No abstract

With advancements in computer graphics, creating natural images has always been the main purpose, image rendering is all based on principles of physics. So, understanding the physics of image rendering will enable us to create the most realistic images. A ray of light hit a surface with different orientation and reflects as per the rules of physics. It is difficult to calculate the light reflection of complex foliage, such as trees, so, the reflection of this natural complexity needs to be adapted to rendering situations. In this research, the researchers provide demonstrations to enable students to understand the light reflection in nature, light calculation in computer graphics and methods to apply them to render realistic tree images. The researchers assign students to render 3D realistic tree images to assess the students’ understanding by applying the diffuse reflection value, specular reflection value and surface normal direction to render realistic tree images. The researchers find that most students understand of diffuse reflection, specular reflection, and surface normal direction causes the rendering results to be most realistic.

As the technology continues to advance, it becomes imperative to use technology as a tool for learning. In learning 3D animation field, digital sculpting skills are one of the important skills for students; however, each student has different learning ability, which are obstacles in doing digital sculpting. In this research, we use the social media and lecturer's direct instructions to promote students' digital sculpting skills. In methodology, we create a learning management plan of our learning method, then let the students practise digital sculpting by using video sharing and group discussion via Facebook group, together with lecturer's direct instructions both inside and outside the classroom. Analysis shows that the students have improved their digital sculpting skills and are satisfied with this learning method. Social media and lecturer's direct instructions act as a useful learning method and instrument for students' discussion, practising and researching.

Nested dielectrics refer to non-metallic objects which do not conduct electricity modelled within other non-metallic objects. It is a difficult problem to render in this situation, especially transparent objects. In 3D rendering, when nested dielectric objects need different physical rendering properties such as a glass of cola and ice for having realistic results from rendering, it can cause confusion in rendering and results in negative learning effects for students. In this research, we use 5E inquiry to teach nested dielectrics objects rendering. The assignment is given to the students to evaluate their understanding. We divide the rubric score into 3 parts: key concepts in physics of light absorption, refractive index followed by the 3D modelling approach, and finally, applying physics concepts for nested dielectric objects rendering. The results were analysed from students’ scores in each part. It is found that learning with this sequence, 20 percent of students can understand clearly, 68 percent partially understand and 12 percent misunderstand.