Abstract
Line clipping is a fundamental topic in an introductory computer graphics course. An understanding of a line-clipping algorithm is reinforced by having students write actual code and see the results by choosing a user-friendly integrated development environment such as Scratch, a visual programming language especially useful for children. In this article a new computation method for 2D line clipping against a rectangular window is introduced as a Scratch extension in order to assist computer graphics education. The proposed method has been compared with Cohen-Sutherland, Liang-Barsky, Cyrus-Beck, Nicholl-Lee-Nicholl and Kodituwakku-Wijeweera-Chamikara methods, with respect to the number of operations performed and the computation time. The performance of the proposed method has been found to be better than all of the above-mentioned methods and it is found to be very fast, simple and can be implemented easily in any programming language or integrated development environment. The simplicity and elegance of the proposed method makes it suitable for implementation by the student or pupil in a lab exercise.
Highlights
Introduction and MotivationResearch in Computer Graphics education occurs mainly around the two following topics: (a) pedagogy and practice of teaching Computer Graphics, or CG for short, and related technology, as well as (b) the setup of new and specific curricula, often in relation with other curricula, such as art and design; see [20]
Teaching computer graphics to secondary education or undergraduate students seems to be more of a brain teaser by many instructors since there is a lot of mathematics involved in drawing even simple shapes
Students often tend to complain and discomfort, because of the advanced mathematic concepts they have to comprehend and because they have to use a programming language to transform these concepts into graphics
Summary
Introduction and MotivationResearch in Computer Graphics education occurs mainly around the two following topics: (a) pedagogy and practice of teaching Computer Graphics, or CG for short, and related technology, as well as (b) the setup of new and specific curricula, often in relation with other curricula, such as art and design; see [20]. The proposition that CG is a form of introduction to computing in Further and Higher Education for students from Secondary Education with some knowledge of the subject is considered in [1]. Fundamental graphics techniques are a core topic in the computing body of knowledge. Teaching these techniques to today’s computer science or ICT pupils or students presents a pedagogical challenge. Teaching computer graphics to secondary education or undergraduate students seems to be more of a brain teaser by many instructors since there is a lot of mathematics involved in drawing even simple shapes. Instructors often choose to use as simple concepts as possible and a user-friendly integrated development environment, or IDE for short
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