@inproceedings{10.2312:eged.20261000,

booktitle = {Eurographics 2026 - Education Papers},

editor = {},
title = {{A Project-Based Approach to Teaching Game Engine Architecture Course}},

author = {Goswami, Prashant and 
Huang, Nan
},
year = {2026},

publisher = {The Eurographics Association
},
ISSN = {1017-4656},
ISBN = {978-3-03868-297-4},

DOI = {10.2312/eged.20261000}

}

@inproceedings{10.2312:eged.20261001,

booktitle = {Eurographics 2026 - Education Papers},

editor = {},
title = {{Remaking Games for Building Game Development and Programming Skills}},

author = {Nikolov, Ivan
},
year = {2026},

publisher = {The Eurographics Association
},
ISSN = {1017-4656},
ISBN = {978-3-03868-297-4},

DOI = {10.2312/eged.20261001}

}

@inproceedings{10.2312:eged.20261002,

booktitle = {Eurographics 2026 - Education Papers},

editor = {},
title = {{Hack More: Hackathon on Modelling and Rendering}},

author = {Ganovelli, Fabio and 
Capece, Nicola and 
Ponchio, Federico and 
Lupinetti, Katia and 
Tarini, Marco
},
year = {2026},

publisher = {The Eurographics Association
},
ISSN = {1017-4656},
ISBN = {978-3-03868-297-4},

DOI = {10.2312/eged.20261002}

}

@inproceedings{10.2312:eged.20261003,

booktitle = {Eurographics 2026 - Education Papers},

editor = {},
title = {{(Easy+Hard)/2 = balanced advanced rendering assignments}},

author = {Kuffner dos Anjos, Rafael and 
Billeter, Markus
},
year = {2026},

publisher = {The Eurographics Association
},
ISSN = {1017-4656},
ISBN = {978-3-03868-297-4},

DOI = {10.2312/eged.20261003}

}

@inproceedings{10.2312:eged.20261004,

booktitle = {Eurographics 2026 - Education Papers},

editor = {},
title = {{Come On Shader, Light My Tile: A Student Project Supporting Tile Normal Mapping Workflows in Unity}},

author = {Pereira, Lucas and 
Leite, Thalles and 
Borodin, Denis and 
Silva, Samuel
},
year = {2026},

publisher = {The Eurographics Association
},
ISSN = {1017-4656},
ISBN = {978-3-03868-297-4},

DOI = {10.2312/eged.20261004}

}

@inproceedings{10.2312:eged.20261005,

booktitle = {Eurographics 2026 - Education Papers},

editor = {},
title = {{SpeakEase: A Virtual Reality Framework for Public Speaking}},

author = {Correia, Hugo and 
Cardoso, Lia and 
Marques, Bernardo and 
Silva, Samuel and 
Dias, Paulo and 
Sousa Santos, Beatriz
},
year = {2026},

publisher = {The Eurographics Association
},
ISSN = {1017-4656},
ISBN = {978-3-03868-297-4},

DOI = {10.2312/eged.20261005}

}

@inproceedings{10.2312:eged.20261006,

booktitle = {Eurographics 2026 - Education Papers},

editor = {},
title = {{The Way of the Duck - A Road Towards Constructivism and Scaffolding Supported Computer Graphics Learning}},

author = {Nikolov, Ivan and 
Madsen, Claus and 
Schønau Fog, Henrik
},
year = {2026},

publisher = {The Eurographics Association
},
ISSN = {1017-4656},
ISBN = {978-3-03868-297-4},

DOI = {10.2312/eged.20261006}

}

@inproceedings{10.2312:eged.20261007,

booktitle = {Eurographics 2026 - Education Papers},

editor = {},
title = {{A Comparison of Low-Barrier Support Approaches for Computer Graphics Assignments in LaTeX}},

author = {Warnking, René P. and 
Wandel, Nils and 
Brückler, Hendrik and 
Becker, Franziska
},
year = {2026},

publisher = {The Eurographics Association
},
ISSN = {1017-4656},
ISBN = {978-3-03868-297-4},

DOI = {10.2312/eged.20261007}

}

@inproceedings{10.2312:eged.20261008,

booktitle = {Eurographics 2026 - Education Papers},

editor = {},
title = {{An Interactive and Immersive Assignment for Teaching Matrix Composition in Secondary Education}},

author = {Heinemann, Birte and 
Schroeder, Ulrik
},
year = {2026},

publisher = {The Eurographics Association
},
ISSN = {1017-4656},
ISBN = {978-3-03868-297-4},

DOI = {10.2312/eged.20261008}

}

@inproceedings{10.2312:eged.20261009,

booktitle = {Eurographics 2026 - Education Papers},

editor = {},
title = {{Perlin Noise for Teaching GLSL Programming}},

author = {Ilinkin, Ivaylo
},
year = {2026},

publisher = {The Eurographics Association
},
ISSN = {1017-4656},
ISBN = {978-3-03868-297-4},

DOI = {10.2312/eged.20261009}

}

@inproceedings{10.2312:eged.20262000,

booktitle = {Eurographics 2026 - Education Papers},

editor = {},
title = {{EUROGRAPHICS 2026: Education Papers Frontmatter}},

author = {Heinemann, Birte and 
Wuensche, Burkhard
},
year = {2026},

publisher = {The Eurographics Association
},
ISSN = {1017-4656},
ISBN = {978-3-03868-297-4},

DOI = {10.2312/eged.20262000}

}

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Now showing 1 - 11 of 11

A Project-Based Approach to Teaching Game Engine Architecture Course
(The Eurographics Association, 2026) Goswami, Prashant; Huang, Nan
Game engine architecture (GEA) underpins the design of complex, performance-critical interactive systems in modern game development. This paper presents the design and evolution of a fourth-year elective course on Game Engine Architecture taught within a five-year integrated Master’s engineering program in Game Technology at Blekinge Institute of Technology, Sweden. The course combines lectures, programming assignments, and a final project to support architectural analysis, subsystem implementation, and system-level integration. The paper outlines how the course has been iteratively refined across multiple offerings, including changes to assignments, lecture content, and assessment. It summarizes student evaluation data and discusses instructor reflections on learning patterns, challenges, and course adaptations, providing a grounded account of teaching GEA as an advanced software architecture subject.
Remaking Games for Building Game Development and Programming Skills
(The Eurographics Association, 2026) Nikolov, Ivan
Teaching programming can be challenging, especially for younger students. It involves the learning of many skills, the use of tools, and facing the possibility of failure and starting over when building games. This multifaceted nature of game development makes it hard to learn only from traditional resources like books and tutorials. And the development of exercises can also be tricky, as it requires a balance between keeping the attention of students with interesting use cases and not overwhelming them with large projects. Implementing learning through making and reverse engineering practices in game development courses has been shown to help alleviate student problems. But most reverse engineering of games is done with simpler arcade games. In this paper, we give an overview of how first-person shooter (FPS) games can be used for both implementing reverse engineering practices and structuring the whole course around, from initial inspiration to final mini-projects and workshops. From self-reported timetables by students and looking back questionnaires, we show that a tighter integration with one genre of games can be a stepping stone in helping students understand complex concepts and putting them into use.
Hack More: Hackathon on Modelling and Rendering
(The Eurographics Association, 2026) Ganovelli, Fabio; Capece, Nicola; Ponchio, Federico; Lupinetti, Katia; Tarini, Marco
Hack More was a one-day educational hackathon open to all and designed to be accessible to participants with any level of background in Computer Graphics, with a particular focus on bachelor-level students and with the goal of attracting young talents to the field. The challenge centered on modeling and rendering through Constructive Solid Geometry (CSG), a topic rarely emphasized in standard Computer Graphics courses. This choice helped ensure a more uniform baseline among participants, required minimal prerequisites, and offered an engaging and stimulating learning experience. In this paper, we describe the motivation and the organization leading to the event, and the material and tools that were developed. Finally, we discuss opportunities and directions for future hackathons, based on the feedback collected from this experience.
(Easy+Hard)/2 = balanced advanced rendering assignments
(The Eurographics Association, 2026) Kuffner dos Anjos, Rafael; Billeter, Markus
Computer graphics is a topic that incorporates high-performance programming, advanced mathematics, and knowledge of physics. Typically taught at later years of university education, the expectation is to deliver advanced concepts, nearing state of the art technology. However, with the need to assess a wide range of aspects, designing an assessment strategy that encourages high achievers while allowing success for people struggling with basic concepts usually ends favoring one of the groups, leading to high amounts of failure, or compromises in terms of covered content and challenge. In this paper we present a practical programming assignment strategy to cater to students with varied background knowledge, allowing for extensive feedback, evaluation of highly advanced concepts, and a manageable workload. Our approach was validated in three different cohorts over three years, resulting in positive feedback, better performance, and better coverage of the material.
Come On Shader, Light My Tile: A Student Project Supporting Tile Normal Mapping Workflows in Unity
(The Eurographics Association, 2026) Pereira, Lucas; Leite, Thalles; Borodin, Denis; Silva, Samuel
In a Visual Computing course assignment, a team of three students set out to provide game artists with an agile workflow for adding light interactions to 2D games. To achieve this, they implemented a method for generating normal maps from 2D assets and integrated it as a Unity plugin. In addition to preliminary evaluations assessing applicability, relevance, and ease of use, the approach was applied to a 2D platformer game, showcasing improvements in the game’s environment and overall aesthetic.
SpeakEase: A Virtual Reality Framework for Public Speaking
(The Eurographics Association, 2026) Correia, Hugo; Cardoso, Lia; Marques, Bernardo; Silva, Samuel; Dias, Paulo; Sousa Santos, Beatriz
This paper presents a graduate project, carried out in the scope of an elective Virtual and Augmented Reality course, focused on a Virtual Reality (VR) framework for public speaking training, supporting adaptive scenarios and tracking of users’ progress, following a Human-Centered Design (HCD) methodology.
The Way of the Duck - A Road Towards Constructivism and Scaffolding Supported Computer Graphics Learning
(The Eurographics Association, 2026) Nikolov, Ivan; Madsen, Claus; Schønau Fog, Henrik
Teaching Real-Time Computer Graphics can be challenging, especially to non-computer science students, as it requires a combination of mathematics, computational thinking, programming skills, understanding and describing physical phenomena, as well as optimization techniques. This can easily overwhelm students, leave them confused, and struggling to understand how the knowledge can be utilized. When we redesigned the Master’s course in Real-Time Computer Graphics, we implemented the ideas of scaffolding, explainability, and constructionism to combat these problems, encourage student creativity, and foster exploration of field. The course is built as a wider exploration of the tools that students will need to start working with computer graphics, using the concept of "rubber duck" explanation. In this paper, we present the course overview, its core ideas, and pedagogical underpinnings, as well as examples of student work. Student feedback and participation show that even though there were problems with scope, students were generally positive and receptive towards the ideas of the course. Finally, we discuss how these ideas will be expanded upon in the coming years.
A Comparison of Low-Barrier Support Approaches for Computer Graphics Assignments in LaTeX
(The Eurographics Association, 2026) Warnking, René P.; Wandel, Nils; Brückler, Hendrik; Becker, Franziska
Many computer graphics lectures use assignments to test the learning progress of students and provide opportunities for practicing. However, creating and adapting assignments is a time-consuming task, especially when it involves the creation of detailed solutions. In a comparative study, we investigate differences between low-barrier approaches that support educators during such tasks: manual creation as a baseline, using a large-language model (LLM), and using the custom-built LaTeX package glmatrix. The glmatrix package allows educators to automate mathematical calculations common in computer graphics contexts, thereby reducing the potential for errors without compromising user control. To understand its use in practice, the glmatrix package was also employed in an introductory computer graphics course. Our results indicate that using the package provides more accurate and reliable results for our scenario, though it comes with higher initial learning costs. In contrast, users lack trust in LLMs, but still produced results on par or better than manual creation.
An Interactive and Immersive Assignment for Teaching Matrix Composition in Secondary Education
(The Eurographics Association, 2026) Heinemann, Birte; Schroeder, Ulrik
Matrix-based transformations are a central topic in mathematics and a foundational concept in computer graphics, yet students often struggle to connect formal algebraic operations with spatial effects. This paper presents a structured 60–70 minute collaborative classroom assignment that introduces translation, rotation, and scaling transformations through a contextualized computer graphics scenario inspired by the rendering pipeline. Students work in small groups where one learner operates in a virtual reality environment while peers observe, guide decisions, and document transformation sequences. By constructing geometric primitives and applying transformation matrices, learners directly experience spatial effects and the non-commutativity of matrix multiplication. The assignment bridges mathematics and computer science education in secondary school and serves as an entry point to undergraduate computer graphics concepts. We describe learning objectives, classroom orchestration, assessment strategies, and practical implementation guidelines. All materials are provided as an open educational resource to support reuse and adaptation.
Perlin Noise for Teaching GLSL Programming
(The Eurographics Association, 2026) Ilinkin, Ivaylo
This paper shares ideas for an effective assignment that can serve as an introduction to GLSL concepts including vertex and fragment shaders and uniform variables. Simple geometric transformations and lighting calculations can also be incorporated since they enhance the overall effect. The assignment is based on Ken Perlin’s paper that introduced the idea of Perlin noise which can add additional motivation and sense of accomplishment. There is a great degree of flexibility in adapting and extending the ideas presented here.
EUROGRAPHICS 2026: Education Papers Frontmatter
(The Eurographics Association, 2026) Heinemann, Birte; Wuensche, Burkhard

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