4 results
Search Results
Now showing 1 - 4 of 4
Item Towards Developing a Digital application for the Five Design-Sheets Methodology(The Eurographics Association, 2022) Owen, Aron E.; Roberts, Jonathan C.; Peter Vangorp; Martin J. TurnerThe Five Design-Sheet Methodology is a sketching methodology that helps people ideate different designs; it has been used to develop computer interfaces, games and data visualisations. Traditionally, it is a paper-based process that structures the developer to think about their design solution over five sheets with five sections. However, with the rise of mobile phones and tablets, there is an emerging opportunity to achieve the sketched design ideation process in a digital form. This work investigates the transition of the Five Design-Sheets from a paper-based methodology into a digital sketching application. The paper introduces how we considered the challenge, and have started to develop an application. Currently our application implements the first sheet of the FdS process. We describe the application and present a brief evaluation of the work with designers and developers.Item Developing Transitional Activities to Support Student Transition to University: Findings From a Qualitative Co-design Study With University Stakeholders(The Eurographics Association, 2022) Threlfall, Danielle; Headleand, Christopher J.; Hicks, Kieran; Miller, Kirsty; Peter Vangorp; Martin J. TurnerThis study utilised a co-design approach to actively engage university stakeholders to explore the challenges of students through the transition to university. The feedback gathered from participants revealed that key transitional issues for students included managing their finances, understanding support services available, and familiarisation with campus navigation. Participants created activities to support these challenges, which, in a future stage, will be added to the Lincoln Island Project, a game being used to determine whether a video game can be used to support students during the transition to university.Item Interactive Visualisation of the Food Content of a Human Stomach in MRI(The Eurographics Association, 2022) Spann, Conor; Al-Maliki, Shatha; Boué, François; Lutton, Évelyne; Vidal, Franck; Peter Vangorp; Martin J. TurnerMost medical imaging studies into human digestion focus on the organs themselves and neglect the content under digestion. Instead, analysing food inside digestive organs and any subsequent motion can provide valuable information about the digestive tract. This study is part of a larger project, with previous work done to automatically detect peas in a human stomach from MRI scans but it produced too many false positives. Our study therefore aims to accurately visualise peas in a human stomach whilst also providing facilities to correct the mistakes made by the previous pea detection. Our solution is a visualisation and correction tool split into 2D and 3D visualisation areas. The 2D areas show three sequential stomach slices with detected peas as green circles and allows the user to correct the pea detection. Peas can be added, removed or marked as unsure. The 3D area shows a Marching Cubes rendering of the stomach with spherical glyphs as the peas. Due to the way the data was acquired, some pea motion was also visualised. Aside from difficulties interpreting the data due to acquisition artefacts, our tool was found to be very easy to use, with some minor improvement suggestions for interacting with the images. Overall, the software achieved its aims of visualising the peas and stomach whilst also providing methods to correct the pea data. Future work will look into improving the pea detection and more work into following the pea motion.Item Personalised Authentic assessments with Synchronous Learning Activities: a Framework for Teaching Visualisation and Graphics(The Eurographics Association, 2022) Roberts, Jonathan C.; Peter Vangorp; Martin J. TurnerWe present an activities framework for learning visualisation and computer graphics. The framework pivots around the academic developing an authentic learning scenario that is personalised for every student, followed by a suite of synchronous learning activities. The authentic assessment helps set the scene and motivate the learners, activities bring the students together to work on an aligned sub-task, while personalising the task enables each student to discuss their work without worrying about plagiarism. We demonstrate how we have applied the structure in two modules; first a third-year degree level module in computer graphics rendering and second an information visualisation masters module. In this paper we present the framework and discuss our experience with using it.