Graphics Course Research Articles

THE SIGNIFICANCE OF THE CREDIT-MODULE SYSTEM IN STUDYING THE SCIENCE OF ENGINEERING COMPUTER GRAPHICS

This article highlights the special importance of organizing the engineering computer graphics course through the credit-module system, which plays a significant role in developing students' creative abilities and ensuring quality in the lesson process through modular teaching.

Method and Practice of Digital Graphics Course Based on Knowledge Graph of New Quality Productive Forces

Method and Practice of Digital Graphics Course Based on Knowledge Graph of New Quality Productive Forces

An Experiential Learning Approach for Enhancing Performance of First Year Engineering Students in Engineering Graphics Course

Abstract— Engineering Drawing is a crucial and mandatory course for first-year engineering students. This subject plays a vital role in enhancing students' ability to visualize, imagine, and effectively illustrate concepts. It aids them in expressing their ideas clearly and swiftly, comprehending drawings produced by others, and devising effective designs. The curriculum covers essential topics like projection, sectioning, and the development of solids such as prism, pyramid, cylinder, cone, cube, and tetrahedron. These topics help students develop the ability to conceptualize, visualize, and create drawings according to specific requirements. The achievement of learning outcomes related to these subjects is hindered by the challenges faced by first-year engineering students, including their lack of fundamental knowledge in technical drawing and limited abilities in imagination and visualization. As a result, their performance in these areas tends to be subpar. To address this issue, a practical "learning by doing" approach is introduced alongside traditional classroom instruction. This strategy aims to boost the visualization, imagination, and technical drawing proficiency of first-year engineering students. This article outlines the author's endeavors to enhance students' visualization, imagination, and drawing skills. The focus is on involving students actively in both classroom and extracurricular learning. By methodically incorporating a "learning by doing" approach, there has been a notable enhancement in student engagement, achievement of course objectives, and overall performance in the course assessments. The topic of development of solids was completely taught with this method. This activity resulted increase in the CO attainment, active participation and engagement of the students in the class room as well as outside of the classroom. Following the implementation of this activity, there was a substantial rise of 17.30% in the accomplishment of course outcome, coupled with a notable increase of 25.34% in the students' learning index. Keywords— Course Learning Outcome, Engineering Graphics, learning by doing

Курсовая работа по инженерной графике как первый опыт конструирования

One of the priorities for higher education and the country as a whole today is serious engineering education. Geometric and graphic disciplines are the first ones directly related to the specialty in the curricula of any technical field of training. The extent of this stage cannot be underestimated: they carry out the required program work, students study the rules and modern means of developing design documents, and receive basic knowledge to continue mastering specialized courses.
 However, simply knowing the standards or being able to work with computer-aided design tools to solve engineering problems is not enough. A design engineer is a creator, an inventor. This means that one of the main tasks of teachers is to form a systematic technical, design thinking based on developed spatial imagination, the ability to think comprehensively, logically and creatively, and manifested in the ability to take specific actions to solve emerging problems and tasks, make decisions to achieve a specific result in the form of a technical product, a finished design based on the selected technology.
 This article explores the possibilities of including design elements in educational tasks at the initial stage of training students of mechanical engineering specialties. A description of the course work carried out in the third semester as part of the engineering graphics course at Peter the Great St. Petersburg Polytechnic University is presented.
 According to the assignment, students develop design documentation for the product according to the diagram, description of the operating principle of the device and drawings of the main parts, make, if necessary, changes to the design to increase the manufacturability of parts and assembly and improve the technical and consumer properties of the product, and one of the parts, as directed teacher, is replaced by a welded assembly unit.
 The article sets the goals and objectives of the work, describes the stages of implementation and the role of the teacher, and also developed a training manual to ensure independent work of students. An assessment was made of the first experience of using the technique. Conclusions and recommendations are presented.

Designing Interactive Multimedia Computer Graphics Using The 4D Method as Self-Directed Learning for Students

The process of Self-directed learning of students using modules or consulting by asking for online explana-tions to lecturers is still not effective, especially for Computer Graphics courses that prioritize psychomotor aspects, namely skills. This research aims to develop learning media in the form of interactive multimedia to support Self-directed learning of Computer Graphics course students. This research uses the type of develop-ment research or Research and Development. The development procedure used adopted Thiagarajan's 4D model. This research produces multimedia products consisting of an initial page, the main menu page includes introduction, material, developer profile and quiz or evaluation. The multimedia developed effectively improves student learning outcomes through Self-directed learning in terms of an increase in the average score of pre-test and post-test results from 67.22 to 82.41, which means that there is an increase in student learning out-comes by 15.19%.

Teaching Engineering Graphics through Digital Presentations for Engineering Students

Abstract: All new students at the University of Prishtina “Hasan Prishtina”, Faculty of Mechanical Engineering, take an Engineering Graphics course in the first semester. The subject is divided into two sections: Technical Drawing and Descriptive Geometry. To teach lectures, professors use didactic equipment such as LCD projectors and drawing on the table. Assistants demonstrate exercises by drawing mechanical parts in the table. In 2014, teachers began using digital presentations with animations in their lectures. They contain developed presentations using PowerPoint software with stepby- step animations of mechanical parts. The paper examines the effectiveness of this methodology from both the student and teacher perspectives. The study is based on a survey of students, teachers’ experiences, and a comparison of exam results. The analysis discusses the methodology's effectiveness, presentation quality, knowledge gained, ease of learning, impact on exam pass rate, and other benefits.The following are some key findings from this paper: students accept and favor this teaching methodology; it is more effective than hand drawing; it has a significant impact on exam pass rates; and it is simple to understand the lectures. Teachers like this methodology because it allows for step-by-step explanation with animations; repeating options; presentations are created only once, easy corrections, developing many examples of mechanical parts with less effort, and students can easily access them. The paper contributes to a new teaching methodology for students in their first year of Engineering studies, Bachelor level, in the subject of Engineering Graphics. Keywords: Engineering graphics, Teaching methodology, Digital presentations, Animations, Higher education, Teaching survey.

Cabaran dan Keperluan Pengajaran Guru dalam Mata Pelajaran Grafik Komunikasi Teknikal di Sekolah Menengah Kebangsaan

The Technical Communication Graphics (GKT) course aims to produce knowledgeable, skilled, imaginative, creative, and innovative students so they can communicate effectively and confidently through graphics in various technological fields. However, the study on the challenges and teaching needs of GKT teachers has not been explored since its introduction in 2017. Therefore, this study aimed to determine the challenges faced by GKT teachers and their needs in teaching this subject. This survey received responses from 217 GKT teachers from across Malaysia. This study employs a questionnaire with both closed and open questions. The data collected for the closed questions were analysed with Statistical Package for the Social Sciences (SPSS) version 27 software to obtain the mean score, standard deviation, frequency, and percentage. In the meantime, a thematic analysis of open questions regarding teachers' teaching challenges and needs has been conducted. With an overall mean score of 3.17 and a standard deviation of 0.65, the study reveals that the level of teaching challenges faced by GKT teachers are moderately low. In contrast, the level of teachers' needs in teaching GKT subject is high in all aspects, including teaching aids, professionalism development courses, diversity of teaching strategies, and teaching and learning activities based on learning styles, with a mean value of 4.31 and a standard deviation of 0.63. In addition, theme analysis for open-ended questions reveals that teachers require adequate basic teaching facilities, engaging teaching aids, professionalism development courses, effective teaching strategies, as well as adequate teaching time allocation and budget. Overall, stakeholders must pay close attention to the obstacles faced by GKT teachers and provide the best support for their needs to enhance the quality of GKT instruction and student achievement in this subject.

ОСОБЕННОСТИ МЕТОДИКИ ОБУЧЕНИЯ ИНОЯЗЫЧНЫХ СТУДЕНТОВ ИНЖЕНЕРНОЙ ГРАФИКЕ

The article provides examples ofpractical recommendations for successful mastery of the engineering graphics course by foreign students. A methodology for conducting classes is proposed, aimed at increasing the academic performance and effectiveness of teaching students with poor command of the Russian language. An assessment was made of the perception of students in the preparatory department of engineering graphics classes.

Analysis of Learning Needs for Visual Communication Design Students for the Latest Graphics Teaching Materials

This research aims to analyze the learning needs of students in the Visual Communication Design Program in developing teaching materials for the latest graphics topics. The research methods employed include qualitative and quantitative descriptive analysis methods. The research steps involve identifying learning needs through data collection, data analysis, and the interpretation of graphic learning materials, through interviews, observations, questionnaires, and literature review. The findings of this research will provide comprehensive insights into students' perspectives and preferences regarding the Graphics course. The collected data will be used to support the development of teaching materials that are more aligned with students' needs and relevant to current industry trends. This research is expected to make a significant contribution to improving the quality of education in the Visual Communication Design Program and preparing students to face the challenges in the ever-evolving world of graphic design. The research shows that students need teaching materials on graphic topics that are easy to understand, contain the latest and industry-relevant content, and have clear and engaging visualizations. Based on these findings, the researcher suggests that the development of graphic teaching materials should prioritize students' learning needs as the primary target.

Development of E-learning Teaching Materials Graphic Media Development Course for Students’ Educational Curriculum and Technology

This study aims at identifying the feasibility and efficacy of e-learning material for graphic media development subject by using the e-learning material provided by Universitas Negeri Surabaya. The study takes place in The Department of Technology of Education, Universitas Negeri Surabaya. The subject involves students who have participated in media graphic course. The samples are selected through simple random sampling with the amount of samples in experiment and control class is 30 students each. This development research is carried out using the development model of Four-D Model with the stages of Define, Design, Develop, Disseminate. The validation test on each unit of test proved that all of them are considered valid at Sig. 5%, while the reliability coefficient of the test is = 0.83. Feasibility test on the material and media each gains 88.5% and 87.7%, which means very feasible to apply. The effectiveness test on the e-learning material is conducted using quasi experimental group analysis technique. Based on the Independent sample t test, it was gained that (p < 0.05). N-Gain from the experiment class is 0.6 which categorized as fairly effective, while the N-Gain of the control class is 0.45 and perceived as less effective. The findings presented that e-learning material is deemed feasible and fairly effective to be used during the teaching and learning activity and could improve the students’ learning outcome.

ГЕОМЕТРИЧЕСКИЕ ОБРАЗЫ НАНОКЛАСТЕРОВ ПО ОКТАЭДРИЧЕСКОЙ ЛИНИИ

Interest in cluster physics increased at the edge of the second half of the 20th century, while the word «cluster» itself appeared (Eng. cluster «cluster, brush, swarm». Recently, the concept of «cluster» has become relevant due to the trend in the development of nanomaterials. Such nanomaterials obtained using unconventional growth mechanisms are extremely interesting in the field of electronics, photonics and are of great interest for catalysis. The structure and properties of nanoobjects, as well as the technologies of their application and modification are determined by the composition, structure, complex of physical (including quantum mechanical) properties, chemical properties and patterns. In the article, using computer graphics, visualization is considered and visual geometric images of nanoclusters are presented, which allow students to avoid a primitive geometric representation of nanoobjects and serve as motivation to study other natural science subjects. The knowledge and skills laid down by students in the course of engineering and computer graphics are applied to the study of the laws of the processes in the nanowire by the example of the principles of constructing geometric models of nanoclusters along an octahedral line using 3D modeling. The features of the morphology of nanoobjects that determine the relevance of the modernization of students' training in the application of interrelated skills of such disciplines as «Nanomaterial Science», «Nanotechnology», «Engineering and computer graphics» are considered. The content of the article is intended for specialists working in the fields of nanotechnology and can be useful for graduate students and students studying in the fields of «Electronics and microelectronics» and «Nanotechnology», as well as for students of technological specialties of mining and geological and architectural and construction profile.

Creating group drawings for the same type of products in the Autodesk Inventor program environment

This article describes an algorithm for constructing models of the same type of parts with the subsequent execution of a group drawing and a detailed description of all operations and commands performed in the Autodesk Inventor environment. Information is provided on the design of group drawings in accordance with the standards of the Unified System of Design Documentation. In mechanical engineering, there are products that include several parts of the same type that have common design features. In order to reduce the total volume of design documentation when developing a group of products with common design features, it is necessary to carry out common group and basic design documents for such products instead of single documents for each execution of a product from this group. Thus, as a result of reducing the costs of drafting, manufacturing and registration of working drawings, the economic efficiency of unification and standardization of design documentation is achieved. The group design document contains permanent data reflecting the general design features of a group of products, and variable data characterizing some differences of products in this group. The rules for the execution and handling of group and basic documents are established by GOST 2.113–75. Products for which one group main design document (a group drawing of parts or a group specification) is executed are considered as a group of designs. At the same time, it should be possible to independently manufacture, use and account for each execution. For such parts, it is advisable to perform one group drawing containing all the necessary information about two or more such parts. A group drawing of products significantly reduces the number of technical documents and allows you to speed up the release of a set of drawings. The article presents the rationale for the introduction of such graphic works for students studying the course of engineering and computer graphics.

Interpretive analysis of online teaching labs constructed using moodle during the pandemic period

The Algerian Ministry of Higher Education announced the closure of universities and switched to distance teaching due to the strong and rapid spread of COVID-19. The pandemic that forced this change created many obstacles to pedagogy. In fact, many related issues had to be resolved and other alternative teaching strategies examined. This article defines a strategy that ensures the pedagogical continuity of laboratory practical work of computer graphics course in a COVID- 19 context. It also includes data analysis of student satisfaction questionnaire on the lab work strategy quality. As a result of this research, the success rates in the graphics design course reached 91,79% and students' grades ranged from 4.33/20 to 18.17/20. This result is consistent with the combined-type graphical representation of COLLES. Guidelines and best practices are provided for performing online learning labs, including the university's online learning platform as well as different teaching scenarios, tutoring and peer assessment techniques. Computer science instructors can use this innovative strategy to develop content-specific courses, establish recommended skills, and deploy technology to improve their teaching methods.

МЕТОДИЧЕСКАЯ СИСТЕМА ПРОВЕДЕНИЯ ЗАНЯТИЙ НА КАФЕДРЕ «ИНЖЕНЕРНАЯ ГРАФИКА» РТУ МИРЭА

The general requirements for geometric and graphic training of students of technical universities are listed. The structure of the innovative methodological system of holding lessons is given. The tasks solved by the components of the system are listed. Each part is considered in detail. The method of holding lessons includes a scalable basic geometric and graphic course, a three-level student training system, an additional super-advanced level for students who study on individual trajectories and take part in olympiad, scientific, practical or competitive activities, electronic resources and multimedia teaching materials that allow to support the educational process for students experiencing difficulties in the usual mode, control measures to ensure the independence of the work of students. The possibility of scaling the basic geometric-graphic course, as well as the level differentiation of practical tasks, are illustrated by examples. The methodology for holding practical lessons includes dividing tasks into subtasks and elementary steps that are available for the vast majority of students to complete. It is noted that this technique is successfully transferred to the remote mode. The professional components of the methodological system are course projects, coursework and elective courses. Examples are given. Two interpretations of the term "practice-oriented learning" are given. It is noted that the proposed methodological system implements practice-oriented learning "in the broadest sense". The information resources that provide informational and methodological support for geometric and graphical preparation are listed. Their brief description is given. A general description of the advanced training program developed at the Department of Engineering Graphics of the RTU MIREA is given, which allows to partially solve the problem of the lack of qualified lecturers of geometric and graphic disciplines in higher education. Conclusions are drawn about the possibilities of the proposed methodological system: it allows to increase students' motivation to study the geometric-graphic course, to organize independent work of students, to provide the required performance indicators. It is also noted that the proposed methodological system allows to save an important pedagogical component - mentoring.

Аxonometric transformations of a complex drawing

When drawing up technical drawings, it is sometimes necessary to have visual representations along with images of objects in the orthogonal projection system. For such images, the method of axonometric projection is used (axonometry is a Greek word, literally translated as measurement along the axes; axon means axis, metreo means measuring). The essence of the axonometric projection method: an object, together with the axes of rectangular coordinates to which it is assigned in space, is projected onto a certain plane so that none of its coordinate axes is projected onto it at a point. In this case, the object itself is projected onto this projection plane in three dimensions. In this case, the dimensions of the object in axonometric projections along all three axes are distorted. The change in linear dimensions along the axes is characterized by the distortion indices (coefficients) along the axes. The distortion index is the ratio of the length of a segment on the axonometric axis to the length of the same segment on the corresponding axis of the rectangular coordinate system in space. The purpose of this paper is to construct an axonometric projection of a circle located in the plane of general position using classical methods of descriptive geometry - methods of transforming a complex drawing. Axonometry stands alone in descriptive geometry, which is due to the theoretical multitude of approaches in which the coordinate system is a model of geometric space. Certain difficulties in mastering axonometry are related not only to this but also to its insufficient methodological support. Thus, in the definition of axonometric projection, the standards do not contain key phrases about the orientation of the object and the associated coordinate system relative to the projection direction, which should not be parallel to any coordinate axis. There is no clarity about axonometric planes, their location relative to the main planes in rectangular projection. The article describes a method for constructing an axonometric projection of a circle located in the plane of general position relative to the planes formed by axonometric axes. An example of constructing an ellipse - a projection of a circle for a projecting plane - is given, which can be extended to the conditions of the plane of general position without fundamental changes. The proposed article can be recommended for students who study descriptive geometry and engineering graphics courses in depth, and can also be useful for young teachers as a supportive material in working with students.

Vulkan all the way: Transitioning to a modern low-level graphics API in academia

For over two decades, the OpenGL API provided users with the means for implementing versatile, feature-rich, and portable real-time graphics applications. Consequently, it has been widely adopted by practitioners and educators alike and is deeply ingrained in many curricula that teach real-time graphics for higher education. Over the years, the architecture of graphics processing units (GPUs) incrementally diverged from OpenGL’s conceptual design. The more recently introduced Vulkan API provides a more modern, fine-grained approach for interfacing with the GPU, which allows a high level of controllability and, thereby, deep insights into the inner workings of modern GPUs. This property makes the Vulkan API especially well suitable for teaching graphics programming in university education, where fundamental knowledge shall be conveyed. Hence, it stands to reason that educators who have their students’ best interests at heart should provide them with corresponding lecture material. However, Vulkan is notoriously verbose and rather challenging for first-time users, thus transitioning to this new API bears a considerable risk of failing to achieve expected teaching goals. In this paper, we document our experiences after teaching Vulkan in both introductory and advanced graphics courses side-by-side with conventional OpenGL. A collection of surveys enables us to draw conclusions about perceived workload, difficulty, and students’ acceptance of either approach. In doing so, we identify suitable conditions and recommendations for teaching Vulkan to both undergraduate and graduate students.

Facilitative Teaching Utilizing Active Learning Modules in Engineering Graphics: A Model for Promoting Success and Engagement in Technology and Engineering Education

Success in post-secondary engineering graphics courses in technology andengineering often relies on self-efficacy, academic success, and mental rotationabilities. Using a facilitative instructor model, the Improving UndergraduateSTEM Education (IUSE) team applied active learning modules as supplementalmaterial at two post-secondary institutions in the United States of America, thenused a quasi-experimental design iterative study approach to investigate impactsin an introductory engineering graphics course. Active learning modules werecomposed of ten units that engaged students through relatable examples andpractices of foundational principles and applications of engineering graphics thatare heavily applicable to the Standards for Technological and EngineeringLiteracy. The modules were presented to students through an online learningmanagement system that encouraged elements of self-regulated learning.Measurements of self-efficacy, mental rotation ability, and academic successwere gathered. Differences in academic and non-academic indicators wereexamined in combination with students at risk of non-matriculation and studentsnot at risk of non-matriculation subgroups. Results from paired t-tests supportedprevious findings that there are positive impacts of supplemental materialsavailable to students. Students at risk of non-matriculation benefited from thecombination of active learning modules and supplementary video tutorialsresulting in greater self-efficacy and higher final exam scores than at-riskstudents whose modules did not include video tutorials. Students not at risk ofnon-matriculation had higher levels of self-efficacy and mental rotation abilitywhen video tutorials were not included. With this information, engineering,engineering education, and other STEM programs can model elements of activelearning modules to promote early student success in both subgroups.Furthermore, the IUSE team has published the material through open access foreducators and students to utilize.

Принципы построения геометрических моделей нанокластеров по тетраэдрической линии

In connection with the development of new methods of nanotechnology, the article discusses the features of the morphology of nanoobjects that determine the relevance of the modernization of the training of undergraduates in the study of the disciplines «Nanomaterial Science», «Nanotechnology», «Descriptive geometry, engineering and computer graphics» and «Computer modeling».
 Recently, the concept of «cluster» has become relevant due to the trend in the development of nanomaterials. Such nanomaterials obtained using unconventional growth mechanisms (including oriented attachment) are extremely interesting in the field of electronics, photonics and are of great interest for catalysis.
 The article considers homoatomic clusters constructed from identical structural units. The desire to minimize energy is expressed in the tendency to the densest arrangement of structural units in the cluster. This allows us to assert that cluster structures with the maximum number of connections per structural unit will be the most stable; that clusters tend to a quasi-spherical shape (i.e., cluster sizes along three Cartesian axes should be close if possible, while dense structures are formed, the surface of which is minimal, and the number of connections is maximum); that clusters with higher symmetry are preferable (identical structural units composing the cluster framework should strive to stay in an indistinguishable state and position from each other).
 The work applies the knowledge and skills laid down by students in the course of engineering and computer graphics to the study of the patterns of processes in the nanowire on the example of the principles of building nanoclusters along a tetrahedral line using three-dimensional modeling in the Autodesk 3ds Max environment. Visualization and visual representation of geometric images of nanoclusters will allow students to avoid a primitive geometric representation of nanoobjects and will serve as motivation to study other natural science subjects.
 The content of the article is intended for specialists working in the fields of nanotechnology, solid-state electronics, micro- and nanoelectronics, micro- and nanosystem technology, thin-film sensors.

РАЗРАБОТКА КОМПЕТЕНТНОСТНОЙ МОДЕЛИ ТРЕБОВАНИЙ К РЕЗУЛЬТАТАМ ОБУЧЕНИЯ СПЕЦИАЛИСТОВ СФЕРЫ КОМПЬЮТЕРНОЙ ГРАФИКИ И ИГРОВЫХ СПЕЦЭФФЕКТОВ

Today, the industry of computer graphics and game special effects and its application in the development of computer games, virtual/augmented reality (Ar / Vr) occupies a leading position in all areas of life. The training of specialists for the computer graphics and animation industry is very important. However, today, in higher educational institutions there are no disciplines that consider the knowledge and skills of working with computer graphics and special effects for game development and Ar / Vr. The computer games industry is mainly self-taught, who study independently in certain areas of graphics from separate courses. There is no complete course in computer graphics for the computer games industry, Ar/Vr. We have decided to develop an electronic course on the discipline “Fundamentals of creating computer graphics and game special effects for the industry of computer games and virtual/augmented reality”. We have presented in detail the description of the development of a computer model of requirements for the results of training of specialists in the field of computer graphics and game special effects in the gaming industry. After analyzing the theory, a list of professions of people who are employed in the industry was described and their functionality was highlighted. Based on previously identified professions, using international standards, the requirements for the competencies of IT specialists in the field of computer games, computer graphics and animation have been formed. From the identified competencies, a competency-based model of requirements for learning outcomes in the subject areas of the computer graphics and animation industry in the computer games industry was synthesized.

Penggunaan Video Sebagai Media Pembelajaran Pada Matakuliah Grafika Komputer

Due to the Covid-19 pandemic in 2019 to 2021, learning activities are carried out online. This is done to reduce physical contact and try to follow the health protocol that has been recommended by the government. For this reason, it is necessary to have learning methods that must be taken, to address this, one of which is the delivery of learning that can be done based on video. This study discusses Video and Powerpoint (PPT) based Computer Graphics learning media, this aims to increase understanding of learning material delivered online (online). In its implementation, video material and PPT for Computer Graphics course semester 6 were made using software (PPT) and Wondershare Filmora Video Editor. As a test sample, the Introduction to computer graphics chapter was taken with Descriptive Analysis using excel, Analysis (Hypothesis Testing) Independent Samples T-Test Method with a significance level of 5% using SPSS, from 9 (nine) respondents, on the material and learning media. Evaluation of learning outcomes used an assessment of the range of scores 1 to 6 (six) for the learning media and 11(eleven) questions related to the understanding of the material. The results showed that the teaching method using video media resulted in an average score of correct answers greater than the average score of correct answers using PPT teaching media. The percentage for video learning media strongly agree (sss) 40.28%, while the PPT learning media assessment strongly agrees (sss) 37.04%.