Learning by Example: Experimenting with the Sketch Atlas Video Tutorial Tool as a Lever for More Intrinsic Motivation in Secondary Education's Drawing Class

Abstract

Intrinsic motivation and attention regulation are critical to effective learning in secondary education, particularly for cognitively demanding skills like freehand architectural drawing. While video-based instruction is widely integrated into contemporary pedagogies, its motivational impact on digital-native adolescents remains underexplored. This study investigates whether the use of a digital tutorial platform, Sketch Atlas (SA; www.sketchatlas.org), originally developed for university-level architecture students, can enhance student motivation in secondary art education. The platform offers short, voice-guided video tutorials focusing on fundamental and advanced drawing techniques, with a clear visual emphasis on hand movements and stepwise skill development. To evaluate motivational impact, we conducted a controlled intervention in four secondary art schools, combining classroom observations with the Situational Motivation Scale (SIMS) administered at key moments before, during, and after engagement with the platform. A control group was taught using traditional demonstration only. Observations emphasized teacher mediation, student engagement, and instructional sequencing. Quantitative and qualitative analyses indicate that effective teacher guidance combined with the platform's visual structure can support increased intrinsic motivation, attentional focus, and learner persistence. The findings provide insights into how digital platforms like SA can be integrated meaningfully into twenty-first-century classrooms to support skill acquisition and motivation in arts-based education.