Technologies and Tools to Support Teaching and Learning Computer Graphics

Suselo, Thomas; Wünsche, Burkhard C.; Luxton-Reilly, Andrew

doi:10.1145/3286960.3286972

Cited by 17 publications

(4 citation statements)

References 33 publications

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“…The role of ICT in scientific and technical higher education is to generate environments for active learning and the development of concepts from the most experimental, graphic, and visual approach as possible, with a certain prevalence of cooperative and collaborative work, and that are at the forefront of the technological revolution characteristic of the fourth industrial revolution (Gutiérrez, Pérez & Munguía, 2022). Their use, however, has been lower in science and engineering education than in other areas due to the complexity of transferring their specific concepts to digital environments and the need for experimentation in these degrees, which requires incorporating tools such as computer graphics (Wang, 2011;Suselo, Wünsche & Luxton-Reilly, 2019;Fedotov, Zakharova & Alymova, 2022), virtual and augmented reality (Vergara, Sánchez, Garcinuño, Rubio, Extremera & Gómez, 2019;Extremera, Vergara, Dávila & Rubio, 2020;Vergara, Fernández-Arias, Extremera, Dávila & Rubio, 2022b;Extremera, Vergara, Rodríguez & Dávila, 2022), computational dynamics (Potkonjak, Gardner, Callaghan, Mattila, Guetl, Petrović et al, 2016), or clinical simulations (Foronda, Godsall & Trybulski, 2013).…”

Section: Ict In Science and Technology Higher Education: Families Of ...mentioning

confidence: 99%

Impact of the covid-19 pandemic on the use of ICT tools in science and technology education

Antón‐Sancho

Fernández‐Arias

Vergara

2023

J. Technol. Sci. Educ.

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This article analyzes the self-concept about digital competence in university professors of Sciences, Health Sciences and Engineering and the impact that the COVID-19 pandemic has had on the Information and Communication Technologies (ICT) use habits of professors in these areas. For this purpose, a survey designed by the authors was completed by 340 university professors in the aforementioned areas. Based on the answers obtained from this survey, a descriptive quantitative analysis of the assessments of the self-concept of digital competence and training of the participants, of the didactic use of ICT and the frequency of their use before and after the pandemic has been carried out. The results showed that the digital competence of the professors is intermediate, but their training is valued as low, especially in Sciences and Health Sciences. The assessment of ICT is very good. The pandemic has caused a generalized increase in the use of ICT, mainly in Health Sciences, which is the area in which university students were most reluctant to use them. In addition, a gender gap which did not exist before the pandemic has been generated favoring females in the use of ICT in Science and Engineering. An age-based digital gap that existed before the pandemic has also been corrected in Health Sciences.

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Section: Ict In Science and Technology Higher Education: Families Of ...mentioning

confidence: 99%

Impact of the covid-19 pandemic on the use of ICT tools in science and technology education

Antón‐Sancho

Fernández‐Arias

Vergara

2023

J. Technol. Sci. Educ.

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“…Furthermore, given that automated feedback is commonly used in the field of programming education, partially due to the fact that many aspects of programming can be formalized and thus assessed automatically, there is a substantial number of studies that provide a review of the systems designed for automatic grading (Caiza and Del Alamo, 2013), or automated feedback in programming exercises (Le et al, 2013;Keuning et al, 2018). Similarly, other literature reviews have been focused on tutoring systems within a particular domain or educational task, such as teaching computer graphics (Suselo et al, 2019), science education (Zacharia et al, 2015) and foreign language learning (Golonka et al, 2014).…”

Section: Introductionmentioning

confidence: 99%

A review of automated feedback systems for learners: Classification framework, challenges and opportunities

Deeva

Bogdanova

Serral

et al. 2021

Computers & Education

136

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“…The subject of real-time global illumination is also little addressed in the literature of technologies and tools designed for learning computer graphics [10]. Several tools have been proposed for learning offline global illumination methods, such as ray tracing, but without touching on the subject of real-time photorealism.…”

Section: Learning Real-time Global Illumination Methodsmentioning

confidence: 99%

A Framework for Learning and Rapid Implementation of Real-Time Global Illumination Methods

et al. 2022

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Photorealism has become a growing requirement for real-time graphics applications. Among the components needed to obtain photorealism, one of the most important is the simulation of the light transport, the result of which is called global illumination. With the growing interest in the research in this field, the need to develop a learning approach for the methods that produce real-time global illumination and a technological basis have become important topics. In this paper, we present a framework for the rapid development and testing of such methods. The framework itself does not contain their implementations, but contains a set of components that underlie them. It has been developed with a multi-pass architecture that allows the reuse of pass implementations in several technique pipelines. Moreover, this framework can be used in the process of learning real-time global illumination methods thanks to an editor with graphical user interface (GUI) that offers a rich amount of information and a set of such methods, created in the framework for demonstration purposes. We evaluated the proposed framework in two ways. First, through a comparative analysis with other frameworks, which have been created or at least can be used for educational purposes and the rapid implementation of real-time global illumination techniques. The second evaluation was made for the applicability of the framework in learning by using it as software support in the process of testing global illumination knowledge on eight participants with background in computer graphics.

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Technologies and Tools to Support Teaching and Learning Computer Graphics

Cited by 17 publications

References 33 publications

Impact of the covid-19 pandemic on the use of ICT tools in science and technology education

Impact of the covid-19 pandemic on the use of ICT tools in science and technology education

A review of automated feedback systems for learners: Classification framework, challenges and opportunities

A Framework for Learning and Rapid Implementation of Real-Time Global Illumination Methods

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