Education 2006

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https://diglib.eg.org/handle/10.2312/254

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Evaluation Test for 3D Computer Graphics Content Production Capability based on Simulation Methodology
(The Eurographics Association, 2006) Miyai, Ayumi; Nakamura, Tagiru; Mikami, Koji; Kawashima, Motonobu; Yamaguchi, Yasushi; Judy Brown and Werner Hansmann
Through 15 years experience with the Certification Test of Computer Graphics by the Computer Graphic Arts Society, we have felt importance of a new style of test, namely simulation test (ST). The goal of ST is to evaluate the examinees knowledge and skills using simulation methodology. We conducted an experimental test session of ST in November 2005. In this experimental session, we also conducted a Paper and Pencil Test (PPT) for comparison. An assignment is shown to 75 testees by a storyboard. The testees read the storyboard, then, create answer work using ST software which we developed for this session. The testees would select and deploy characters, props, lights, and cameras, all of which has prepared to set parameters for the position, degree, focal length and etc. according to the timeline. The evaluation was conducted to check whether the testees' answer work is matched to the correct answer work. We analyzed results of both ST and PPT. We especially focused on the score difference and progress difference due to the level of proficiency of our testees operating ST software, and the correlation between their learning experiences and score, and on correlation between ST and PPT scores. From the results, we confirmed that the correlation between the scores of both ST and PPT was observed among all the testees, and that the scores of ST show the possibility of evaluating accumulation of skills of the testees to be able to brush up creativity for moving image content production with 3D computer graphics.
Using VTK as a Tool for Teaching and Applying Computer Graphics
(The Eurographics Association, 2006) Dias, Paulo; Madeira, Joaquim; Santos, Beatriz Sousa; Judy Brown and Werner Hansmann
During the first semester of 2005/2006 we used the Visualization Toolkit (VTK) as a tool for teaching and applying Computer Graphics, both for Computer Engineering students who chose to attend the 3D Modeling and Visualization course, and for M.Sc. students specializing in Computer Graphics. In both cases, students had not only to use VTK in about half of their lab classes, in order to accomplish some tasks and gain some knowledge on VTK s features and functionalities, but they were also required to develop a visualization application based on VTK. We describe first the motivation for using VTK in these two different scenarios, as well as the main course topics where we used the toolkit. Afterwards, we present some of the most successful projects developed by our students. Finally, we state some conclusions.
Graphics-Based Learning in First-Year Computer Science
(The Eurographics Association, 2006) Davis, Timothy A.; Judy Brown and Werner Hansmann
This paper proposes a method for teaching a first-year course in computer science using graphicsbased problems as the teaching medium. Specifically, we present a method for instruction in programming using a semester-long project of developing a ray tracer. This effort is part of a larger project, in which a broad range of undergraduate courses are taught using computer graphics as the motivating application. An overview of this project is provided, along with description and results from the first trial CS2 course instructed using this technique.
3D Role-Playing Games as Language Learning Tools
(The Eurographics Association, 2006) Rankin, Yolanda; Gold, Rachel; Gooch, Bruce; Judy Brown and Werner Hansmann
Leveraging the experiential cognition and motivational factors of 3D games, we conduct a pilot study that utilizes Ever Quest 2 as pedagogical learning tool for English as a second language (ESL) students. We combine the benefits of massive multiplayer online role-playing games (MMORPGs) and second language methodology to create a digital learning environment for second language acquisition (SLA). Rather than using traditional computerassisted language learning (CALL) software, we explore the immersive, virtual environment of Ever Quest 2 as ESL participants assume virtual identities and engage in social interactions within the game world. We suggest that language becomes a crucial artifact for character development and completion of game tasks in the virtual world. Preliminary results demonstrate that Ever Quest 2 intermediate and advanced ESL students increase their English vocabulary by 40% as result of game play interactions with non-playing characters (NPCs). Furthermore, intermediate and advanced ESL students practice their conversational skills with playing characters (PCs), generating a 100% increase in chat messages during eight sessions of game play. These results lead to the conclusion that MMORPGs can provide motivation and adequate language learning support for intermediate and advanced ESL students.
Computer Graphics Applications in the Education Process of People with Learning Difficulties
(The Eurographics Association, 2006) Vera, Lucia; Campos, Ruben; Herrera, Gerardo; Sebastian, Beleu; Judy Brown and Werner Hansmann
This paper describes the use of Real Time graphic applications as educational tools, specifically oriented to working with people who have certain learning difficulties. We first focus on identifying the most relevant traits (from a psychological point of view) of those disorders, then we continue by analysing the advantages of graphics in Real Time in this context, and how they can be used to complement the conventional teaching methods. Finally, we review the main characteristics of two applications belonging to this category, which serve as a practical example of this encounter between education and technology.
A Programmable Tutor for OpenGL Transformations
(The Eurographics Association, 2006) Andújar, Carlos; Vázquez, Pere-Pau; Judy Brown and Werner Hansmann
Computer Graphics is a growing field that is becoming more and more present in Computer Science studies at University level. This has lead to the creation of a large number of support materials, such as tutorials, white papers, and teaching books. Geometric transforms is commonly one of the topics that all Computer Graphics courses must deal with, and, traditionally, is one of the issues that students find difficult to master. Some of the problems come from the difficulty of using a blackboard to represent 3D objects, and it is therefore very convenient to have tutorial applications that are able to help through the learning process. In light of this, we have built a geometric transformation tutor that is intended to improve student understanding of the operations that are carried out on the OpenGL transformation matrices, and the results in terms of visualization. The application achieves a nice balance between the flexibility provided by a script language and the easiness of use. A key benefit of the application is the possibility of writing interactive tutorials demonstrating topics such as camera and object animation.
Learning and Assessment: Staff Conceptions of Final Projects for an Undergraduate Multimedia Design Degree
(The Eurographics Association, 2006) Souleles, Nicos; Judy Brown and Werner Hansmann
This is a qualitative study of teachers conceptions of learning and assessment in a final year undergraduate degree in multimedia design. In particular, the focus is on the assessment process of final year projects and what these represent in terms of student learning, progression and potential employability. In the context of Art and Design disciplines, objective criteria of assessment are often difficult to define. How and what we assess reflects the value we place on the final artifact. Underlying this study are theories of deep learning that underpin design disciplines. The open-ended interviews with a group of teachers were combined to form a pool of statements about assessing and grading the final project. The data was analyzed using a phenomenographic research approach. A limited number of qualitatively different conceptions of assessment, learning and progression were identified. These conceptions vary with respect to what final year student outcomes represent, and expose some congruence on what to assess and what constitutes learning.
Long Distance Distribution of Educational Augmented Reality Applications
(The Eurographics Association, 2006) Kaufmann, Hannes; Csisinko, Mathis; Totter, Alexandra; Judy Brown and Werner Hansmann
For distance education utilizing shared Virtual or Augmented Reality (VR/AR) applications, reliable network distribution of educational content is of prime importance. In this paper we summarize the development of software components enabling stable and reliable distribution of an existing educational AR application for geometry education. Our efforts focus on three main areas: (1) For long distance distribution of Open Inventor scene graphs, throughout a wide area IP network, a TCP based network protocol was implemented in Distributed Open Inventor. (2) A tracking middleware was extended to support sending tracking data unicast instead or in addition to sending multicast messages. (3) Multiple adaptations in our geometry application were required to improve scalability, robustness and reliability. We present an early evaluation with high school students in a distant learning, distributed HMD setup and highlight final results.
Preface and Table of Contents
(The Eurographics Association, 2006) -; Judy Brown and Werner Hansmann
Preface and Table of Contents
Teaching OpenGL Shaders: Hands-on, Interactive, and Immediate Feedback
(The Eurographics Association, 2006) Bailey, Mike; Judy Brown and Werner Hansmann
This paper describes the teaching of OpenGL shaders with hands-on a program called glman. Hands-on education is at its best when the students experimental feedback loop is very fast. glman allows students to create a shader scene description file which not only creates the 3D scene, but creates an interactive user interface to adjust parameters. Our experience in an experimental class taught in Spring 2006 is that glman is flexible enough to demonstrate and experiment with many shader concepts, and creates a fast learning curve for the students.
Teaching, Exploring, Learning Developing Tutorials for In-Class Teaching and Self-Learning
(The Eurographics Association, 2006) Beckhaus, Steffi; Blom, Kristopher J.; Judy Brown and Werner Hansmann
This paper presents an experience report on a novel approach for a course on intermediate and advanced computer graphics topics. The approach uses Teachlet Tutorials, a combination of traditional seminar type teaching with interactive exploration of the content by the audience, plus development of self-contained tutorials on the topic. Additionally to a presentation, an interactive software tool is developed by the students to assist the audience in learning and exploring the topic's details. This process is guided through set tasks. The resulting course material is developed for two different contexts: a) for classroom presentation and b) as an interactive, self-contained selflearning tutorial. The overall approach results in a more thorough understanding of the topic both for the student teachers as well as for the class participants. In addition to detailing the Teachlet Tutorial approach, this paper presents our experiences implementing the approach in our Advanced Computer Graphics course, and presents the resultant varied projects. Most of the final Teachlet Tutorials were surprisingly good, and we had excellent feedback of the students on approach and course.
A Breadth-First Approach for Teaching Computer Graphics
(The Eurographics Association, 2006) Domik, Gitta; Goetz, Frank; Judy Brown and Werner Hansmann
Two themes of computer graphics, namely computer-generated color and computer-generated visualization, are introduced in a teaching/learning tool using a breadth-first approach. The breadth-first approach provides a holistic view of the topics to teach, aids in interdisciplinary teaching and is equally motivating to male and female students. The breadth-first approach has now been used for several years and we can also report on evaluations of the teaching/learning tool.
Compter Graphics Education: Where and How Do We Develop Spatial Ability?
(The Eurographics Association, 2006) Mohler, James L.; Judy Brown and Werner Hansmann
This contribution provides an overview to the expansive research and literature concerning spatial ability. Its aim is to provide the reader with relevant historical and applied background and to make a call for computer graphics educators to focus on developing the spatial ability of computer graphics majors and non-majors. Spatial ability has broad applicability and provides a necessary area for computer graphics educators to contribute to the student development. Practical activities for the development of spatial ability are also provided.

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