EG 2025 - Education Papers

Permanent URI for this collection

Table of Contents
Education 1
Computer Graphics Instructors' Intentions for Using Generative AI for Teaching
Alejandra J. Magana, Petr Felkel, and Jiří Žára
Tracing Brilliance: Analysing Student Performance in Ray Tracing and Problem-Solving Capabilities and Approaches
Enyu Liu, Burkhard C. Wünsche, Andrew Luxton-Reilly, Dominik Lange-Nawka, Steffan Hooper, and Samuel E. R. Thompson
Rendering Success - An Evaluation of Cheat Sheets for a Third-year Computer Graphics and Image Processing Course
Burkhard C. Wünsche, Dominik Lange-Nawka, Zixuan Wang, Steffan Hooper, Samuel E. R. Thompson, and Tony Haoran Feng
Education 2
A no-API Approach to an Introductory Computer Graphics Course
Joe Geigel
Harnessing Artificial Intelligence to Expedite Content Creation for the Development of eXtended Reality Experiences
André Freitas, João Borges, Bernardo Marques, Paulo Dias, and Beatriz Sousa Santos
Interactive Particle System with Integrated Marching Cubes Algorithm
Sönke Tenckhoff, Simon Stauss, and Frank Neumann
Students Teaching Students Computer Art and Graphics
Michael Wehar
Education 3
Advancing XR Education: Towards a Multimodal Human-Machine Interaction Course for Doctoral Students in Computer Science
Samuel Silva, Bernardo Marques, Daniel Mendes, and Rui Rodrigues
Four years of sharing teaching practices within the French Computer Graphics community
Céline Roudet, Farès Belhadj, Basile Sauvage, Maxime Maria, Guillaume Gilet, and Jean-Jacques Bourdin
Immersive Virtual Reality for Developing Spatial Skills in Learning 3D Transformations in Computer Graphics
Maha Alobaid, Gareth Young, and Michael Manzke

BibTeX (EG 2025 - Education Papers)
@inproceedings{
10.2312:eged.20251006,
booktitle = {
Eurographics 2025 - Education Papers},
editor = {
Kuffner dos Anjos, Rafael
and
Rodriguez Echavarria, Karina
}, title = {{
Computer Graphics Instructors' Intentions for Using Generative AI for Teaching}},
author = {
Magana, Alejandra J.
and
Felkel, Petr
and
Žára, Jiří
}, year = {
2025},
publisher = {
The Eurographics Association},
ISSN = {1017-4656},
ISBN = {978-3-03868-266-0},
DOI = {
10.2312/eged.20251006}
}
@inproceedings{
10.2312:eged.20251007,
booktitle = {
Eurographics 2025 - Education Papers},
editor = {
Kuffner dos Anjos, Rafael
and
Rodriguez Echavarria, Karina
}, title = {{
Tracing Brilliance: Analysing Student Performance in Ray Tracing and Problem-Solving Capabilities and Approaches}},
author = {
Liu, Enyu
and
Wünsche, Burkhard C.
and
Luxton-Reilly, Andrew
and
Lange-Nawka, Dominik
and
Hooper, Steffan
and
Thompson, Samuel E. R.
}, year = {
2025},
publisher = {
The Eurographics Association},
ISSN = {1017-4656},
ISBN = {978-3-03868-266-0},
DOI = {
10.2312/eged.20251007}
}
@inproceedings{
10.2312:eged.20251008,
booktitle = {
Eurographics 2025 - Education Papers},
editor = {
Kuffner dos Anjos, Rafael
and
Rodriguez Echavarria, Karina
}, title = {{
Rendering Success - An Evaluation of Cheat Sheets for a Third-year Computer Graphics and Image Processing Course}},
author = {
Wünsche, Burkhard C.
and
Lange-Nawka, Dominik
and
Wang, Zixuan
and
Hooper, Steffan
and
Thompson, Samuel E. R.
and
Feng, Tony Haoran
}, year = {
2025},
publisher = {
The Eurographics Association},
ISSN = {1017-4656},
ISBN = {978-3-03868-266-0},
DOI = {
10.2312/eged.20251008}
}
@inproceedings{
10.2312:eged.20251009,
booktitle = {
Eurographics 2025 - Education Papers},
editor = {
Kuffner dos Anjos, Rafael
and
Rodriguez Echavarria, Karina
}, title = {{
A no-API Approach to an Introductory Computer Graphics Course}},
author = {
Geigel, Joe
}, year = {
2025},
publisher = {
The Eurographics Association},
ISSN = {1017-4656},
ISBN = {978-3-03868-266-0},
DOI = {
10.2312/eged.20251009}
}
@inproceedings{
10.2312:eged.20251010,
booktitle = {
Eurographics 2025 - Education Papers},
editor = {
Kuffner dos Anjos, Rafael
and
Rodriguez Echavarria, Karina
}, title = {{
Harnessing Artificial Intelligence to Expedite Content Creation for the Development of eXtended Reality Experiences}},
author = {
Freitas, André
and
Borges, João
and
Marques, Bernardo
and
Dias, Paulo
and
Santos, Beatriz Sousa
}, year = {
2025},
publisher = {
The Eurographics Association},
ISSN = {1017-4656},
ISBN = {978-3-03868-266-0},
DOI = {
10.2312/eged.20251010}
}
@inproceedings{
10.2312:eged.20251011,
booktitle = {
Eurographics 2025 - Education Papers},
editor = {
Kuffner dos Anjos, Rafael
and
Rodriguez Echavarria, Karina
}, title = {{
Interactive Particle System with Integrated Marching Cubes Algorithm}},
author = {
Tenckhoff, Sönke
and
Stauss, Simon
and
Neumann, Frank
}, year = {
2025},
publisher = {
The Eurographics Association},
ISSN = {1017-4656},
ISBN = {978-3-03868-266-0},
DOI = {
10.2312/eged.20251011}
}
@inproceedings{
10.2312:eged.20251012,
booktitle = {
Eurographics 2025 - Education Papers},
editor = {
Kuffner dos Anjos, Rafael
and
Rodriguez Echavarria, Karina
}, title = {{
Students Teaching Students Computer Art and Graphics}},
author = {
Wehar, Michael
}, year = {
2025},
publisher = {
The Eurographics Association},
ISSN = {1017-4656},
ISBN = {978-3-03868-266-0},
DOI = {
10.2312/eged.20251012}
}
@inproceedings{
10.2312:eged.20251013,
booktitle = {
Eurographics 2025 - Education Papers},
editor = {
Kuffner dos Anjos, Rafael
and
Rodriguez Echavarria, Karina
}, title = {{
Advancing XR Education: Towards a Multimodal Human-Machine Interaction Course for Doctoral Students in Computer Science}},
author = {
Silva, Samuel
and
Marques, Bernardo
and
Mendes, Daniel
and
Rodrigues, Rui
}, year = {
2025},
publisher = {
The Eurographics Association},
ISSN = {1017-4656},
ISBN = {978-3-03868-266-0},
DOI = {
10.2312/eged.20251013}
}
@inproceedings{
10.2312:eged.20251014,
booktitle = {
Eurographics 2025 - Education Papers},
editor = {
Kuffner dos Anjos, Rafael
and
Rodriguez Echavarria, Karina
}, title = {{
Four years of sharing teaching practices within the French Computer Graphics community}},
author = {
Roudet, Céline
and
Belhadj, Farès
and
Sauvage, Basile
and
Maria, Maxime
and
Gilet, Guillaume
and
Bourdin, Jean-Jacques
}, year = {
2025},
publisher = {
The Eurographics Association},
ISSN = {1017-4656},
ISBN = {978-3-03868-266-0},
DOI = {
10.2312/eged.20251014}
}
@inproceedings{
10.2312:eged.20251015,
booktitle = {
Eurographics 2025 - Education Papers},
editor = {
Kuffner dos Anjos, Rafael
and
Rodriguez Echavarria, Karina
}, title = {{
Immersive Virtual Reality for Developing Spatial Skills in Learning 3D Transformations in Computer Graphics}},
author = {
Alobaid, Maha
and
Young, Gareth
and
Manzke, Michael
}, year = {
2025},
publisher = {
The Eurographics Association},
ISSN = {1017-4656},
ISBN = {978-3-03868-266-0},
DOI = {
10.2312/eged.20251015}
}
@inproceedings{
10.2312:eged.20252000,
booktitle = {
Eurographics 2025 - Education Papers},
editor = {
Kuffner dos Anjos, Rafael
and
Rodriguez Echavarria, Karina
}, title = {{
EUROGRAPHICS 2025: Education Papers Frontmatter}},
author = {
Kuffner dos Anjos, Rafael
and
Rodriguez Echavarria, Karina
}, year = {
2025},
publisher = {
The Eurographics Association},
ISSN = {1017-4656},
ISBN = {978-3-03868-266-0},
DOI = {
10.2312/eged.20252000}
}

Browse

Recent Submissions

Now showing 1 - 11 of 11
  • Item
    Computer Graphics Instructors' Intentions for Using Generative AI for Teaching
    (The Eurographics Association, 2025) Magana, Alejandra J.; Felkel, Petr; Žára, Jiří; Kuffner dos Anjos, Rafael; Rodriguez Echavarria, Karina
    Background: Generative AI has significant potential to support learning processes, such as generating personalized content matching individual student needs. It also has the potential to support teaching processes by assisting instructors in generating content, assessing students, or supporting practice. This study investigates how computer graphics instructors have used generative AI or are planning to use generative AI to support their teaching. We implemented an anonymous online survey based on the Unified Theory of Acceptance and Use of Technology (UTAUT) methodology and distributed it among Eurographics members. The research questions were: (1) What are computer graphics instructors' ways of integrating generative AI for teaching and learning purposes? (2) What are the influencing factors computer graphics instructors have considered for integrating generative AI for teaching and learning purposes? Results: Between October 2024 and January 2025, we received 12 responses. Findings suggest that while some instructors have integrated generative AI into some aspects of their teaching, others have not and are hesitant to adopt them in the future, particularly as related to generating content for creating assignments such as lecture notes, summaries, teaching examples, etc., and supporting their assessment processes such as providing feedback, evaluating assignments, or grading exams. However, instructors were more open to using generative AI to support their teaching practices, particularly as related to pedagogy, such as providing students with interactive practice problems and supporting their creative content generation. Conclusion: Findings from the study identified the level of acceptance among computer graphics instructors, primarily full professors, and their experiences and intentions for using generative AI. To get a better understanding of the adoption of generative AI in the field of computer graphics education, we would like to invite the community to share their experiences and future intentions via the survey, which will remain open for additional input.
  • Item
    Tracing Brilliance: Analysing Student Performance in Ray Tracing and Problem-Solving Capabilities and Approaches
    (The Eurographics Association, 2025) Liu, Enyu; Wünsche, Burkhard C.; Luxton-Reilly, Andrew; Lange-Nawka, Dominik; Hooper, Steffan; Thompson, Samuel E. R.; Kuffner dos Anjos, Rafael; Rodriguez Echavarria, Karina
    Learning computer graphics is considered challenging due to the diverse skills required, including programming, mathematics, physics, problem solving skills, and spatial reasoning skills. Ray tracing is an important rendering technique in computer graphics but many students find the topic difficult. In this paper, we investigate problems students encounter when solving ray tracing questions by analyzing student answers to assessment questions for a third-year introductory Computer Graphics module. Our findings suggest that the difficulty of ray tracing questions is related to the challenge of integrating conceptual knowledge, programming skills, and mathematical concepts into problem-solving strategies. Our results provide insights how this effects students' problem solving capability, i.e., many students seem unable to make appropriate mental models of problem statements and hence give answers which violate fundamental properties of the problem statement. We also observed that many students solved problems through trial and error instead of identifying the cause of an error. We suggest that students might benefit from visualisation tools which help students making appropriate mental models.
  • Item
    Rendering Success - An Evaluation of Cheat Sheets for a Third-year Computer Graphics and Image Processing Course
    (The Eurographics Association, 2025) Wünsche, Burkhard C.; Lange-Nawka, Dominik; Wang, Zixuan; Hooper, Steffan; Thompson, Samuel E. R.; Feng, Tony Haoran; Kuffner dos Anjos, Rafael; Rodriguez Echavarria, Karina
    Student-created cheat sheets, also called crib sheets, exam notes, or reference sheets, have been used to reduce exam anxiety, de-emphasise memorisation, and enable students to focus on high level learning. Previous work has identified properties of cheat sheets which correlate with exam performance and has shown conflicting results about the benefits of cheat sheets for different subjects. However, no such study has been conducted for more advanced courses requiring knowledge from different fields and different representations, such as a text, (API) code, formulas, and images. In this research we investigate which characteristics of student cheat sheets predict exam performance for a third-year Computer Graphics and Image Processing course. We analyse exam results with reference to the cheat sheets and questions of different levels of Bloom's taxonomy, and we discuss implications for students and instructors. We found that higher exam scores are correlated with a better coverage of course material and more formulas. Having many example questions with sample solutions and missing lecture topics was correlated with lower grades. We found a correlation between several of our metrics and performance in questions related to Bloom's ''Apply'' category. We suggest that students should be taught how to identify key lecture concepts, how to represent them (source code vs. formulas), and how to use them in exams.
  • Item
    A no-API Approach to an Introductory Computer Graphics Course
    (The Eurographics Association, 2025) Geigel, Joe; Kuffner dos Anjos, Rafael; Rodriguez Echavarria, Karina
    Many introductory computer graphics courses rely on the use of an established, GPU-inspired API to assist students in completing their programming assignments. However, as GPUs become more advanced, so too do the APIs used to interface with them, and as such, the complexity of using these modern APIs can sometimes overshadow the learning of basic graphics concepts that assignments are meant to illustrate. In this paper, we present an introductory course in computer graphics that takes an alternate approach whereby students do not make use of any API, instead creating their own rasterization engine written from scratch using an OpenGL-like shader-based architecture. We present the syllabus, course structure, and assignments for the course and share our observations on student learning from sections offered over the past several years.
  • Item
    Harnessing Artificial Intelligence to Expedite Content Creation for the Development of eXtended Reality Experiences
    (The Eurographics Association, 2025) Freitas, André; Borges, João; Marques, Bernardo; Dias, Paulo; Santos, Beatriz Sousa; Kuffner dos Anjos, Rafael; Rodriguez Echavarria, Karina
    Despite eXtended Reality (XR) many benefits and demonstrated potential, the process of creating content specifically designed for distinct applications remains time-intensive and resource-demanding, hindering broader adoption. This study presents a student-driven project that investigates the role of Artificial Intelligence (AI) in streamlining the content creation process of 3D models. The proposed solution enables a user, equipped with an XR headset to use gesture recognition and perform a query via a text prompt, or as an alternative, to use voice recognition. Afterward, a request will be made to an API, which will generate the 3D model. Finally, the model will be added to a local library and become accessible in the XR environment, allowing users to manipulate, position, and other features. Initial findings highlight both opportunities and challenges, confirming it is already possible to integrate AI into a game engine with interesting results, while also showcasing that additional work is still necessary for obtaining more detailed and complex 3D models moving forward.
  • Item
    Interactive Particle System with Integrated Marching Cubes Algorithm
    (The Eurographics Association, 2025) Tenckhoff, Sönke; Stauss, Simon; Neumann, Frank; Kuffner dos Anjos, Rafael; Rodriguez Echavarria, Karina
    This paper highlights a web-based platform that merges real-time particle simulations with Marching Cubes mesh generation, enabling fluid-like shapes to emerge from a dynamic emitter. The project emphasizes a modular architecture, ensuring flexible data flow and performance. A web-based development emphasizes accessibility and ease of use, differentiating it from traditional desktop-based visualization tools by enabling intuitive, immediate interaction directly within the browser. Key accomplishments include real-time parameter manipulation, immediate visual feedback and careful handling of computational complexity. Lessons learned range from optimizing efficiency under heavy particle loads to refining user experience.
  • Item
    Students Teaching Students Computer Art and Graphics
    (The Eurographics Association, 2025) Wehar, Michael; Kuffner dos Anjos, Rafael; Rodriguez Echavarria, Karina
    We explore and reflect on how a multi-generational computer science capstone project has led three cohorts of students to learn basic concepts from undergraduate computer graphics. We investigate how our project model has led students learning computer graphics to create valuable educational tools and examples for future students to further learn computer graphics. This self-perpetuation of student development has led students to invest their time and energy into the education of themselves and that of future students. Moreover, we find that computer graphics is especially well suited for this educational model.
  • Item
    Advancing XR Education: Towards a Multimodal Human-Machine Interaction Course for Doctoral Students in Computer Science
    (The Eurographics Association, 2025) Silva, Samuel; Marques, Bernardo; Mendes, Daniel; Rodrigues, Rui; Kuffner dos Anjos, Rafael; Rodriguez Echavarria, Karina
    Nowadays, eXtended Reality (XR) has matured to the point where it seamlessly integrates various input and output modalities, enhancing the way users interact with digital environments. From traditional controllers and hand tracking to voice commands, eye tracking, and even biometric sensors, XR systems now offer more natural interactions. Similarly, output modalities have expanded beyond visual displays to include haptic feedback, spatial audio, and others, enriching the overall user experience. In this vein, as the field of XR becomes increasingly multimodal, the education process must also evolve to reflect these advancements. There is a growing need to incorporate additional modalities into the curriculum, helping students understand their relevance and practical applications. By exposing students to a diverse range of interaction techniques, they can better assess which modalities are most suitable for different contexts, enabling them to design more effective and human-centered solutions. This work describes an Advanced Human-Machine Interaction (HMI) course aimed at Doctoral Students in Computer Science. The primary objective is to provide students with the necessary knowledge in HMI by enabling them to articulate the fundamental concepts of the field, recognize and analyze the role of human factors, identify modern interaction methods and technologies, apply HCD principles to interactive system design and development, and implement appropriate methods for assessing interaction experiences across advanced HMI topics. In this vein, the course structure, the range of topics covered, assessment strategies, as well as the hardware and infrastructure employed are presented. Additionally, it highlights mini-projects, including flexibility for students to integrate their projects, fostering personalized and project-driven learning. The discussion reflects on the challenges inherent in keeping pace with this rapidly evolving field and emphasizes the importance of adapting to emerging trends. Finally, the paper outlines future directions and potential enhancements for the course.
  • Item
    Four years of sharing teaching practices within the French Computer Graphics community
    (The Eurographics Association, 2025) Roudet, Céline; Belhadj, Farès; Sauvage, Basile; Maria, Maxime; Gilet, Guillaume; Bourdin, Jean-Jacques; Kuffner dos Anjos, Rafael; Rodriguez Echavarria, Karina
    This paper describes and provides feedback on a Computer Graphics (CG) teaching initiative conducted by the French Association of CG (AFIG in French), as part of its annual national conference (called j.FIG). The AFIG, historically focused primarily on research and doctoral education, has been leading the French academic community in CG for 30 years. Since the beginning of 2021, it has launched a working group dedicated to CG teaching in the Bachelor's and Master's cycles. Its main action was to present panels during the j.FIG, to address issues related to CG teaching on a national scale. This is analyzed in detail in this paper. For each of the four organized panels so far, we present its main goals and the underlying discussions and repercussions, by comparing them with similar state-of-the-art initiatives. Possible actions and proposals to perpetuate the event are finally discussed. More broadly, our ambition is to obtain reactions and provoke necessarily enriching discussions, enabling everyone to escape a little from the teacher's solitude, alone in front of his class.
  • Item
    Immersive Virtual Reality for Developing Spatial Skills in Learning 3D Transformations in Computer Graphics
    (The Eurographics Association, 2025) Alobaid, Maha; Young, Gareth; Manzke, Michael; Kuffner dos Anjos, Rafael; Rodriguez Echavarria, Karina
    Learning computer graphics requires programming, problem-solving, mathematics, and spatial reasoning proficiency. One of the most challenging topics for students is understanding 3D transformations, a difficulty often attributed to insufficient spatial skills. Due to its immersive, interactive nature, virtual reality (VR) has been proposed as an effective tool for enhancing spatial reasoning. This study investigates how VR can support the learning of 3D transformations by developing an immersive virtual environment (IVE) designed to improve spatial visualization. The environment allows students to explore 3D objects within a coordinate system, interactively apply transformations, and visualize the relationship between transformation sequences and graphical API code. A mixed-methods study was conducted to evaluate the effectiveness of this VR-based approach. Quantitative results indicate a significant improvement in spatial ability. Qualitative feedback revealed that students found the VR environment engaging and intuitive. The ability to manipulate objects dynamically and observe transformations from multiple perspectives contributed to deeper conceptual understanding. These findings suggest that VR-based learning environments can enhance spatial skills and comprehension of 3D transformations in computer graphics education. Future work will explore long-term skill retention, instructional scaffolding, and alternative assessment methods to optimize VR-based learning.
  • Item
    EUROGRAPHICS 2025: Education Papers Frontmatter
    (The Eurographics Association, 2025) Kuffner dos Anjos, Rafael; Rodriguez Echavarria, Karina; Kuffner dos Anjos, Rafael; Rodriguez Echavarria, Karina