure, to watch the basic and advanced moves sections to decide they like to dive into it

and if it is suitable for them. There are currently a lot of videos online that teach you how to dance

or how to learn a specific move but in my opinion, with this addition it is certainly more of an

introduction to the dance and it can be a beginning of more creative ideas.

I believe that by applying and following this new idea a lot of young people who love dancing as

I do, can benefit the utmost, especially if they are interested in getting into dancing. In order to

grab the attention and interest of this generation, you need something more exciting that will

involve technology. In addition, the multimedia application can be used by anyone who is

interested in learning more about the movement and how much fantasy is needed in order to

achieve and execute the moves.

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RESEARCH QUESTIONS

1. How can dance teachers and students get connected from anywhere around the world?

2. How important is to be able to interact through online learning in order to improve your skills?

3. How effective is distance learning related to different subjects in teaching?

4. How frequently do students have to learn to dance through an online video in order to keep

their level and fitness high?

5. Why is online learning more effective than typical teaching in our days?

RESEARCH OBJECTIVES

1. To establish an online learning experience that is going to be the solution for connecting

dance teachers and students all around the world.

2. To examine if online learning is an efficient and viable way of teaching and learning.

3. To find out if distance learning is provided in all kind of subjects in teaching.

4. To determine the duration and progress of an online video in order to get the attention and of

the students and measure how much time they will need to work on it in order to improve.

5. To compare the advantages and disadvantages of online and of typical teaching.

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2. CONCEPTUAL MODEL AND IMPLEMENTATION

TARGET AUDIENCE

As this application is an introduction to the culture of hip hop, and it gives a first glimpse to

someone who has no idea what breaking is, my target audience is intended to those who are

interested in entering into the world of breaking.

The origins of breaking is an important first step to someone who is new to this. Showing briefly

the warm up, basic moves and advanced moves will help someone understand if it’s the right thing

to do before enrolling to a dance school.

By having an inspiring story , it is intended for the people that have no self-confidence and they

believe that they are not capable of doing this kind of dance because either they are not strong or

fit and they seek that extra motivation. Most people who are interested in learning a new hobby, a

new dance style or a change in their life, they often search online.

With this application they will be able to find most of the knowledge they require to have before

starting this dance style in one place.

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FLOWCHART

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LOGO DESIGN

For the logo of my application I choose a simple but efficient way to design it. I took the three

initials of Interactive Breaking Workshop (IBW) and added different fonts to each other because

I was planning to shift them in Adobe Illustrator in order to create a different shape. As I shifted

the letter I, I noticed that it creates a circular shape at the edges so I decided that my logo will be

circular. After that I did the same shift on the other two letters with different fonts as well and

combined them into the final logo. The result was a pretty balanced logo.

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After I was done with the shape of the logo I decided to make it more interesting by adding the

complete words in a circular shape below the logo. Additionally I created a nice brush stroke

circle around the whole logo in order to make it look more professional.

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MENU BUTTONS DESIGN

The backdrop of my menu buttons have a special backstory. They were created using the body of

the character I captured during the filming in the media zone studio. I took a still capture of the

video and decided to turn that pose into the buttons of the menu.

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The above pictures shows the still capture I took from the video. In order to create the buttons I

removed the background and tried to rotate it, scale it, flip it and crop it in order to give the look

of a button.

The below pictures is the end result of the buttons as the left one is the normal state of it and the

right one is its hover state.

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INTRO MUSIC PRODUCTION

FL Studio: Basic creation of the melody using the pad vector sample. I created the melody first
before building a beat on it.

FL Studio: Creating the bass that would enhance the melody and also the beat. I just added the
bass where it needs to be in order to be synchronized with the melody.

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 FL Studio: Basic creation of the beat which create the rhythm of the whole track.
I just added simple kicks and snares.

FL Studio: Combination of everything one track. I added the beat on track 1, melody and beat
on track 2 to 5. This created the whole track.

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VIDEO EDITING

After Effects: Basic Green Screen Footage Imported. In order to be able to create the silhouette I
had to choose the footage that I found the most interesting.

After Effects: Chroma Key, Scaling and Title added to start implementing the Intro. By adding
the chroma key I removed the green screen so I could play with the background and choose the
best background possible

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After Effects: Choosing specific movements in order to fit with the titles. I had to cut and trim
only the movements I found similar to the title movements.

After Effects: Creation of the titles, adding video movements and motion blur effects. After
selecting a background of my intro titles I added the complete silhouettes to create the animation
of the titles to go along with the movements and the music.

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After Effects: Finalize of the enter screen by adding an enter button as a draft design in order to
create the triggers in Articulate. This is played after the introduction titles or after skipping them.
By clicking enter it proceeds to the main sections of the application.

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INTERFACE DESIGN

Early stages of the interface

Articulate Storyline: Basic interface design, adding the background and buttons.

Articulate Storyline: Removing the menu text and replace it with a menu icon. Also adding the
welcoming text to work on the alignments

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Articulate Storyline: Creating the sections of the application by adding videos.

Articulate Storyline: Creating the menu design and also the buttons
that takes you to another section.

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Articulate Storyline: Creating the sections buttons and the rollovers.

Articulate Storyline: Creating the text boxe

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FINAL USER INTERFACE DECISION

The user interface consists a dark theme environment using purple, black and white colors in order

to keep a minimal look but also to have a continuity on the different sections. The background of

this application is a purple and black combination and the header bar at the top will be white. At

the top left of the bar I placed the menu button and at the top center I included my logo and the

title of this interactive application. In the main section of the interface I have two columns that

includes a scrollable textbox which welcomes the user to the application and explains what is this

workshop going to deliver. Also I have information on who can use the application, how it can

help and how to use it. At the right column I added the logo in bigger size.

By clicking the menu icon on the top left, the menu will come in animated from the left side. My

application has 6 sections so on the menu there are five buttons where the user can navigate around.

Buttons included are Origins, Warm Up, Basic Moves, Advanced Moves, Inspiring story and a

photo gallery icon. Clicking the menu icon again will hide the menu.

Firstly I had to use the green screen of University of Nicosia mediazone studios in order to create

the introduction titles and the screen. After gathering enough video content I uploaded it into

Adobe Premiere and After Effects to add the effects and create the silhouette. Additionally, I used

Adobe Photoshop for the Interface and the Logo Design and Articulate Storyline as the main

Software for the Navigation and Development part in order to combine everything into an

application. For the introduction music which only plays during the titles and enter screen I created

it from scratch using FL Studio. It is compatible with Desktop Devices and Smartphones.

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 3. SECTIONS

WELCOME SECTION - Contents and final design

Welcome to Interactive Breaking Workshop.

In this experience you will learn the origins of breaking (known as breakdance), some basic and

advanced movements and also an inspiring story. While navigating in this interactive environment

you will be able to go back to a specific video you want to replay or a text you would like to read

again just by using the menu on the left. This interactive application is for everyone who like to

dive intro breakdance as soon as possible. It can be used by almost all ages that are able to use a

system with a mouse or a touch screen.

Moreover this multimedia application can be used by anyone who is interested in learning more

about the movement and how much fantasy is needed in order to achieve and execute the moves.

You can navigate to any section by clicking the menu icon on the top left.

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 Welcome Section Desktop

Welcome Section Smartphone

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ORIGINS - Contents and Final Design

Breakdance (Media phrase), also known as breaking, b-girling or b-boying, Is a street dance style

that evolved as part of the hip hop movement that originated among African and Latin American

youths in the south Bronx of New York city during the early 1970s. It is arguably the most known

of all hip hop dance styles. Popular speculations of the early 1980s suggest that breakdancing, in

its organized fashion seen today, Began as a method for rival gangs of the ghetto to mediate and

settle territorial disputes. Breaking was born when a street corner DJ called Kool Herc would take

the "breaks" of dance records and string them together or loop them. This provided a raw rhythmic

base for improvising and further mixing, and it allowed dancers to display their skills during the

break. Breakdancing has a variety of influences and there is no tradition in breakdancing. Dancers

picked elements from other dances and sports but also from gymnastics, Capoeira, lindy hop,

disco, etc.

Origins Section Desktop

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 Origins Section Smartphone

WARM UP - Contents and Final Design

Every great dancer knows that to reduce the chances of getting injured while training, you should

perform some type of warm-up. But what type of warm-up should you do? A dynamic warm-up

is the best way to prepare your joints, muscles, ligaments, and tendons for your training.

You should be aware of any stiffness or problem areas of your body. You should also be thinking

about what you are going to focus on and what your goals are for your training session. The warm

up video will show you what you will have to do exactly before you start dancing in order to

protect your muscles from injuries.

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 Warm Up Section Desktop

Warm up Section Smartphone

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BASIC MOVES - Contents and Final Design

The purpose of this section is to walk you through the steps of performing basic breakdancing

moves. Breakdancing is a lot of fun, great exercise, and is pretty impressive if you practice enough

to make it look good. Anyone who is in pretty good shape can learn to breakdance. It does not

matter if you’re skinny or buff, short or tall. If you’re not in good shape, dancing is a great way to

get there! Basic breakdancing takes only a little time to learn, but it takes a long time to make it

look good and sharp. Here you will find the basic top rock moves which are Indian Step and Kick

Step. Also you will learn to go down and be able to do some of the basic footwork moves which

are Six Step and Three Step. Additionally you will also learn the basic freezes which are Baby

Freeze and Shoulder Freeze. After you completely understand the moves and be able to do them

comfortably you should move on to advanced moves.

Basic Moves Section Desktop

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 Basic Moves Section Smartphone

BASIC MOVES VIDEOS TEXT

Indian Step

Indian Step is a basic move in breaking and belongs to the Top rock category which is the most

“dance and rhythm” part of Breaking. It is often used as an introduction of the dancer before going

down on the floor. Indian Step is the most common movement and it is the first step any dance

school will teach on the first day of class.

Kick Step

Kick Step is also a basic move in breaking and belongs to the Top rock category like Indian Step.

It is often used as combination of different top rock and mostly used as a link to combine one top

rock with another. The origins of this movement are the Salsa and Latin dance styles.

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Six Step

Six Step belongs to the footwork category where the moves requires a bit more technique to be

achieved. It is mostly used from the beginners as soon as they go down on the floor because it is

their first feeling on the floor. It has many variations and it can become one of the hardest steps. It

is the first footwork that any dance school will teach on the first day of class.

Three Step

Three Step is a basic move and also belongs to the footwork category. It is a simple move with

just three steps as the name says and if you master six step this move should be a piece of cake.

Side Freeze

Side Freeze belongs to the freezes category which requires more power, balance and technique.

They are often used as the end-pose of a dancer’s routine and they are called freezes because you

stay still for a few seconds while executing the move. Side freeze is one of the few basic freezes

that you can easily learn and master in two to three weeks.

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Shoulder Freeze

Shoulder Freeze also belongs to the freezes category and requires more power, balance and

technique. Shoulder freeze is a bit harder than side freeze because it needs more practice to be

achieved and especially to balance for a few seconds.

Basic Moves Videos Section

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ADVANCED MOVES - Contents and Final Design

Advanced moves are harder to achieve and requires much more strength and technique but in this

workshop you will see the most “easy” advanced moves which anyone can achieve them with little

practice. You should be working on any move with the same discipline and passion even if it is a

basic or an advanced move. These movements involve moves that take time and hard work to learn

and should not be attempted until you master the basics. Here you will find some of the advanced

top rock moves which are Indian Twist Step and Up rock. Also you will learn to go down using a

knee drop in order to achieve another advanced footwork which called Two step. Additionally you

will also learn one of the advanced freezes which is the Chair Freeze and also a trick move which

called Valdez.

Advanced Moves Section Desktop

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 Advanced Moves Section Smartphone

ADVANCED MOVES VIDEOS TEXT

Indian Twist Step

Indian Twist Step is an advanced move in breaking and belongs to the Top rock category. It is the

advanced version of Indian step and requires to master Indian Step first. In order to be able to

achieve you will need some more fantasy and technique than the basic step.

Uprock

Uprock is also an advanced move in breaking and it has a special place in the street dance. It is a

movement that was mostly danced to specific parts of songs and it was mostly used by two dancers

facing each other. Uprock was created to emulate a fight that happened in the streets of the Bronx

but without touching the opponent and gestures were used.

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Two Step

Two step is another advanced footwork move that requires a bit more technique to be achieved.

Even though it is just two steps, it still belongs in the advanced category. It is the prerequisite for

much harder movements.

Knee Drop

Knee drop is an advanced move that does not belongs to any category but it is a transition from

one to another, mostly from top rock to footwork. It has a high level of difficulty and requires a

lot of practice to be achieved.

Chair Freeze

Chair Freeze belongs to the freezes category and it requires more power, balance and technique. It

is the next step from the side freeze and that's why it is harder.

Valdez

Valdez is a dynamic movement that belongs to the tricks category and requires a lot of technique

and a lot of practice to be achieved. It is the hardest move in this workshop.

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Advanced Moves Videos Section

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INSPIRING STORY - Contents and Final Design

ILL-ABILITIES is an International Breakdance Crew comprised of eight dancers from around the

world. Created in the summer of 2007 by Montreal-based dancer/motivational speaker Luca

“Lazylegz” Patuelli, ILL-ABILITIES was an all-star team of differently-abled dancers whose goal

was to compete in the breakdance competition circuit, showing the world that anything is possible.

The crew gets its name from the standard in hip-hop culture of using a negative term to refer to

something positive.

Members:

Luca “Lazylegz” Patuelli (Canada)

Tommy “Guns” Ly (USA)

Jacob “Kujo” Lyons (USA)

Redouan “Redo” - (The Netherlands)

Sergio “Checho” Carvajal (Chile)

Jung Soo "Krops" Lee (South Korea) Samuel "Samuka" da Lima (Brazil)

Lucas "Perninha" Machado (Brazil)

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 Inspiring Story Section Desktop

Inspiring Story Section Smartphone

42
GALLERY - Contents and Final Design

What does breaking means to me?

 Learning in face to face workshops

 Creating your own movements

 Dancing and having fun in local clubs

 Judging battles all around the world

 Participating in crew showcases

 Dancing in International events

 Executing moves successfully

 Battling with friends abroad

 Combining movements and dance styles

 Gathering and spreading knowledge

 Representing in local competitions

 Be part of a crew that supports you

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 Gallery Section Desktop

Gallery Section Smartphone

44
4. USER TESTING

In order for my application to be considered final, I had to evaluate it using a user testing

questionnaire that I created and it was completed by 10 representative users. I asked them to do

three specific tasks in order to go through the most important elements. After completing the tasks

they had to go through the questionnaire and answer with the options of strongly agree or strongly

disagree with range from one to seven.

TEST RESULTS

User Representative Tasks

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User Testing Results

User 1

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User 2

52
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#

55
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User 3

58
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User 4

64
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User 5

70
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User 6

76
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User 7

82
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User 8

88
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User 9

94
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User 10

100
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TEST ANALYSIS

These are the overall results of the 10 user testing I completed. From the results , my conclusions

are that most of the users answers were positive. Numbers show that users were satisfied of how

easy and simple is to use this application, how effectively they can complete the whole application

without problems, how comfortable they are using this application and that it gives no errors.

Additionally , they found the information provided in the application useful, organised and easy

to understand. They also answered positive on whether the user interface is pleasant and has all

the functions and capabilities they expect it to have.

When users asked if they can learn about what breaking is, improve their skills or suggest it to

someone who wants to quickly dive into breaking, most of the answers were “agree”. A very

imporant question which is the purpose of my project was “Using this application would help me

begin breaking classes”. Thankfully the answers were positive from the range of 4 to 7.

I also had a section where the users could write their own comments , positive or negative in any

aspect. The results where 7 positive and 5 negative.

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 CONCLUSION

This dissertation has demonstrated that Interaction plays a big part in our everyday life without

being always noticeable. Colleges and Universities that offer interactive ways of teaching and

learning have increased twice every three years. From a student’s point of view, interaction is one

of the most important element for obtaining knowledge and development in typical teaching

methods. Multimedia Interaction can enhance learning by using both entertainment and education.

Interactivity can be used in both entertainment and education, in particular online learning. Due to

the rapid expansion and progress of Technology and of the Internet, online learning became very

popular in higher education. (Ke & Kwak, 2013; Wei &Chou, 2014).As a result, interaction is one

of the most important factors for a successful learning experience. (Cho & Kim, 2013; Garner &

Bol, 2011; Kang & Im, 2013; Richardson & Swan, 2003; Watson, 2013).

I believe that I have successfully completed my final year assignment which was a challenging

and important project. I have researched all the necessary material, followed the directions of my

supervisor, created the content and applied it for a complete working application. I believe that

this project helped me a lot as these same steps will be required for me in the real world of work.

The ability to use technology it is of an utmost importance to me as I move through life and I will

always continue to train and keep myself up to date on the latest technology, and apply it on any

new challenge.

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