Relevant bibliographies by topics / Doodling

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  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers

Academic literature on the topic 'Doodling'

Author: Grafiati
Published: 4 June 2021
Last updated: 19 February 2023

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Journal articles on the topic "Doodling"

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Sundararaman, Deekshita. "Doodle Away: Exploring the Effects of Doodling on Recall Ability of High School Students." International Journal of Psychological Studies 12, no. 2 (May 12, 2020): 31. http://dx.doi.org/10.5539/ijps.v12n2p31.

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Doodling is often misinterpreted as a distraction to students in an academic setting– a hindrance to learning. However, recent research has shown that doodling may be beneficial to learning and memory retention. The current study expands upon previous research by investigating the impact of structured and unstructured doodling on auditory recall. This experiment was designed using a multi-method quantitative approach with an experiment that consisted of a control, structured doodling, and unstructured doodling group, and a questionnaire to assess students’ doodling experience. A group of 39 high school juniors were chosen for this study. In all three conditions, students listened to a history lecture in their normal classroom circumstances and took a quiz over the information afterward. Students doodled in both experimental conditions– they shaded a structured doodling sheet in the first condition and doodled in a blank, white A4 sheet in the second condition. The results indicated that those in the structured and unstructured doodling group performed significantly better than those in the control group, with structured doodling scoring the highest out of the three. The Post Doodling Questionnaire indicated that the majority of students experienced less daydreaming and increased recall while doodling; furthermore, the majority of students reported doodling naturalistically.
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Boggs, Jason Bruce, Jillian Lane Cohen, and Gwen C. Marchand. "The effects of doodling on recall ability." Psychological Thought 10, no. 1 (April 28, 2017): 206–16. http://dx.doi.org/10.5964/psyct.v10i1.217.

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Previous research has documented a positive effect of doodling on individuals’ ability to recall information. However, previous research is limited to structured doodling tasks, such as shading in basic shapes. The present study extends the extant research, and increases the external validity of the previous findings, by considering the effects of multiple forms of doodling on recall. In this experimental study, ninety-three undergraduate participants were randomly assigned to one of 4 conditions (control, structured doodling, unstructured doodling, or note-taking). Participants listened to a fictional dialogue between 2 friends discussing a recent earthquake and then completed a fill-in the blank quiz to test their recall of the conversational information. The results indicated that participants in the unstructured doodling condition performed significantly worse than those in the structured doodling and note-taking condition.
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Nash, Carol. "COVID-19 Limitations on Doodling as a Measure of Burnout." European Journal of Investigation in Health, Psychology and Education 11, no. 4 (December 16, 2021): 1688–705. http://dx.doi.org/10.3390/ejihpe11040118.

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Pre-COVID-19, doodling was identified as a measure of burnout in researchers attending a weekly, in-person health narratives research group manifesting team mindfulness. Under the group’s supportive conditions, variations in doodling served to measure change in participants reported depression and anxiety—internal states directly associated with burnout, adversely affecting healthcare researchers, their employment, and their research. COVID-19 demanded social distancing during the group’s 2020/21 academic meetings. Conducted online, the group’s participants who chose to doodle did so alone during the pandemic. Whether the sequestering of group participants during COVID-19 altered the ability of doodling to act as a measure of depression and anxiety was investigated. Participants considered that doodling during the group’s online meetings increased their enjoyment and attention level—some expressed that it helped them to relax. However, unlike face-to-face meetings during previous non-COVID-19 years, solitary doodling during online meetings was unable to reflect researchers’ depression or anxiety. The COVID-19 limitations that necessitated doodling alone maintained the benefits group members saw in doodling but hampered the ability of doodling to act as a measure of burnout, in contrast to previous in-person doodling. This result is seen to correspond to one aspect of the group’s change in team mindfulness resulting from COVID-19 constraints.
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Branscomb, Lewis M. "Yankee doodling." Nature 365, no. 6443 (September 1993): 217–18. http://dx.doi.org/10.1038/365217a0.

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Huang, Tianxin. "What Does Doodling do in Chinese tasks: measuring the difference between Chinese and English with expected outcomes." Journal of Education, Humanities and Social Sciences 8 (February 7, 2023): 1253–58. http://dx.doi.org/10.54097/ehss.v8i.4459.

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Previous studies have demonstrated that different types of doodling, a way of passing time to release boredom, have either positive or negative influences on one's ability to concentrate and memory. However, previous studies are limited to alphabetic languages, such as English, whereas character-based languages, such as Chinese, are underrepresented to a great extent. Therefore, the current study attempts to extend the extant research by considering the effects of two types of doodling on attention and recall during Chinese tasks and their difference between Chinese and English. In the present experiment, a total of 200 participants, including 100 individuals whose mother language is Chinese and English respectively, are randomly allocated to one of three conditions (structured doodling, unstructured doodling, and control). The concentration and recall performance of participants are measured by writing down the names and places during and after listening to a mundane telephone message. The results suggest that although structured doodling aids concentration in Chinese, the assistance is less than that in English.
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Mayor, Louise. "Learning by doodling." Physics World 27, no. 03 (March 2014): 40–41. http://dx.doi.org/10.1088/2058-7058/27/03/38.

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O'Hare, Tim. "Teaching by doodling." Physics World 27, no. 05 (May 2014): 21–22. http://dx.doi.org/10.1088/2058-7058/27/05/28.

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Qutub, Afnan. "The Doodling Psychology: Are Doodling Students More Engaged or Distracted?" International Journal of Literacies 19, no. 2 (2013): 109–17. http://dx.doi.org/10.18848/2327-0136/cgp/v19i02/48771.

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Nayar, Burna, and Surabhi Koul. "The journey from recall to knowledge." International Journal of Educational Management 34, no. 1 (January 6, 2020): 127–38. http://dx.doi.org/10.1108/ijem-01-2019-0002.

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Purpose The millennial students are disengaged in the current classrooms. Hence, there is a definite need to evaluate and compare the current learning tools. The purpose of this paper is to assess the effects of three learning tools – listening, structured doodling and note-taking – on recall ability of students in the classroom. The authors have specifically compared the effect of Andrade’s (2010) and Boggs et al.’s (2017) structured doodling condition (i.e. shading in shapes) vis-à-vis note-taking and listening. Design/methodology/approach An experimental research design was used for the study where three groups of around 40 participants each were created. The participants were Indian students (72 males and 48 females) who were undergraduates at NMIMS University, Navi Mumbai. Each group experienced all the three learning methods that are listening, note-taking and structured doodling. It was a 3×3 mixed model design. Listening, note-taking and structured doodling were compared on recall ability. This was assessed using a questionnaire extracted from Boggs et al.’s (2017) study and a self-designed evaluation sheet. Findings Across all three groups, structured doodling and note-taking had a higher impact on recall ability than the traditional method. However, the difference in the impact of note-taking and doodling on recall ability was not practically very large. The current finding assumes higher significance in the Indian education set up as Indian students are accustomed to note-taking as a learning tool yet structured doodling had a statistically analogous effect on recall ability compared to a systematically documented note-taking. Hence, a future direction could be to assess the impact of a blended learning tool that utilizes both note-taking and doodling or note-taking through doodling. Research limitations/implications First, the authors did not capture doodling habits of the students. Second, the study limits itself to a small sample size of 120 management graduates. The study can be extended to other disciplines like science and technology and also on how the higher engagement learning tools can be utilized in the normal environs of a course in a classroom. A future direction of the study can be to engage students in an activity as long as a regular lecture of about 60 min. A fusion of learning tools that effectively combines note-taking and doodling can be suggested to enhance recall ability and classroom engagement. Practical implications Higher order learning tools characteristically require technologically advanced infrastructure setups. In developing economies like India, most educational institutes may not have access to technologically advanced classrooms; hence, the implementation of higher engagement learning tools becomes a huge challenge. The endeavor in this study has been to study the impact and effectiveness of learning tools like doodling and note-taking which do not inherently call for access to advanced technology. Social implications In today’s age of globalization, emerging economies like India are seen to be taking center stage. Thus, ensuring that Indian education system is geared up to train students to compete globally and in the same vein, these students have access to higher engagement learning tools – the absolute need of the hour. Hence, the current research aims to bridge the gap between global education innovations and Indian classroom teaching method implementation. Originality/value The research has assessed the effectiveness of three different learning tools, namely – listening, note-taking and structured doodling – in Indian higher education setup. The current research is in harmony with the current literature and would function as an adaptation and augmentation of Andrade’s (2010) and Boggs et al. (2017) studies. A very scanty research body on understanding the impact of learning tools on recall ability exists in the Indian education setup. Current research will act as a bridge between global path breaking education research and implementation of in-class teaching methods in Indian higher education.
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Shah, Ashish S. "Doodling in the margins." Journal of Thoracic and Cardiovascular Surgery 155, no. 5 (May 2018): e153. http://dx.doi.org/10.1016/j.jtcvs.2017.11.056.

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Dissertations / Theses on the topic "Doodling"

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Barrand, Katherine. "A collaborative exploration of creativity, doodling and flow : A practice-based education inquiry." Thesis, Federation University Australia, 2015. http://researchonline.federation.edu.au/vital/access/HandleResolver/1959.17/165523.

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The initial stage of this inquiry is a solo exploration of my definition of doodling, how doodling became my preferred artistic process, and reflectively examines the factors that contribute to my experience of flow moments when creating art. An intrinsic component of this solo research was finding new ways to create moments of flow when working individually, and reflecting how they could influence and shape the second stage of the project. The second stage of this inquiry investigates doodling in collaboration with four participating artists. In an attempt to flesh out the spaces between conscious and unconscious artistic interventions, and the role that outside influences can play on the creative process, this collaborative inquiry developed into an examination of the factors which influence co-creation during different stages of art making. The framework for this second inquiry was created by utilising insights gained from the initial solo investigation Accordingly, this research includes multiple strands of artistic exploration, including solo works, works created in collaboration, and interviews with the collaborating artists involved in the project. Selected key solo works and all artistic collaborations are included in the body of this exegesis to encourage immersion in this practice based research. Beginning as an artist and incorporating the different roles of researcher and teacher into the work, this research is an a/r/tographical inquiry into the way these oftentimes overlapping identities influence and guided the research. The outcomes from this research include insights into my creative processes, revealing previously unacknowledged tensions between the need for creative control and flow. One of the most important outcomes from this research was the development of non-verbal conversations between artists, and the way the collaborative process has the potential to both encourage and hinder flow moments. This work is a self-study which incorporates others in relation to my own work. I believe it holds significant relevance to a wider artistic audience seeking a different perspective on encouraging collaborative artistic flow, and the method of collaborative doodling enacted in this research has potential applications in both formal and informal educational settings.
Doctor of Philosophy
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Raby, Erica M. "Accumulation." [Kent, Ohio] : Kent State University, 2009. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=kent1240255325.

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Thesis (M.F.A.)--Kent State University, 2009.
Title from PDF t.p. (viewed Jan. 22, 2010). Advisor: Darice Polo. Keywords: Installation; assemblage; mixed-media; drawing; playful arrangements; doodling; envrionmental art; intuitive process; mixed-media drawings; environmental concerns; ecological concerns; fragile environment; site-specific; craft-based methods; post-consumer. Includes bibliographical references (p. 28).
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Venâncio, Francisco Baptista. "Falar sobre o inefável, mas mesmo assim falar: manobras de diversão." Master's thesis, 2016. http://hdl.handle.net/10400.8/1656.

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O meu trabalho desenvolve-se, essencialmente, no desenho e na pintura. Está muito presente um carácter de ensaio e de experimentação. Isto advém de uma ideia de algo em constante construção. Um processo contínuo que varia entre si. Há, em certa medida, um jogo que não quero que acabe. Para tal acontecer arranjam- se problemas de ordem plástica. Tratando-se de um jogo, é permitido errar, corrigir ou descobrir – acima de tudo, se bem jogado, permite continuar a jogar. Um desenho dita o próximo e com isto surge um grau de experimentação que me interessa. A intuição, o corrigir, refazer, apagar, rasurar, tapar, esboçar, são alguns termos que podem definir esta ideia de processo e exercício incessante. O desenho pode, porventura, tornar-se inefável.
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Books on the topic "Doodling"

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Scrace, Carolyn. Zen doodling. Hauppage, New York: Barron's, 2013.

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Dunbar, Joyce. Doodling Daniel. Littleton, MA: Sundance Pub., 1997.

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Gelman, Rita Golden. Doodler doodling. New York: Greenwillow Books, 2003.

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ill, Zelinsky Paul O., ed. Doodler doodling. [New York]: Greenwillow Books, 2004.

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Dunbar, Joyce. My book about Doodling Daniel. Harlow: Longman, 1994.

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Doodling Diary. Speedy Publishing LLC, 2014.

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Scrace, Carolyn. Zen Doodling. Salariya Book Company Limited, 2013.

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Beautiful Doodling. Union Square Kids, 2015.

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Sketchbooks, Art Journaling. Doodling Book. Createspace Independent Publishing Platform, 2017.

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Barbe, Ghislain. Doodling Girls. lulu.com, 2018.

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Book chapters on the topic "Doodling"

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Baweja, Priyanka. "Doodling: A Positive Creative Leisure Practice." In Positive Sociology of Leisure, 333–49. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-41812-0_19.

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Garg, Rashi, and Anila. "Doodling: Introducing Paper Art into Textiles." In Recent Trends in Traditional and Technical Textiles, 169–78. Singapore: Springer Singapore, 2021. http://dx.doi.org/10.1007/978-981-15-9995-8_15.

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Silva, José, Fernando Silva, Daniel Raposo, and João Neves. "Drawing as Reasoning Tool in UX Design - Doodling and Drawing as Foundation for Project Planning." In Advances in Ergonomics in Design, 807–12. Cham: Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-60582-1_81.

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"6. Doodling Into a Labyrinth." In Math Bytes, 42–53. Princeton University Press, 2014. http://dx.doi.org/10.1515/9781400851423-007.

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"Encouraging Children’s Own Music: Composing, Improvising and Doodling." In Teaching Primary Music, 66–80. 1 Oliver’s Yard, 55 City Road London EC1Y 1SP: SAGE Publications Ltd, 2017. http://dx.doi.org/10.4135/9781529714777.n5.

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"Doodling America: Poe’s “Ms. Found in a Bottle”." In A Centre of Excellence, 15–27. BRILL, 1987. http://dx.doi.org/10.1163/9789004487901_005.

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"CREATIVE DOODLING: NOTE-TAKING FOR FUN AND PROFIT." In Brain Train, 96–120. Taylor & Francis, 2003. http://dx.doi.org/10.4324/9780203475393-15.

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"Creative doodling: Note-taking for fun and profit." In Studying for Success, 108–16. Routledge, 2004. http://dx.doi.org/10.4324/9780203428597-16.

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Ball, Blake Scott. "You’re a Good Man, Charles Schulz." In Charlie Brown's America, 11–25. Oxford University Press, 2021. http://dx.doi.org/10.1093/oso/9780190090463.003.0002.

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Charles Schulz’s early life in St. Paul, Minnesota shaped the world of Peanuts. Playing sports, doodling in class, and reading newspaper comic strips dominated his childhood. His life took an unexpected turn, however, as a young adult. His mother died from cancer and he was drafted to go fight in Europe during World War II. It was an intensely lonely period of his life. During this time he experienced a spiritual awakening and became an active participant in the emerging evangelical revivalist movement. Through practice and persistence, Schulz worked his way from local cartoonist to national phenomenon in a surprisingly short time.
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"The doodling of Jesus: A semiotic inquiry into the rhetoric of immediacy." In Mediation and Immediacy, 231–46. De Gruyter, 2020. http://dx.doi.org/10.1515/9783110690347-015.

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Conference papers on the topic "Doodling"

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T. F. Poon, Stephen. "Preliminary report on doodling’s cultural role as intentional art: A study of youth perceptions of aesthetic self-expression and idea helper in branding." In 11th International Symposium on Graphic Engineering and Design. University of Novi Sad, Faculty of technical sciences, Department of graphic engineering and design, 2022. http://dx.doi.org/10.24867/grid-2022-p78.

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The concept of doodles as a self-expression art-form is discussed through a quantitative study on the perceptions of youths towards doodling activity to produce ideas, to develop self-confidence, and in decision making for brands. The intentionality and purposes for doodling have been much critiqued by contemporary visual researchers. This paper considers the function of doodles in visual communication, and how contextual utilisation of doodles as a communication medium impacts individualistic expression as well as influencing consumer decision-making in brand preferences. Research also highlights doodling’s capacity as visual representation of complex information. Primary research in the form of a survey and quantitative analysis of young adults’ perceptions about doodling is analysed. Overall, the survey acknowledges doodle as creative self-expression. The use of visualisation in branding was found to be correlated, however, views about doodle as intentional art were not conclusively proven. Youths perceive doodle’s role symbolically, chiefly in creating self-identity and projecting individualism. Doodling is a highly personal style to communicate or reflect on personal experiences, but the self-confidence to explore doodling in developing ideas is not a habitual practice that is encouraged among youths. Based on the survey, the effectiveness of doodles in branding or marketing practice is questioned as responses were mixed on the application of casual art styles for creative marketing approaches. Findings suggest further observation would enable consumer researchers to better understand doodling’s effectiveness to shape cultural information based on self-expression, and to explore its influence on brand decision making. To conclude, creative industry, design educators, brand owners and industry stakeholders could collaborate to optimise creative solutions to improve perceptions towards doodles and doodling as a visual thinking, information processing and decision-making tool.
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Jadhav, Mohit, Nupur Kulkarni, and Omkar Walhekar. "Doodling Based CAPTCHA Authentication System." In 2021 Asian Conference on Innovation in Technology (ASIANCON). IEEE, 2021. http://dx.doi.org/10.1109/asiancon51346.2021.9544570.

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Jadhav, Mohit, Nupur Kulkarni, and Omkar Walhekar. "Doodling Based CAPTCHA Authentication System." In 2021 Asian Conference on Innovation in Technology (ASIANCON). IEEE, 2021. http://dx.doi.org/10.1109/asiancon51346.2021.9544570.

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Goldberg, Joseph, Jennifer Hagman, and Vibha Sazawal. "Doodling our way to better authentication." In CHI '02 extended abstracts. New York, New York, USA: ACM Press, 2002. http://dx.doi.org/10.1145/506443.506639.

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Viraraghavan, Venkata S., Vasundhara Agrawal, Rahul Dasharath Gavas, Tince Varghese, Varnika Naik, Mayuri Duggirala, and Ramesh K. Ramakrishnan. "Grammar-constrained music generation for unconstrained doodling." In SMM20, Workshop on Speech, Music and Mind 2020. ISCA: ISCA, 2020. http://dx.doi.org/10.21437/smm.2020-2.

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Husain, Balqis, and Saifudin S. Adam. "Implementation of Doodling Technique in Teaching Writing to the Slow Learners." In Proceedings of the 3rd International Conference on Learning Innovation and Quality Education (ICLIQE 2019). Paris, France: Atlantis Press, 2020. http://dx.doi.org/10.2991/assehr.k.200129.165.

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Wang, Guanyun, Shuhong Wang, Tianyi Ye, Deying Pan, Yue Yang, Yu Chen, Yitao Fan, Jiaji Li, and Ye Tao. "4D Doodling: Free Creation of Shape-Changing Decoration with A 3D Printing Pen." In UIST '21: The 34th Annual ACM Symposium on User Interface Software and Technology. New York, NY, USA: ACM, 2021. http://dx.doi.org/10.1145/3474349.3480232.

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Wallace, Niki. "Thinking while drawing and drawing to think: Exploring ‘reflective doodling’ as a critical reflective practice in design for transitions." In Design Research Society Conference 2020. Design Research Society, 2020. http://dx.doi.org/10.21606/drs.2020.187.

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