Education Papers

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Applet Competition as an Educational Tool in Creating Novel e-Textbook
(The Eurographics Association, 2009) Czanner, Silvester; Ferko, Andrej; Stugel, Juraj; Nunukova, Pavla; G. Domik and R. Scateni
We introduce a long-term competition-oriented project, using learning by doing (applets). The output of this project is updated every year at http://www.netgraphics.sk/. Many undergraduate students at the University of Warwick and the Comenius University compete in developing the e-Textbook, called Computer Graphics Virtual Textbook. The current version offers supplementary material for particular CG courses but it is also an independent source of information for all people interested in CG. There is currently 126 students enrolled for this competition. Every year, the number of valuable applets or applet innovations is lower than the total number of students. The three winners of 2008 round of applet competition will be announced before Christmas (and their creations will be presented at the SCCG09 conference). The best units of this project will be submitted to CGEMS.
Applications of Multitouch and Gaming Technology for the Classroom
(The Eurographics Association, 2009) Muto, William; Dobies, Justin; Diefenbach, Paul; G. Domik and R. Scateni
Multi-point touch screens have enjoyed recent popularity due to their natural tendency to create highly intuitive and user-friendly systems for even the novice user. We believe that multitouch is well-suited for educational purposes, since it engages users through an invisible interface and natural, gestural interaction, as well as promoting collaborative learning through equal access, as opposed to individual or "driver and co-pilot" learning at a traditional computer workstation. In this paper, we adopt this powerful interface and combine it with 3D simulation and gaming technology to create a novel teaching tool, incorporating digital learning content co-developed with educators and providing access for administration and student assessment.
Computer Animation Curriculum: An Interdisciplinary Approach
(The Eurographics Association, 2009) Larboulette, Caroline; G. Domik and R. Scateni
This paper presents a Computer Animation curriculum worth 2.5 ECTS intended for graduate students enrolled in a Master s degree of Computer Graphics, Video Games and Virtual Reality. The content of the lecture fits the recommendations made for the topic of Animation I at the Computer Graphics Education Workshop [BCFH06] that was held in Vienna in 2006. The main novelty is, in addition to presenting a detailed curriculum, its interdis- ciplinary aspect. Indeed, while it is intended for a Computer Science degree, it also aims at teaching some artistic and software use aspects.
Easel: A Java Based Top-Down Approach to 3D Graphics Education
(The Eurographics Association, 2009) Rhodes, Philip J.; Yan, Baoqiang; G. Domik and R. Scateni
We describe Easel, a simple 3D graphics pipeline implementation targeted toward undergraduate Computer Graphics education. Easel is an interactive system written entirely in Java, which presents unique challenges and opportunities for teaching not only 3D Graphics, but also a well-reasoned approach to software engineering and development. Achieving a reasonable frame rate in addition to correct results requires students to think carefully about performance, ease of implementation and maintainability.
How to Write a Visualization Research Paper: The Art and Mechanics
(The Eurographics Association, 2009) Laramee, Robert S.; G. Domik and R. Scateni
This paper attempts to explain the mechanics of writing a research paper in visualization. This serves as a useful starting point for those who have never written a research paper before or have very little previous experience. Afterall, no one is born knowing how to write one. And yet, there are certain elements, a commonality, that should be found in virtually all good visualization research papers. We give our recommendations as to each section a good research paper consists of as well as what each section contains. This manuscript itself follows our recommended structure. We believe that paper writing should start with the abstract. The abstract can be approximately 6-12 sentences. It s a difficult starting point, but it forces the author to write down a concise description of what they re researching and what the benefits are. Chances are, if the author can t start out by writing an abstract, then it is not clear in the author s mind what the paper should be about. Of course the abstract will be refined and updated during the paper writing process. The abstract should concisely (1) identify the research topic, (2) describe the novelty of the presented work, and (3) identify the benefits and advantages that result.
Introducing Students to Empirical Methods in CG and HCI Courses through User Studies
(The Eurographics Association, 2009) Santos, Beatriz Sousa; Dias, P.; Silva, S.; Ferreira, C.; Madeira, J.; G. Domik and R. Scateni
Empirical methods are increasingly important in the computing profession. Computer scientists and engineers must be capable of designing and conducting experiments in order to test and evaluate new methods and complex systems. Moreover, the pervasive use of computers as tools for interdisciplinary research also demands a strong foundation in the scientific method. Yet, traditional curricula do not devote much attention to this issue and, until recently, almost no effort has been made towards explicitly identifying empirical concepts and skills needed by computer scientists/engineers, and developing methods to integrate them into the standard curriculum. In this paper an argument is made for introducing the use of empirical methods into courses in the areas of Computer Graphics and Human-Computer Interaction. Two suites of user studies that have been developed and performed for three years, with the collaboration of students from different courses at various levels, either as experiment designers (advanced students), experimenters or merely participants (younger students), are described. These experiments have also been used to promote an earlier introduction to research as advocated in the scope of the Bologna process.
Learning by Fixing and Extending Games
(The Eurographics Association, 2009) Costantini, Giulia; Maggiore, Giuseppe; Cortesi, Agostino; G. Domik and R. Scateni
This paper reports the results of experiencing computer graphics and videogames programming as a way to support the learning process of undergraduate courses on Programming and on Software Engineering, in a "fixing and extending" approach. In particular, we show how some XNA-based tools may provide a successful environment which enhances not only skills and abilities in programming (in the small and in the large, respectively), but also stimulates interest in the theoretical aspects covered in these courses.
On the Provision of a Comprehensive Computer Graphics Education in the Context of Computer Games: An Activity-Led Instruction Approach
(The Eurographics Association, 2009) Anderson, Eike Falk; Peters, Christopher E.; G. Domik and R. Scateni
Over the past decade the development of computer games which originated in academia with the creation of Spacewar at MIT in 1961 has evolved into an accepted academic discipline, closely related to the field of computer graphics. Games courses can be found embedded in traditional computer science degrees or as dedicated degree programmes for students aiming to work in the games industry. In this paper we present a studentcentred, activity-led approach to teaching computer graphics in the context of a computer games technology undergraduate degree. We describe our computer graphics related courses and demonstrate how they are formed by the activity-led teaching methodology.
Preface and Table of Contents
(The Eurographics Association, 2009) Domik, G.; Scateni, R.; G. Domik and R. Scateni
Preface and Table of Contents
Teaching Computer Graphics in the Context of Theatre
(The Eurographics Association, 2009) Schweppe, Marla K.; Geigel, Joe; G. Domik and R. Scateni
Since the spring of 2004 the authors have coordinated efforts in teaching computer graphics within courses in their disciplines of computer science and computer graphics design, while collaborating on virtual theatre productions. On the computer science side one course is devoted exclusively to building the infrastructure necessary to produce participatory virtual theatre over the Internet. Some projects in CS extend beyond that single course into projects in other courses and some aspects have developed into thesis projects. On the design side, students in several different courses design and construct elements and assets for the production. In a modeling course, students design and build the sets. In a character design course, students design and build the characters. The design professor serves as artistic director and the CS professor as the technical director. This paper describes the advantages of this approach and tells of our experiences in teaching graphics in this theatrical context for both computer science and design.
Teaching Quaternions is not Complex
(The Eurographics Association, 2009) McDonald, John; G. Domik and R. Scateni
Quaternions are used in many fields of science and computing, but teaching them remains challenging. Students can have a great deal of trouble understanding essentially what quaternions are and how they can represent rotation matrices. In particular, the similarity transform qvq-1 which actually achieves rotation, can often be baffling even after they ve seen a full derivation. This paper outlines a constructive method for teaching quaternions, which allows students to build intuition about what quaternions are, and why simple multiplication is not adequate to represent a rotation. Through a set of examples, it demonstrates exactly how quaternions relate to rotation matrices, what goes wrong when qv is naively used to rotate vectors, and how the similarity transform fixes the problem.
Using processing.org in an Introductory Computer Graphics Course
(The Eurographics Association, 2009) Pellicer, Jordi Linares; Blanes, Jordi Santonja; Tormos, Pau Micó; Frau, David Cuesta; G. Domik and R. Scateni
Created in 2001 in the Aesthetics and Computation Group at MIT, processing.org environment and language has become the tool of choice for hundreds of artists, designers and computer graphics developers. The efforts in the development of any kind of computer graphics application is extremely reduced with processing, thanks to its simple environment, language (a Java dialect) and libraries. In the present work we will describe its benefits in any introductory computer graphics course, describing an actual experience and comparing its results with the use of other traditional approaches (OpenGL + GLUT).

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