Graphics Education Research Articles

Using e-textbooks for teaching computer graphics and globalizing It

Using e-textbooks for teaching computer graphics and globalizing It

Three-dimensional modelling technology for computer science education

The article describes the technology of imitation modelling of the educational process using a three-dimensional modelling tool in teaching computer graphics. Based on this technology, a method, a system of teaching methodologies, tools and methodologies have been developed. In addition, mathematical and statistical analysis of the implementation of this technology in the learning process and the results are obtained.

MODELING IN STUDYING COMPUTER GRAPHICS IN THE FUNDAMENTALIZATION OF COMPUTER SCIENCE

The aim of the study was to develop an effective method of teaching computer graphics using information models. The authors conducted a pedagogical experiment, which consisted of two stages: ascertaining and teaching. The experiment involved 30 students and teachers in computer science. At the ascertaining stage, the state of students' practical knowledge and skills in computer graphics was analyzed. The authors had the following tasks at the first stage: to develop and describe the components, evaluation criteria and development levels of the motivation for studying computer graphics; design a diagnostic complex aimed at studying the development of the main components of the motivation for studying computer graphics; to identify the features of the development of the main components and levels of motivation for studying computer graphics in traditional learning environments. The teaching stage allowed to check the effectiveness of the task system developed by the authors, as well as the author’s methodology of using information modeling in computer graphics. In order to test the accuracy of experimental learning, the authors used the method of comparing the level of mastering the educational material of students in the control and experimental classes and the probabilistic method. For this purpose, control tests were conducted, the results of which were subjected to qualitative analysis. The results of the pedagogical experiment indicated the effectiveness of the proposed method of using computer information modeling in teaching computer graphics. Also, the authors developed a set of teaching and applied research tasks.

МЕТОДИКА НАВЧАННЯ КОМП’ЮТЕРНОЇ ГРАФІКИ СТУДЕНТІВ ЗАКЛАДІВ ВИЩОЇ ОСВІТИ

Computer graphics is a leading component of the training of modern specialists. The article presents the model of teaching method the computer graphics based on the interconnection of several components, which are closely related in the educational process, with the choice of appropriate methods, forms and development of teaching methods aimed at forming the professional skills and development of professional work taking into account individual benefits of the student, as well as modern requirements of society and the labor market. In the proposed model of computer graphics teaching method, the following levels are identified: motivational-target, axiological, activity-procedural and reflexive-evaluation. The article emphasizes that the basis of designing the method of teaching computer graphics lies in the interconnection of several components that are closely interwoven in the educational process and associated with the choice of appropriate methods, forms and didactic means of training aimed at the formation of professional skills and the development of professional creativity taking into account the individual preferences of students, as well as modern requirements of society and the labor market.

Teaching Computer Graphics Through a Digital Humanities Project.

Teaching computer graphics in an effective way is a challenging task. Different approaches are proposed in the literature, some focusing on traditional teacher-led lectures, others on interactive teaching methods. This paper describes an experiential learning approach applied in a university-level course in computer engineering. Students were involved in the realization of a digital humanities project, the 3-D modeling of the city of Pavia, Italy, as it was in the 16th century. Traditional lectures introduced key theoretical elements, but students were subsequently given specific assignments and retrieved additional content when completing the tasks assigned to them under the overall guidance of their supervisors.

A Simple and Fast Line-Clipping Method as a Scratch Extension for Computer Graphics Education

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.

Kształcenie w zakresie grafiki w szkolnictwie artystycznym Krakowa, Lwowa i Wilna w latach międzywojennych

Training in graphics in the artistic education of Cracow, Lvov and Vilnius during the interwar years (1918–39)The beginnings of art education in Poland are connected with the cities of Cracow, Vilnius and Warsaw in the 18th and 19th centuries. In the interwar period (1918–39), in addition to the most powerful graphics education center in Warsaw, this discipline of art developed intensively in the art schools in Lvov, Cracow and Vilnius. The development of graphics in the Cracow Academy is related to the artistic and educational activities of Józef Pankiewicz. In 1923, the independent Department of Graphic Arts was established, conducted by John Wojnarski in collaboration with Andrzej Jurkiewicz and Jan Rubczak. The next outstanding teachers are Ludwik Gardowski and Konrad Strzednicki. Graphics education in the Municipal School of Art Industry (Miejska Szkoła Przemysłu Artystycznego) in Cracow is headed by Witold Chomicz. Graphics education in Lvov is linked to the activity of such artists as Ludwik Tyrowicz and Maria Rużycka. Ferdynand Ruszczyc, Bonawentura Lenart introduce the study of graphics into the curriculum of the Faculty of Fine Arts at Stefan Batory University in Vilnius. Since 1930, Jerzy Hoppen started the graphics workshop. In the 1930s, the graphic arts established a permanent and significant position in Polish art education.

A Tool for Formative Assessment and Learning in a Graphics Design Course: Adaptive Comparative Judgement

Improving graphics education may begin with understanding best practices for providing, receiving, and improving formative feedback. Challenges related to anonymity, efficiency, and validity in peer critique settings all contribute to a difficult-to-implement process. This research investigates university-level computer graphics students while engaged in adaptive comparative judgement (ACJ), as a formative learning, assessment, and feedback tool, during several open-ended graphics design projects. A control group of students wrote feedback on papers in small group critiques while the experimental group students participated in ACJ, acting as judges of peer work and providing and receiving feedback to, and from, their peers. Relationships between the paper-based group approach and the ACJ approach and student achievement were explored. Further, this paper discusses the potential benefits, and challenges, of using ACJ as a formative assessment and peer feedback tool as well as student impressions of both approaches toward peer formative assessment and feedback.

Illustrative and cognitive functions of computer graphics in the educational process

This paper discusses the use of computer graphics and computer modeling systems in the field of education, as well as the cognitive function of computer graphics, its role in the educational process. Computer graphics is the leading component of education of a modern specialist. In many cases, graphics needs can be supplied with various existing graphic libraries and systems. In addition, it should be noted that even the qualified use of existing graphics tools requires knowledge of the theoretical foundations of computer graphics. The article presents the characteristics of illustrative and congruent functions of computer graphics. Computer graphics, as well as computer science in general, must be assessed from the standpoint of further practical use of the knowledge and skills acquired in the learning process in the future productive activities of an independent specialist. The use of computer graphics in educational systems not only increases the speed of student perception of information and increases its level of understanding, but also contributes to the development of such important for a specialist of any industry qualities as intuition, imaginative and logical thinking. Achievements in the field of ICT actualize the issues of training specialists in the field of computer technologies, presenting information in the form of graphic images of drawings, diagrams, drawings, sketches, presentations, visualizations, animated videos, virtual worlds and the like. It is the cognitive function of computer graphics that is of primary importance in the educational process, it is computer models that allow you to change the initial conditions of experiments, allows you to perform numerous virtual experiments. Professional training of future specialists in the field of computer graphics should be focused on training a competitive specialist demanded by the labor market in the context of increasing rates of informatization of education, creating a unified information environment and the formation of relevant professional competencies in a rapidly developing ICT software and solutions. The article is accented that students study the basics of computer graphics has its specificity compared to traditional types of learning activities. In this connection, the development and improvement of an effective technology for teaching computer graphics, taking into account the specifics of future professional orientation, becomes relevant. The work highlights and describes the characteristic features of illustrative and cognitive functions of computer graphics. The effect of ICT on the intensity of obtaining new knowledge, the ability to mental perception and processing external information is analyzed.

Exploration and Practice in Graphic Design Course Teaching Based on CDIO

<p><em>In view of the problems in the current graphic design course, this paper proposes a new teaching mode based on the CDIO teaching mode, which is driven by the design of the subject, with the studio as the main body and the combination of production and learning. Explore the development of initiative, innovative thinking, project operation ability and teamwork ability.</em></p>

An exploratory evaluation of a South African project-based curriculum module focused on authentic technological practice utilizing student portfolios and an open-ended questionnaire

Learners today need more than the core subjects offered at school to be successful in the twenty-first-century. By involving technology student teachers in activities that are authentic to technological practice, as teachers, they should be able to provide stimulating and relevant learning for learners (Turnbull in Int J Technol Des Educ 12(1):23–40, 2002), which include twenty-first-century skills that enable them to develop minds and responsibility for the future (Snape and Fox-Turnbull in Int J Technol Des Educ 23:51–68, 2013). Previously, a fourfold set of criteria, developed by Ankiewicz (Proceedings of the PATT 29 conference, Marseille, France, 2015b), was applied to the first four semester modules of the academic major Engineering Graphics and Technology Education. It is found that there was a strong emphasis on conceptual knowledge with little time spent on practising procedural knowledge. Ankiewicz (2015b) anticipated that the final module might address these concerns as it was designed as a project-based module aimed at aspects of authentic technological practice. Students are expected to solve real-world technological problems. However, after the first year of offering the module the module’s success is unclear. The purpose of this study was to explore the extent to which the module succeeds in developing technology student teachers’ procedural knowledge. A qualitative study (Merriam in Qualitative research and case study applications in education, Jossey-Bass, San Francisco, 1998) was conducted in which students’ portfolios and open-ended questionnaires were analysed. Indications are that the module contributed positively to enhancing the procedural knowledge of the students enrolled for this module.

GRAFİK TASARIM EĞİTİMİ ALAN ÖĞRENCİ VE KURSİYERLERİN YASAL VE ETİK AÇIDAN ÖĞRENMELERİ GEREKEN BİLGİLERİN YAPILANDIRILMASI

Rapid expansion of computer technology and software, which has been serving the printing, publishing and advertising sectors since the early 1990s in our country has brought a very different dimension to the traditional graphic production system. This new mode of production, where artistic skill as well as technological skill are important, has begun to take its place in every corner of the country. In the following years, departments were opened in courses, secondary education institutions and universities to meet the growing need for graphics. The lack of infrastructure of the educational institutions opened to meet the demand of the industry caused the inadequate artistic and technically inadequate graduation of the incoming students to be taken without an artistic test. We can still say that this situation still continues today. The graphic designer with inadequate equipment is immediately self-evident, especially in works of artistic dimension. It can be imitated or intensely inspired in order to respond to the order when it is difficult or big work to be done. Without knowing their legal boundaries, or deliberately choosing a way to imitate, both the self and the institution they design can be criminalized in legal terms. Today in the courts we can say that there are many cases of defendants in these matters. The chief responsible for such a situation is the graphic designer. It is a criminal offender who does not know when he or she does not know the legal responsibilities as well as the legal penalty. In the study, the concepts that should be known ethically and legally in the graphic design working system and the subjects are discussed in the context of orientation training for students who are taking graphics education.

Databases of digital fonts as sources for providing alternatives for font selection

Given the sheer number of typefaces available in the market and the predominance of intuitive criteria during the process, font selection (even after a general decision regarding the features of the fonts sought after has been made) is a difficult task for both, students and professional graphic designers. A more rational, systematic approach is proposed, based on objective formal attributes and design parameters derived from Gerrit Noordzij’s ideas and Erik van Blokland’s TypeCooker methodology. This paper intends to show that digital font data bases and simple algorithms can be used to refine a font search, a convenient approach to most graphic designers, type designers, font foundries, and design educators.

Distinctive Approaches to Computer Graphics Education

AbstractThis paper presents the latest advances and research in Computer Graphics education in a nutshell. It is concerned with topics that were presented at the Education Track of the Eurographics Conference held in Lisbon in 2016. We describe works corresponding to approaches to Computer Graphics education that are unconventional in some way and attempt to tackle unsolved problems and challenges regarding the role of arts in computer graphics education, the role of research‐oriented activities in undergraduate education and the interaction among different areas of Computer Graphics, as well as their application to courses or extra‐curricular activities. We present related works addressing these topics and report experiences, successes and issues in implementing the approaches.

In Memoriam: John Staudhammer

John Staudhammer, who died in February 2017, profoundly influenced computer graphics technology and people. His work in computer graphics education and his contributions to the field as a whole significantly impacted the computer graphics technology we now take for granted.

The Case for Teaching Computer Graphics with WebGL: A 25-Year Perspective.

OpenGL has been the standard API for teaching computer graphics. There are now multiple versions of the standard, including WebGL. which is the JavaScript implementation of OpenGL ES 2.0. The author argues that WebGL is the version best suited for an introductory course in computer graphics.

ИЗУЧЕНИЕ КОМПЬЮТЕРНОЙ ГРАФИКИ В СИСТЕМЕ ОБЩЕГО ОБРАЗОВАНИЯ

In this article the theoretical and the methodical basics of teaching computer graphics in the system of the general education are covered. First of all, it concerns lessons of informatics, but the computer graphics has serious opportunities for its using in the course of training other disciplines, in particular at geometry lessons. Use of vector graphics in geometry promotes activation of cognitive activity of pupils. Use of raster graphics also can make an essential contribution to development of a technique of geometry training. Raster graphics is fundamentals of computer graphics. When studying technology of raster editors it is impossible to ignore its value for understanding of other types of computer graphics, in particular fractal graphics. Studying raster technologies, it is also necessary to pay attention to transformation of formats of files as in the future the number of formats will only increase.Use of computer graphics allow children, even without art abilities, to feel as a certain creator, to create artistic images and gives big opportunities for self-realization. And the most important thing is the use of graphic opportunities of the computer allows to increase the interest of pupils in the lessons and to stir up their cognitive activity.

Teaching computer graphics by application

Teaching computer graphics by application

¿Qué libro de texto elegir? La competencia visual en las actividades con imágenes

The aim of this research is to generate criteria to help in the choice of textbooks focusing in the graphical or visual competence fostered in their activities. The criteria are tested by comparing different primary education textbooks by several Spanish publishers by means of how graphicacy is considered in the activities about the human body. The criteria used are task type, type of biological procedures, level of cognitive processing and the existence of graphical teaching. We found that one of the publishers promotes better the graphicacy in the activities about human body although we also analyzed the contributions of the other publishers. We concluded that the criteria proposed could help to select the best textbook according to graphicacy. Nevertheless, the results also show the necessity to change the conception and use of images as learning tool.

Некоторые аспекты преподавания графических дисциплин в профильной школе технического вуза

The article considers pre-university graphic teaching in technical educational institutions on the example of secondary school “Lyceum № 38” in Nizhny
 Novgorod, taking into account requests of Nizhny Novgorod State Technical University named after R.E. Alekseev.
 The article possesses concreteness, technological eff ectiveness and systematic approach of conceptual framework and terminology intuitively clear
 to experts, teachers and people with engineering education who make the majority of teachers of graphic disciplines at schools and higher education
 institutions. Methodological approach, which is the basis for selection of educational elements, conforms to the requirements of modern pedagogical
 technologies. The purpose of methodological approach is teaching schoolchildren to read and execute drawings of details and assembly units of
 machine building and construction plans, and to apply graphic knowledge to solving creative tasks. That promotes mastering the basic knowledge
 and engineering graphics receptions both in «manual technologies» and in using computer technologies. A basic graphics package is AutoCAD. It will
 provide further study of special disciplines according to technologies of modern engineering.