EG 2015 - Education Papers

Permanent URI for this collection

https://diglib.eg.org/handle/10.2312/12145
Table of Contents
Education 1
Adapting the Twelve Principles of Classic Animation to Lectures
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Marco Gilardi, Patrick Holroyd, Paul Newbury, and Phil L. Watten
Redesign of an Introductory Computer Graphics Course
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Philipp Ackermann and Thomas Bach
A Virtual and Augmented Reality Course Based on Inexpensive Interaction Devices and Displays
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Beatriz Sousa Santos, Paulo Dias, and Joaquim Madeira
Teaching Graphics To Students Struggling in Math: An Experience
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Amit Shesh
Education 2
Augmenting Design Curriculum with Location-Aware Technologies
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Andrzej Zarzycki
Augmented Reality as a Tool to Deliver e-Learning based Blended Content in and out of the Class-room
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Marius Erdt, Jason Maroothynaden, Junming Peng, Wolfgang Müller-Wittig, and Paul Gagnon
InfoView3D: A Solution Showing Educational Model on Multi-Touch Surfaces
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Qi Ming, Marius Erdt, Chen Kan, Eugene Lee, Gerrit Voß, and Wolfgang Müller-Wittig
SVEn - Shared Virtual Environment
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Tobias Manroth, Nils Pospischil, Philipp Schoemacker, and Arnulph Fuhrmann

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    EUROGRAPHICS 2015: Education Papers Frontmatter
    (Eurographics Association, 2015) Matthias Teschner; Michael Bronstein;
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    Adapting the Twelve Principles of Classic Animation to Lectures
    (The Eurographics Association, 2015) Gilardi, Marco; Holroyd, Patrick; Newbury, Paul; Watten, Phil L.; M. Bronstein and M. Teschner
    This paper borrows from the fields of classic animation and 3D animation and adapts the fundamental principles of these subjects to the lecturing context. An analogy is drawn between an animator and a lecturer due to their shared objective: to communicate in an engaging way. If the fundamental principles of animation are read under the point of view of how they communicate a message, it is not difficult to see that they summarise some of the key concepts in the fields of education and educational psychology. Once adapted the principles can be used as a guideline by novice lecturers to increase students' engagement both in traditional lectures and in e-learning environments. The principles have been applied successfully in teaching the Programming for 3D module and a number of modules at the University of Sussex obtaining good feedback from students.
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    Redesign of an Introductory Computer Graphics Course
    (The Eurographics Association, 2015) Ackermann, Philipp; Bach, Thomas; M. Bronstein and M. Teschner
    The redesign of our historically grown Computer Graphics course was primarily triggered by the need to incorporate modern, shader-based OpenGL. This technical modification led to discussions on the relevance of course topics, the order of presentation, the role of sample programs, and problem sets addressed in lab exercises. The redesign resulted in changing from a bottom-up to a top-down approach and in a shift from low-level procedural OpenGL to the use of a high-level object-oriented 3D library on top ofWebGL. This paper presents our motivation, applied principles, first results in teaching the redesigned course, and student feedback.
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    Teaching Graphics To Students Struggling in Math: An Experience
    (The Eurographics Association, 2015) Shesh, Amit; M. Bronstein and M. Teschner
    Undergraduate students with a negative attitude towards Math present a unique challenge when teaching computer graphics. Most meaningful concepts in computer graphics involve directly working with Math in the classroom, and implementing tasks in programs requires a reasonable grounding in Math concepts and how to apply them. This paper presents a semester-long experience in using three strategies to address difficulties faced by computer science students who are interested in learning computer graphics, but feel less confident or uninterested in Math. Similar to how Math is taught in schools, we focus on giving students more and more practice in implementing progressively complex visual tasks. Students accomplish some tasks individually to develop a basic understanding before completing other tasks in groups. Students achieve more in a semester than before, and our preliminary observations show a higher rate of completion by students, moderate gains in performance in individual assignments and significant gains in overall class performance.
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    A Virtual and Augmented Reality Course Based on Inexpensive Interaction Devices and Displays
    (The Eurographics Association, 2015) Santos, Beatriz Sousa; Dias, Paulo; Madeira, Joaquim; M. Bronstein and M. Teschner
    In the last years a plethora of affordable displays, sensors, and interaction devices has reached the market, fostering the application of Virtual and Augmented Reality to many new situations. Yet, creating such applications requires a good understanding of the field and specific technical skills typically not provided by current Computer Science and Engineering education. This paper presents a graduate level course offered to MSc. Programs in Computer and Electrical Engineering which introduces the main concepts, techniques and tools in Virtual and Augmented Reality. The aim is to provide students with enough background to understand, design, implement and test such applications. The course organization, the main issues addressed and bibliography, the sensors, interaction devices and displays used, and a sample of the practical projects are briefly described. Major issues are discussed and conclusions are drawn.
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    Augmented Reality as a Tool to Deliver e-Learning based Blended Content in and out of the Class-room
    (The Eurographics Association, 2015) Erdt, Marius; Maroothynaden, Jason; Peng, Junming; Müller-Wittig, Wolfgang; Gagnon, Paul; M. Bronstein and M. Teschner
    In this paper, we present a mobile Augmented Reality application that can be used for undergraduate anatomical education. It can be used in and out of the classroom. In the classroom, the application can track and augment 3D objects such as a cadaveric solid organ (e.g. heart) specimens as well as 3D plastic anatomical models without the use of observable markers. Out-side the classroom, virtual representations of the hearts were computed and added as an offline version to the application allowing students to self-learn. To allow students to ''sense-make'' concepts and add additional educational value to offline content, the application can also track 2D content like printed posters. Augmentation in 2D and 3D views via various digital content modalities supports students in learning and ''sense-making'' anatomical terms and concepts.
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    Augmenting Design Curriculum with Location-Aware Technologies
    (The Eurographics Association, 2015) Zarzycki, Andrzej; M. Bronstein and M. Teschner
    This paper discusses ways in which emerging interactive augmented reality (AR) technologies are being adopted by designers and extended into areas of tourism, education, entertainment and commerce. It discusses, in detail, project development stages and methodologies used to engage design focused students into, often complex, technological issues. The discussion is contextualized through a number of case studies of mobile and marker-based AR applications developed within the university curriculum.
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    InfoView3D: A Solution Showing Educational Model on Multi-Touch Surfaces
    (The Eurographics Association, 2015) Ming, Qi; Erdt, Marius; Kan, Chen; Lee, Eugene; Voß, Gerrit; Müller-Wittig, Wolfgang; M. Bronstein and M. Teschner
    In this paper, we present a solution for educational presentation which can integrate images, documents, videos, and especially 3D models in a tree based structure. The solution is based on HTML5 and JavaScript, using SVG and X3D techniques and interacting with multi-touch events, therefore supporting multi-touch surfaces that can run a fully-functional browser. In practice, our solution is used for demonstrations both on tablet PCs and a multi-touch video wall.
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    SVEn - Shared Virtual Environment
    (The Eurographics Association, 2015) Manroth, Tobias; Pospischil, Nils; Schoemacker, Philipp; Fuhrmann, Arnulph; M. Bronstein and M. Teschner
    This paper presents a system for a shared virtual experience which was developed within a student project. The main idea is to have two or more persons at different locations, who can interact with each other in the same virtual environment. In order to realize this idea every person is motion-captured and wears a head-mounted display (HMD). The virtual environment is rendered with the Unity game engine and the tracked positions are updated via the internet. The virtual environment developed in this project is highly immersive and users felt a strong sense of presence.