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Essential Concepts in Building Interactive Graphics
Applications |
Project Goals:
· Design/Develop Concept Demonstration Applications (CDAs) to support learning of essential concepts in building moderately complex graphics applications.
o CDAs will be based on multiple programming languages in multiple GUI and Graphics APIs
o Reference to all CDAs:
1. CSS450: course website.
2. CSS451: course website.
· Develop a textbook to accompany the CDAs in explaining the concepts involved.
o K. Sung, P. Shirley, and S. Baer, "Essential of Interactive Computer Graphics: concepts and implementation," Textbook to appear in April 2008.
Related Publications:
o
P. Shirley, K.
Sung, E. Brunvand, A. Davis, S. Parker, S. Boulos, "Fast
Ray Tracing and The Potential Effects on Graphics and Gaming Courses," Computer & Graphics, Vol. 32, Issue
2, PP. 260-267, April 2008 (invited full-length paper based on ACM SIGGRAPH 2007 Educator’s Program
conference paper).
o
K. Sung, M.
Panitz, R. Rosenberg, R. Anderson, "Assessing Game-Themed Programming
Assignments for CS1/2 Courses," Proceedings
of the Third International Conference on Game Development in Computer Science
Education (GDCSE’08), Feb 2008 [Acceptance
rate: 15 of 60 (25%)].
o
K. Sung, M.
Panitz, S. Wallace, R. Anderson, J. Nordlinger, "Game-Themed Programming
Assignments: The Faculty Perspective," Proceedings of the 39th SIGCSE
Technical Symposium on Computer Science Education (
o
K.
Sung, M. Panitz, and R. Anderson, "Program Development with Graphical User
Interface," Peer reviewed conference tutorial at The Journal of Computing Sciences in College, Workshop at the Ninth
Annual CCSC-NW Conference, October, 2007.
(Link to the Main page of the tutorial notes)
o
K.
Sung, and M. Panitz, "Developing Applications on the XBOX 360 Console,"
Peer reviewed conference tutorial at The
Journal of Computing Sciences in College, Workshop at the Ninth Annual
CCSC-NW Conference, October, 2007. (Link
to the Main page of the tutorial notes)
o P. Shirley, K. Sung, E. Brunvand, A. Davis, S. Parker, S. Boulos, "Rethinking Graphics and Gaming Courses Because of Fast Ray Tracing," in SIGGRAPH 2007 Educator’s Program Conference CD/DVD-ROM, August 2007.
o K. Sung, P. Shirley, R. Reed-Rosenberg, "Experiencing Aspects of Games Programming in an Introductory Computer Graphics Course," SICCSE Bulletin, Vol. 39, Issue 1, March, 2007, PP. 249-253, (Proceedings of the 38th SIGCSE Technical Symposium on Computer Science Education, SIGCSE 07).
o K. Sung, P. Shirley, and R. Reed-Rosenberg, "Learning Computer Graphics Programming Through Examples," NSF CCLI Showcase, SIGCSE 2007, March 2007.
o E. Angel, S. Cunningham, P. Shirley, and K. Sung (Organizer/Moderator), "Teaching Computer Graphics without Raster-Level Algorithm," SICCSE Bulletin, Vol. 38, Issue 1, March, 2006, PP. 266-267 (Panel Presentation, Proceedings of the 37th SIGCSE Technical Symposium on Computer Science Education, SIGCSE 06).
o K. Sung, "Building Interactive Graphics Applications," (PP. 401-449), in P. Shirley "Fundamentals of Computer Graphics," 2nd edition, A. K. Peters, August 2005.
o K. Sung, and P. Shirley, "Teaching Computer Graphics Programming To Non-Traditional Returning Adult Students," Extended Abstract, Eurographics/ACM SIGGRAPH Workshop on Computer Graphics Education 2004, June 2004.
o K. Sung, and P. Shirley, "A Top-Down Approach to Teaching Introductory Computer Graphics," Computer & Graphics, Vol. 28, Issue 3, PP. 383-391, June 2004 (full-length paper based on ACM SIGGRAPH 2003 Educator’s Program Conference Paper).
o
K. Sung, and P. Shirley, "A Top-Down Approach to Teaching
Introductory Computer Graphics," ACM SIGGRAPH 2003:Educators Program from the 30th annual
conference on Computer graphics and interactive techniques, PP. 1-4,
Background Information
Rationale: Many Computer Science (CS) and engineering students seek an education with a direct applicability. This is especially true in a high-profile field like Computer Graphics (CG), where students are familiar with many popular applications (e.g. graphical editors, games, and special effects). Many students are motivated and enthusiastic about the CG field because they want to understand how to build such fascinating applications. As educators, we would like to concentrate on fundamental principles and competencies where there is potential applicability throughout students’ careers. Many educators align these needs by relating fundamental principles to real-world applications. It has been demonstrated that in many CS domains that this pedagogical approach is effective and welcomed by students. For example, relating knowledge in introductory programming courses to real-world case studies; or relating programming projects to real-world experiences in Software Engineering and Databases; or relating algorithms to internet applications.
In alignment with these observations, we have developed CG courses based on analyzing the design and implementation requirements of familiar interactive CG applications. In these courses, functional modules of moderately complex CG applications are studied, and students synthesize the concepts learned by building their own applications based on these modules. The learning outcomes of these courses are for students to understand the essential CG concepts, to gain practical hands-on implementation experience, and to be able to relate concepts learned to real-world applications.
For more details: here is the original project proposal.
This material is based upon work supported by
the National Science Foundation under Grant No. 0442420. Any opinions,
findings, and conclusions or recommendations expressed in this material are
those of the author(s) and do not necessarily reflect the views of the Nation
Science Foundation.
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Last updated: May 2007 KS |
