Education Papers 2007

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ProbonoWorld: Educating the Mentally Handicapped in a Virtual Environment using Props on a Board
(The Eurographics Association, 2007) Groenewegen, Saskia; Froehlich, Bernd; Huckauf, Anke; Heinz, Stefanie; Isabel Navazo and Petr Felkel
ProbonoWorld is a system that allows mentally handicapped persons to safely train real-world situations in a virtual learning environment. Our system is based on the idea of using a prop on a board as an intuitive input device. ProbonoWorld is an expandable virtual world which may include different tasks at several locations and even tasks spanning multiple locations, such as shopping at the supermarket and then preparing a meal at home. To enable navigation through different areas of the world as well as different floors and rooms inside a building we devised four navigation strategies which are controlled by a prop on a single drawing tablet. In collaboration with instructors at a special education school we constructed tasks which teach procedures from everyday life. These tasks focus on navigation through different rooms in combination with a two-dimensional card-sorting game which requires ordering different steps of a familiar task. The subsequent evaluation of our system indicated a wide acceptance by the users and showed promising learning results. Our system differs from existing approaches through the use of intuitive prop-based navigation in a realistic virtual world with a navigation strategy tailored to mentally handicapped people. Our user study indicates that ProbonoWorld is easy to understand and supports learning processes.
Report of the CGE 06 Computer Graphics Education Workshop, Vienna, Austria, September 9, 2006
(The Eurographics Association, 2007) Bourdin, Jean-Jacques; Cunningham, Steve; Fairn, Marta; Hansmann, Werner; Isabel Navazo and Petr Felkel
In order to include computer graphics in European university programme programmes in computer science, the computer graphics curriculum must be organised along lines that satisfy the Bologna requirements for cross cross-university transfers. This workshop suggests ways to organise courses so that a computer graphics programme can be as comprehensive in its scope as fits any particular university, have its curriculum be easily understood by others, and allow simple transferring into and out of its programme. The structure developed by this workshop is still in ou outline form, but it serves as a tline framework from which actual courses and textbooks can be developed to fill out a comprehensive Bachelors and Masters computer graphics curriculum.
A Discussion of the CGE06 Workshop Report
(The Eurographics Association, 2007) Cunningham, Moderator: Steve; Isabel Navazo and Petr Felkel
The CGE06 workshop, held after the EG06 conference in Vienna, recommended a structure for first cycle an and second cycle education in computer graphics. The workshop report is online at d http://education.siggraph.org/conferences/eurographics/2006/cge2006. This discussion will present an overview of the recommended structure by four European workshop participa participants. They will present their views on the workshop recommendations and will discuss any nts. steps that have been taken to implement them in their own or in other universities.
An E-Learning Course on Scientific Visualization
(The Eurographics Association, 2007) Taras, Christiane; Rotard, Martin; Ertl, Thomas; Isabel Navazo and Petr Felkel
In this paper we present an e-learning course on scientific visualization. Based on over ten years of teaching experiences in this field, we have created a multimedia online course which we use as additional material for our lecture. The course will be made publicly available so that not only our students but all people interested in the field of scientific visualization can benefit from the materials we have prepared. In the course important visualization techniques and algorithms are discussed. The main goal is to lay the foundamentals for future specialists and researchers in the field of scientific visualization.
Preface and Table of Contents
(The Eurographics Association, 2007) -; Isabel Navazo and Petr Felkel
Preface and Table of Contents
Extended Game Platform for Novice Programmers
(The Eurographics Association, 2007) Rankin, Yolanda; Lechner, Thomas; Isabel Navazo and Petr Felkel
In an attempt to recruit and retain computer science majors, game design courses have become increasingly popular in academia. Game design encompasses multiple stages of product development, takes an average of two or more years and includes a team of individuals who possess strong programming abilities. Additionally, game development platforms consists of complex architectures that are difficult for novice programmers to comprehend let alone navigate. Due to this complexity, game design courses are typically taught as capstone courses intended for students who have intermediate or advanced programming skills. Consequently, introductory computer science courses do not include game development as typical programming assignments. We introduce a learning model that employs team-based pedagogy as the basis for students acquiring object-oriented programming skills, equipping programmers with the ability to design 3D games. Furthermore, we modify an existing game platform to include built-in scaffolds that assist students with the comprehension and application of object-oriented concepts. In response to the criticism that sustained hours of game-play contribute to physical inactivity and the growing obesity epidemic affecting America, novice programmers are given the creative task of designing a physically interactive game module that aids the player in meeting fitness goals and provides a source of entertainment.
Creating Interest in Computer Graphics by Teaching Game Development
(The Eurographics Association, 2007) Amresh, Ashish; Karnick, Pushpak; Isabel Navazo and Petr Felkel
This paper describes our experiences in designing and implementing a junior/senior level undergraduate course in Game Programming at Arizona State University. We highlight the pedagogical methods employed during each of the three semesters that the class was offered. We compare our approach with established teaching methods and highlight the advantages of implementing our novel approach for teaching game development. We establish a strong connection between teaching game programming and computer graphics and show how an introductory game programming class can be an excellent way for getting junior and senior level undergraduate students excited about computer graphics.
Computational Geometry Education for Computer Graphics Students
(The Eurographics Association, 2007) Kolingerová, Ivana; Isabel Navazo and Petr Felkel
The paper surveysmain features of computational geometry and presents an argumentation that a course oriented to the applied computational geometry should be a part of computer graphics curriculum as it teaches effective algorithmicmethods and helps to develop an abstract thinking. A possible contents of the course and forms suitable and interesting for computer graphics students are discussed. The students feedback for such a course has been mostly positive.
Teaching Data Structures and Algorithms through Graphics
(The Eurographics Association, 2007) Davis, Tim; Isabel Navazo and Petr Felkel
This paper presents experiences from a first-time implementation of a data structures and algorithms course based on a specific computer graphics problem, namely surface reconstruction from unorganized points, as the teaching medium. The course required sophomore students to implement the algorithm found in Hoppe et al. s SIGGRAPH 92 paper of the same title. This problem was chosen since the solution lends itself well to an exploration of data structures and code modularization into distinct project phases and milestones, both of which are traditionally taught in early CS courses. While the original course goals were accomplished, our experiences suggest potentials for greater streamlining of these concepts, which are detailed herein.

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