Teaching and learning computer graphics is often considered challenging. One reason is that computer graphics requires a diverse range of skills such as 3D spatial reasoning, programming, mathematics, problem solving,...
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ISBN:
(纸本)9788995004449
Teaching and learning computer graphics is often considered challenging. One reason is that computer graphics requires a diverse range of skills such as 3D spatial reasoning, programming, mathematics, problem solving, and design. Researchers have tried to address the problem by applying different teaching methodologies (e.g. top-down versus bottom-up) and developing specialised teaching tools. However, most of these tools have been predominantly academic projects with no long-term usage, it is difficult to create new content for them, and they are usually not useful for assessment. We have adapted CodeRunner, a free open source question-type plug-in for Moodle, to OpenGL assignments and used it for classes with more than 300 students. Results were overwhelmingly positive and students perceived the tool as having significantly improved their learning. However, students criticised the static view of OpenGL output, the lack of formative feedback, and the inability to experiment with OpenGL code. In this paper we present three extensions to our CodeRunner OpenGL teaching tool: interactive 3D renderings on the web-based client, extensions to the Moodle templates enabling formative feedback, and sandboxes for experimenting with OpenGL code. Student feedback suggests that these extensions significantly improve the usefulness of the application.
With the development of 3D rendering techniques, people can create photorealistic computer graphics (CG) easily with the advanced software, which is of great benefit to the video game and film industries. On the other...
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With the development of 3D rendering techniques, people can create photorealistic computer graphics (CG) easily with the advanced software, which is of great benefit to the video game and film industries. On the other hand, the abuse of CGs has threatened the integrity and authenticity of digital images. In the last decade, several detection methods of CGs have been proposed successfully. However, existing methods cannot provide reliable detection results for CGs with the small patch size and post-processing operations. To overcome the above-mentioned limitation, we proposed an attention-based dual-branch convolutional neural network (AD-CNN) to extract robust representations from fused color components. In pre-processing, raw RGB components and their blurred version with Gaussian low-pass filter are stacked together in channel-wise as the input for the AD-CNN, which aims to help the network learn more generalized patterns. The proposed AD-CNN starts with a dual-branch structure where two branches work in parallel and have the identical shallow CNN architecture, except that the first convolutional layer in each branch has various kernel sizes to exploit low-level forensics traces in multi-scale. The output features from each branch are jointly optimized by the attention-based fusion module which can assign the asymmetric weights to different branches automatically. Finally, the fused feature is fed into the following fully-connected layers to obtain final detection results. Comparative and self-analysis experiments have demonstrated the better detection capability and robustness of the proposed detection compared with other state-of-the-art methods under various experimental settings, especially for image patch with the small size and post-processing operations.
Visual-spatial abilities are relevant for performing diverse everyday tasks as well as being successful in multiple fields. This work provides empirical evidence supporting the claim that studying a computer graphics ...
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Visual-spatial abilities are relevant for performing diverse everyday tasks as well as being successful in multiple fields. This work provides empirical evidence supporting the claim that studying a computer graphics course, as commonly offered in computer science or engineering programs, can help develop stronger visual-spatial abilities. This benefit was estimated with the assessment of students' performances in a standardized test of visual-spatial abilities. This empirical pre-test/post-test study ran for three consecutive semesters and involved six computer graphics groups where students were evaluated with the Purdue Spatial Visualization Test to measure whether the full-semester working on contents heavily related to 2D/3D geometric transformations had a positive effect on students' visual-spatial intelligence. Results show a statistically significant increase in the average score in the test, which in turn suggests that these cognitive abilities could be reinforced or trained through the normal course workload. Additional findings in this study suggest that a retest gaining factor is present just by taking the test twice, and that there is a weak correlation between students' level of visual-spatial abilities at the beginning of the course and the final grades obtained at the end of the semester.
Atmospheric clouds are one of the vital elements in computer graphics especially for visualizing the natural phenomena of the atmospheric world. There is a need for understanding, designing and realizing a realistic a...
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ISBN:
(纸本)9781728126104
Atmospheric clouds are one of the vital elements in computer graphics especially for visualizing the natural phenomena of the atmospheric world. There is a need for understanding, designing and realizing a realistic and high-performance cloud animation system. It is a difficult task for new researchers to choose an appropriate method to represent and animate the atmospheric clouds in a virtual environment. In this paper, we therefore give an up-to-date review of the atmospheric cloud animation methods. The review is executed by searching, filtering, collecting, and analysing the main literature obtained from the selected online digital libraries and search engines. We classify, explain and discuss the existing cloud animation methods by dividing the methods systematically into six main categories: physics-driven methods, heuristics-driven methods, data-driven methods, hybrid-driven methods, control driven methods, and hardware-driven methods. We then point out the future trends of the atmospheric cloud animation research work. This review would be helpful to the new and experienced researchers as quick references and indications of the related topic in the cloud animation field. The experienced researchers might straightforwardly recognize the best or the most commonly used methods for a particular task and point out their strengths and weaknesses. Moreover, the new researchers will optimistically find a useful and up-to-date review of this field, get familiarized with the relevant resources of atmospheric cloud animation methods without consuming a lot of time and effort in looking for the desired information. This review could be used for the implementation of real-time, interactive as well as offline graphical applications.
This paper reports an experience of offering an introductory computer graphics course in two languages, Java and C++, in the same section. This was done to target a more diverse audience of students coming from differ...
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ISBN:
(纸本)9781450358903
This paper reports an experience of offering an introductory computer graphics course in two languages, Java and C++, in the same section. This was done to target a more diverse audience of students coming from different majors and concentrations. Students chose between these languages and could switch at any time during the course. All materials related to lectures, code examples and assignments were provided in both languages. Technical support was provided for both languages throughout the course. In order to streamline this effort programming environments and supporting tools were chosen and standardized for both languages. Student experience was monitored throughout the semester using survey instruments. The experience involved significant planning, overhead and expected and unexpected issues throughout the semester. Although this experience deals with a computer graphics course, we believe other courses, especially higher-level electives, can be made multi-lingual to cater to students with different backgrounds.
Teaching computer graphics using traditional methods such as textbooks, whiteboards, presentation slides, websites, and so forth, can be challenging. There are two reasons for this: computer graphics combines a variet...
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ISBN:
(纸本)9781450366229
Teaching computer graphics using traditional methods such as textbooks, whiteboards, presentation slides, websites, and so forth, can be challenging. There are two reasons for this: computer graphics combines a variety of skills, such as programming, mathematics, art, and spatial reasoning;and computer graphics involves many 3D concepts such as geometry, transformations, illumination and shading, projections and mappings. Hence computer graphics is often best learned by experimenting with computer graphics concepts and interacting with the resulting renderings. Over the past three decades a variety of tools and technologies have been proposed to improve computer graphics learning. Technological changes over this period have affected what material is taught and how it is taught, as well as have opened new avenues to support computer graphics teaching. In this literature study, we will identify technologies and tools that have been used in the process of teaching and learning computer graphics, we classify them, and discuss to what extend they assist learning.
This study aims to analyze the user experience of computer graphics educational comics (GRAFMIC) based on markerless augmented reality to ensure the sustainability of the product. The main product consists of educatio...
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ISBN:
(纸本)9781728141602
This study aims to analyze the user experience of computer graphics educational comics (GRAFMIC) based on markerless augmented reality to ensure the sustainability of the product. The main product consists of educational comics that are integrated with markerless AR which can display learning details, where users can interact directly with the animation shown. The ADDIE model was used to develop the product that consists of 5 steps, namely Analysis, Design, Development, Implementation and Evaluation. When GRAFMIC and the AR application were developed, 4 experts and 4 lecturers engaged to validate the products to ensure that the product is ready to be implemented in the learning activity. Having been validated by the experts and lecturers, the product was implemented in the learning process by engaging 40 undergraduate students of Informatics Education. In the evaluation stage, the students asked to investigate and evaluate the user experience (UX) of this learning innovation product by answering several questions provided in the questionnaire. User Experience Questionnaire (UEQ) is used to analyze and also benchmark the product. The results of the UX analysis and the benchmark confirm that the attractiveness and the pragmatic quality of the product are good. On the other hand, the results also gave us valuable information for enhancing the hedonic quality of the product.
Although online e-learning environments are increasingly used in university courses, manual assessment still dominates the way students are graded. Interactive judges providing a pass/fail verdict based on test sets a...
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Today’s digital age makes it possible for people to communicate via video or images. Therefore, computer graphics is part of the elementary school curriculum. The paper is aimed at updating computer science education...
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