03124nam a22003257a 4500003000400000005001700004008004100021040002900062050002700091100003400118245022700152260006500379300002700444336001500471337001300486338001500499500002200514502016300536504004900699520167200748650001402420650002402434650003102458700004002489700003602529700003602565942002002601952016002621999001702781OSt20260611090233.0260611b        |||||||| |||| 00| 0 eng d  bEnglishcTUPMdTUPMerda  aBTH TR 897.5bG35 2026  aGallego, Mark Eric T.eAuthor  aPose!:bVisual Novel Game as Instructional Material to Support Drawing Skill Acquisition in Pose-to-Pose Animation/cMark Eric T. Gallego, John Michael B. Peñamante, Janicia Claire S. Queri, and Elvin Justine P. Reyes..-  aManila:bTechnological University of the Philippines,c2026.  axiii, 166pages:c29cm.  2rdacontent  2rdamedia  2rdacarrier  aBachelor's Thesis  aCollege of Industrial Education..-bBachelor of Technical Vocational Teacher Education major in AnimationcTechnological University of the Philippines,d2026.  aIncludes bibliographic references and index.  aThis design-based research project focuses on supporting the acquisition of
drawing skills in pose-to-pose animation, where learners experience difficulties
constructing accurate key poses, aligning chronological sequences, and applying
perspective drawing. Existing approaches, such as traditional lectures and
demonstrations, have not fully resolved these challenges, revealing a need for an
intervention that better supports learner drawing skills in pose-to-pose. This project
aims to design, test, refine, and evaluate instructional material that addresses
these pedagogical and practical gaps. The design is informed by the Design-based
Research (DBR) framework, which emphasizes the support of instructional
materials that are important for learning. Data were gathered through
observations, interviews, expert validation, and student evaluations of how
learners support their pose-to-pose drawing skills in animation. The first cycle
addresses students' learning needs to produce a prototype with readable fonts,
color-safe visuals, and gender-neutral character options. Implementation showed
that the Pose! : visual novel improved the interface, instructional clarity, and
content variety. Across these cycles’ themes of engagement, clear instruction, and
practical application, the final design principle is shaped. Overall, findings indicate
that Pose! shows a strong potential, highly engaging, content relevance, and clear
support for drawing skills acquisition in pose-to-pose animation, with a high
evaluation rating of (X=4.29).
KEYWORDS: Drawing skills acquisition, Game-based learning, Instructional

material, Pose-to-pose animation, Visual novel  aAnimation  aGame-based learning  aDrawing skills acquisition  aPeñamante, John Michae B.eAuthor  aQueri, Janica Claire S.eAuthor  aReyes, Elvin Justine P.eAuthor  2lcccBTH CIEn0  00102lcc4070aTUPbTUPcBachelor's Thesis CIE-2Fd2026-06-11eDonation iBTH-6950l0oBTH TR 897.5 G35 2026pBTH0006950r2026-06-11w2026-06-11yBTH CIE  c31500d31499