Journal of Graphic Science of Japan
Online ISSN : 1884-6106
Print ISSN : 0387-5512
ISSN-L : 0387-5512
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Volume 45, Issue 3
Displaying 1-4 of 4 articles from this issue
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Research Paper
  • Introduction to Computer Graphics by Example Based Programming
    Kunio KONDO, Akinori ITO, Koji MIKAMI, Taichi WATANABE
    2011 Volume 45 Issue 3 Pages 3-10
    Published: 2011
    Released on J-STAGE: August 01, 2017
    DOIhttps://doi.org/10.5989/jsgs.45.3_3
    JOURNAL FREE ACCESS
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    This paper describes the class structure using an example-based programming for the introductory computer graphics course “Introduction to computer graphics” at Tokyo University of Technology, aimed at second year students. The first part of this paper describes the details of the course and the CG programming taught to students using an example-based methodology. In the second part, we discuss the application of “Processing” for CG development to the course and its effects on student learning. Our results show that this method reduces debug time, the time taken to learn programming, and can improve the CG programming ability of a student.
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Notes
  • Influence of Differences in Graphic Operation Procedures on Work
    ―Puzzle Operation as an Example―
    Naoyuki MIYAKOSHI
    2011 Volume 45 Issue 3 Pages 11-16
    Published: 2011
    Released on J-STAGE: August 01, 2017
    DOIhttps://doi.org/10.5989/jsgs.45.3_11
    JOURNAL FREE ACCESS
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    In many cases, the CAD education is provided in such a way that students are given exercises in which they have to draft graphics using CAD commands. Students keep in mind an image of the hand−drafting procedures and concepts while using CAD. Many of students, have an insufficient understanding of drafting with CAD despite the fact they have no problem in understanding hand-drafting. My research focused on the physical movements performed during these operations. I conducted an experiment using puzzles in order to identify the characteristics of the operational procedures from the differences arising from direct and indirect operations. In conclusion, When the subjects perform a graphic operation directly, they start to think that they should try to assemble the pieces to find the appropriate shape so as to complete the task. When subjects perform a graphic operation indirectly, they start to think that they should first envision the graphic to be produced by the operation and then start to perform the operation based on what they have envisioned.
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