EG 2019 - Education Papers

Permanent URI for this collection

https://diglib.eg.org/handle/10.2312/2632747

Browse

Browsing EG 2019 - Education Papers by Subject "Social and professional topics"

Now showing 1 - 3 of 3
  • Thumbnail Image
    Item
    Do contests improve students skills in Computer Graphics? The case of API8
    (The Eurographics Association, 2019) Palus, Jean-Pascal; Belhadj, Farès; Bourdin, Jean-Jacques; Tarini, Marco and Galin, Eric
    This paper presents a contest designed to improve the skills of students in Computer Graphics. The contest is adapted to the current skills of the students and uses a public graphic library. Students then have to produce a demo, generally a program which presents an animation. The main result presented in this paper is that with an appropriate set of tools, students program interesting demos to participate in the contest and their skills in Computer Graphics seem to improve significantly.
  • Thumbnail Image
    Item
    Integrating Visualization Literacy into Computer Graphics Education Using the Example of Dear Data
    (The Eurographics Association, 2019) Krekhov, Andrey; Michalski, Michael; Krüger, Jens; Tarini, Marco and Galin, Eric
    The amount of visual communication we are facing is rapidly increasing, and skills to process, understand, and generate visual representations are in high demand. Especially students focusing on computer graphics and visualization can benefit from a more diverse education on visual literacy, as they often have to work on graphical representations for broad masses after their graduation. Our proposed teaching approach incorporates basic design thinking principles into traditional visualization and graphics education. Our course was inspired by the book Dear Data that was the subject of a lively discussion at the closing capstone of IEEE VIS 2017. The paper outlines our 12-week teaching experiment and summarizes the results extracted from accompanying questionnaires and interviews. In particular, we provide insights into the creation process and pain points of visualization novices, discuss the observed interplay between visualization tasks and design thinking, and finally draw design implications for visual literacy education in general.
  • Thumbnail Image
    Item
    Teaching Computer Graphics Based on a Commercial Product
    (The Eurographics Association, 2019) Smith, Gregory; Sung, Kelvin; Tarini, Marco and Galin, Eric
    The challenges in designing an introductory Computer Graphics (CG) course include selecting an appropriate and coherent set of topics, keeping up-to-date with the rapidly evolving industry, and aligning with the many students' fascinations that tend to stem from flashy popular media. This paper analyzes and classifies existing introductory CG classes according to their approaches in trading-off between covering foundation algorithms and focusing on application-level knowledge. The paper then observes that many application-level courses challenge students in learning and applying relevant CG concepts by building familiar graphical applications. Within this context, the paper points out that many modern commercial graphical applications, including popular game engines and 3D modeling systems, support well-defined and robust run-time scripting interfaces that allow modification and/or replacement of default system functional modules. These observations suggest the potentials of delivering an introductory CG class based on one of these commercial graphical systems. This paper proposes a set of guidelines to ensure such a class will educate CG practitioners rather than commercial product users. Based on these guidelines and an existing application-based introductory CG course, a new set of learning outcomes is derived which is independent of any specific commercial product. The paper continues to describe the implementation of a new course using the Unity3D game engine as the delivery vehicle. This paper then describes the associated teaching materials, details the hands-on programming assignments, and discusses student learning from the Unity3D-based introductory CG class. The results from two consecutive batches of students demonstrated that a commercial graphical product-based approach to teaching an introductory CG class could be effective, welcomed by students, and supply students the concepts to build practical graphical applications after the class.