In at the Deep End: An Activity‐Led Introduction to First Year Creative Computing

Misconceptions about the nature of the computing disciplines pose a serious problem to university faculties that offer computing degrees, as students enrolling on their programmes may come to realise that their expectations are not met by reality. This frequently results in the students’ early disengagement from the subject of their degrees which in turn can lead to excessive ‘wastage’, that is, reduced retention. In this paper, we report on our academic group’s attempts within creative computing degrees at a UK university to counter these problems through the introduction of a 6 week long project that newly enrolled students embark on at the very beginning of their studies. This group project, involving the creation of a 3D etch‐a‐sketch‐like computer graphics application with a hardware interface, provides a breadth‐first, activity‐led introduction to the students’ chosen academic discipline, aiming to increase student engagement while providing a stimulating learning experience with the overall goal to increase retention. We present the methods and results of two iterations of these projects in the 2009/2010 and 2010/2011 academic years, and conclude that the approach worked well for these cohorts, with students expressing increased interest in their chosen discipline, in addition to noticeable improvements in retention following the first year of the students’ studies.     

Computational Geometry Education for Computer Graphics Students

The paper surveys main features of computational geometry and presents the argument that a course oriented to applied computational geometry should be a part of the computer graphics curriculum, as it teaches effective algorithmic methods and helps to develop abstract thinking. Possible contents of the course and forms suitable and interesting for computer graphics students are discussed. The students' feedback on such a course has been mostly positive.     

eNVyMyCar: A Multiplayer Car Racing Game for Teaching Computer Graphics

The development of a computer game is widely used as a way of conveying concepts regarding Computer Science. There are several reasons for this: it stimulates creativity, it provides an immediate sense of achievement (when the code works), it typically covers all the aspects of an introductory course, and it is easy to find ideas just by looking around and finding stimulation from one's environment and from fellow students. In this paper we present eNVyMyCar, a framework for the collaborative/competitive development of a computer game, and report the experience of its use in two Computer Graphics courses held in 2007. We developed a multiplayer car racing game where the student's task is just to implement the rendering of the scene, while all the other aspects, communication and synchronization are implemented in the framework and are transparent to the developer. The innovative feature of our framework is that all on‐line users can see the views produced by their fellow students. This motivates students to improve their work by comparing it with other students and picking up ideas from them. It also gives students an opportunity to show off to their classmates.     

Virtual Reality Course—A Natural Enrichment of Computer Graphics Classes

This paper shows how the Virtual Reality (VR) course can naturally extend and practice a wide range of Computer Graphics (CG) principles and programming techniques. Thanks to real‐time processing requirements, attention is paid to efficient modeling conventions, time‐saving rendering approaches, and user interfaces allowing a smooth navigation in a virtual environment. All these issues play an important role especially when designing virtual worlds targeted to the web, i.e. utilizing VRML/X3D standards. The paper presents a structure and related information of the VR course that has been taught at various universities during the last 6 years. Our experience clearly demonstrates that students appreciate its contents even if they already completed courses on 3D graphics.     

Interactive Graphics for Computer Adaptive Testing

Interactive graphics are commonly used in games and have been shown to be successful in attracting the general audience. Instead of computer games, animations, cartoons, and videos being used only for entertainment, there is now an interest in using interactive graphics for ‘innovative testing’. Rather than traditional pen‐and‐paper tests, audio, video and graphics are being conceived as alternative means for more effective testing in the future. In this paper, we review some examples of graphics item types for testing. As well, we outline how games can be used to interactively test concepts; discuss designing chemistry item types with interactive 3D graphics; suggest approaches for automatically adjusting difficulty level in interactive graphics based questions; and propose strategies for giving partial marks for incorrect answers. We study how to test different cognitive skills, such as music, using multimedia interfaces; and also evaluate the effectiveness of our model. Methods for estimating difficulty level of a mathematical item type using Item Response Theory (IRT) and a molecule construction item type using Graph Edit Distance are discussed. Evaluation of the graphics item types through extensive testing on some students is described. We also outline the application of using interactive graphics over cell phones. All of the graphics item types used in this paper are developed by members of our research group.     

Experimental Feedback on Prog&Play: A Serious Game for Programming Practice

This paper presents an experimental feedback on a serious game dedicated to strengthening programming skills. This serious game, called Prog&Play, is built on an open source real‐time strategy game. Its goal is to be compatible with different students, teachers and institutions. We based its evaluation on an iterative process that allows to implement the game and carry out experimentations in several contexts. Through this assessment, we define a framework which has been tested by third parties and we analyse both positive and negative points to improve the project. Evaluation is indeed beneficial and enables you to establish communication about the implemented practices.     

Teaching, Exploring, Learning—Developing Tutorials for In-Class Teaching and Self-Learning

This paper presents an experience report on a novel approach for a course on intermediate and advanced computer graphics topics. The approach uses Teachlet Tutorials, a combination of traditional seminar–type teaching with interactive exploration of the content by the audience, plus development of self-contained tutorials on the topic. In addition to a presentation, an interactive software tool is developed by the students to assist the audience in learning and exploring the topic's details. This process is guided through set tasks. The resulting course material is developed for two different contexts: (a) for classroom presentation and (b) as an interactive, self-contained, self-learning tutorial. The overall approach results in a more thorough understanding of the topic both for the student teachers as well as for the class participants. In addition to detailing the Teachlet Tutorial approach, this paper presents our experiences implementing the approach in our Advanced Computer Graphics course and presents the resultant projects. Most of the final Teachlet Tutorials were surprisingly good and we had excellent feedback from the students on the approach and course.     

Teaching Quaternions is not Complex

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 which actually achieves rotation, can often be baffling even after students have 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 q v is naively used to rotate vectors, and how the similarity transform fixes the problem.