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Item The Use of Photogrammetry in Historic Preservation Curriculum: A Comparative Case Study(The Eurographics Association, 2024) Kepczynska-Walczak, Anetta; Walczak, Bartosz M.; Zarzycki, Andrzej; Sousa Santos, Beatriz; Anderson, EikeComputer graphic techniques have emerged as a key player in digital heritage preservation and its dissemination. Photogrammetry allows for high-fidelity captures and virtual reconstructions of the built environment that can be further ported into virtual reality (VR) and augmented reality (AR) experiences. This paper provides a comparative analysis of historic details and building documentation methods in heritage preservation in the context of architectural education. Specifically, it compares two educational case studies conducted in 10-year intervals documenting the same set of historic artifacts with corresponding state-of-the-art digital technologies. The methodology for this paper is a qualitative comparative analysis of two surveying projects that utilized distinct emerging digital technology while sharing the same study subjects and similar tool-driven curricular framework. The research also incorporates a student survey, offering perspectives on teaching strategies and outcomes within this dynamic educational context. The outcomes demonstrate that the technological (tool-driven) shift impacts the way students interact with the investigated artifacts and the changing role of the interpretative versus analytical skills needed to delineate the work. It also changes what are considered primary and secondary knowledge sources.Item Tackling Diverse Student Backgrounds and Goals while Teaching an Introductory Visual Computing Course at M.Sc. Level(The Eurographics Association, 2024) Silva, Samuel; Sousa Santos, Beatriz; Anderson, EikeVisual Computing entails a set of competences that are core for those pursuing Digital Game Development and has become a much sought competence for professionals in a wide variety of fields. In the particular case presented here, the course serves a diverse audience from Multimedia and Design students without previous knowledge in the field and low programming competences, to students that have a previous BS.c in Game Development and have already covered the basic concepts in a previous course. Additionally, the course is also offered as an elective for Computer Science M.Sc. students. This diverse set of background competences and goals motivated designing an approach to the course where each student can build on previous knowledge and have a say on its personal learning path. This article shares the overall approach, presents and discusses the outcomes, and reflects on future evolutions.Item Bridging the Distance in Education: Design and Implementation of a Synchronous, Browser-Based VR Remote Teaching Tool(The Eurographics Association, 2024) Pehlic, Abdulmelik; Augsdörfer, Ursula; Sousa Santos, Beatriz; Anderson, EikeThe rapid shift to remote education has presented numerous challenges for educators and students alike. Virtual Reality (VR) has emerged as a promising solution, offering immersive and interactive learning experiences. We design and implement a synchronous, browser-based VR teaching tool. The tool is compatible with budget VR equipment and enables meaningful engagement between teachers and students in a virtual setting, as well as active participation and interaction across a range of platforms, thus solving a range of disadvantages of current approaches.Item A Research Methodology Course in a Game Development Curriculum(The Eurographics Association, 2024) Hu, Yan; Sundstedt, Veronica; Goswami, Prashant; Sousa Santos, Beatriz; Anderson, EikeResearch methodology courses can often be considered part of a computer science curriculum. These basic or advanced-level courses are taught in terms of traditional research methods. This paper presents and discusses a research methodology course curriculum for students studying programs focusing on digital game development (more specifically, focusing on game engineering). Our research methodology course prepares students for their upcoming thesis by encouraging a research-oriented approach. This is done by exploring new research areas in game engineering as a basis for research analysis and by applying research methods practically in a smaller project. This paper presents the course structure, assignments, and lessons learned. Together with existing literature, it demonstrates important aspects to consider in teaching and learning game research methodologies. The course evaluation found that the students appreciated the interactive lectures, close staff supervision, and detailed feedback on the scientific writing process.Item Teaching Game Programming in an Upper-level Computing Course Through the Development of a C++ Framework and Middleware(The Eurographics Association, 2024) Hooper, Steffan; Wünsche, Burkhard C.; Denny, Paul; Luxton-Reilly, Andrew; Sousa Santos, Beatriz; Anderson, EikeThe game development industry has a programming skills shortage, with industry surveys often ranking game programming as the top skill-in-demand across small, mid-sized, and large triple-A (AAA) game studios. C++ programming skills are desired, however, educators can perceive C++ as too difficult to teach due to its size and complexity. We address the challenges of teaching C++ in an upper-level Game Programming course and demonstrate how learners are up-skilled in C++ game programming, providing insights and reflections on the course. We show how through careful educational-design choices, combined with scaffolding a C++ framework and contemporary middleware, it is possible to transition learners to C++ for game programming.Item Can GPT-4 Trace Rays(The Eurographics Association, 2024) Feng, Tony Haoran; Wünsche, Burkhard C.; Denny, Paul; Luxton-Reilly, Andrew; Hooper, Steffan; Sousa Santos, Beatriz; Anderson, EikeRay Tracing is a fundamental concept often taught in introductory Computer Graphics courses, and Ray-Object Intersection questions are frequently used as practice for students, as they leverage various skills essential to learning Ray Tracing or Computer Graphics in general, such as geometry and spatial reasoning. Although these questions are useful in teaching practices, they may take some time and effort to produce, as the production procedure can be quite complex and requires careful verification and review. From the recent advancements in Artificial Intelligence, the possibility of automated or assisted exercise generation has emerged. Such applications are unexplored in Ray Tracing education, and if such applications are viable in this area, then it may significantly improve the productivity and efficiency of Computer Graphics instructors. Additionally, Ray Tracing is quite different to the mostly text-based tasks that LLMs have been observed to perform well on, hence it is unclear whether they can cope with these added complexities of Ray Tracing questions, such as visual processing and 3D geometry. Hence we ran some experiments to evaluate the usefulness of leveraging GPT-4 for assistance when creating exercises related to Ray Tracing, more specifically Ray-Object Intersection questions, and we found that an impressive 67% of its generated questions can be used in assessments verbatim, but only 42% of generated model solutions were correct.Item Gaming to Learn: A Pilot Case Study on Students Acceptance of Playing Video Games as a Learning Method(The Eurographics Association, 2024) Nisiotis, Louis; Sousa Santos, Beatriz; Anderson, EikeThis paper presents a case study on playing video games as a method to support the delivery of a game development University module, describing the teaching methodology and presenting details on a 'gaming' for learning approach to support the module's learning objectives. It presents the formulation of a theoretical framework to evaluate students acceptance of playing video games as a learning method, and the results of a pilot study using a modified Technology Acceptance Model. The results revealed that gaming as a learning activity was positively perceived by students, finding this method engaging and relevant to their learning curriculum, playful, enjoyable, useful, easy to use, with positive attitudes and behavioural intentions to use. This pilot case study serves as a practical example of implementing video games to support learning, preparing the methodology for further research to understand students acceptance, and the effect on learning outcomes and knowledge acquisition.Item CS2023: An Update on the 2023 Computer Science Curricular Guidelines(The Eurographics Association, 2024) Reiser, Susan L.; Sousa Santos, Beatriz; Anderson, EikeIn early 2024, the 2023 Computer Science Curricular Guidelines (CS2023) were endorsed by their sponsoring organizations: the Association of Computing Machinery (ACM), IEEE Computing Society, and the Association for the Advancement of Artificial Intelligence (AAAI). The CS2023 effort spanned four years and was the collaborative work of over 100 volunteers from six continents. The Eurographics' education community provided valuable feedback on the guidelines in its draft phase. In this session we would like to present a summary of the guidelines and seek feedback on its adoption and goal of being a living curriculum. The session is geared to anyone interested in computer science education. (see https://csed.acm.org/ cs2023-report-with-feedback/)Item EUROGRAPHICS 2024: Education Papers Frontmatter(The Eurographics Association, 2024) Sousa Santos, Beatriz; Anderson, Eike; Sousa Santos, Beatriz; Anderson, EikeItem Approaches to Nurturing Undergraduate Research in the Creative Industries - a UK Multi-Institutional Exploration(The Eurographics Association, 2024) Anderson, Eike Falk; McLoughlin, Leigh; Gingrich, Oliver; Kanellos, Emmanouil; Adzhiev, Valery; Sousa Santos, Beatriz; Anderson, EikeUndergraduate students aspiring to pursue careers in the creative industries, such as animation, video games, and computer art, require the ability to adapt and contribute to emerging and disruptive technologies. The cultivation of research skills fosters this adaptability and innovation, which is why research skills are considered important by employers. Promoting undergraduate research in computer graphics and related techniques is therefore necessary to ensure that students graduate not only with the vocational but also with the advanced research skills desired by the creative industries. This paper describes pedagogical approaches to nurturing undergraduate research across teaching, learning and through extracurricular activities - pioneered at three UK Higher Education Institutions. Providing observations, we are sharing educational strategies - reflecting on pedagogic experiences of supporting undergraduate research projects, many of which are practice-based. With this paper, we aim to contribute to a wider discussion around challenges and opportunities of student-led research.