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We present a novel and effective method for modeling a developable surface to simulate paper bending in interactive and animation applications. The method exploits the representation of a developable surface as the envelope of rectifying planes of a curve in 3D, which is therefore necessarily a geodesic on the surface. We manipulate the geodesic to provide intuitive shape control for modeling paper bending. Our method ensures a natural continuous isometric deformation from a piece of bent paper to its flat state without any stretching. Test examples show that the new scheme is fast, accurate, and easy to use, thus providing an effective approach to interactive paper bending. We also show how to handle non-convex piecewise smooth developable surfaces. [ABSTRACT FROM AUTHOR]

Current desktop technology is largely mouse-driven, but many analysts predict that in less than five years we will have a professional workforce that have only experienced learning in a touchscreen environment. Midland Valley have developed a digital mapping tool for smartphones called FieldMove Clino, which has been downloaded more than 20 000 times over the past year. The free version offers an effective way of introducing students to digital field mapping. However, many geoscience departments and teachers of field mapping have yet to make the switch from traditional paper-based methods to digital technology. This article aims to answer some of the frequently asked questions about digital field mapping and outlines some of the advantages for improving field skills and geological thinking in students. [ABSTRACT FROM AUTHOR]

An introduction to a series of art papers that were selected for the Association for Computing Machinery's 2017 Special Interest Group on Computer Graphics and Interactive Techniques (SIGGRAPH) Art Papers, including those by Julieta Aguilera, Angus Forbes, and Jon McCormack.

Contribution: Prior studies on tangible versus graphical user interfaces have reported controversial findings concerning children's preferences. This paper shows that their preference profiles in the domain of introductory programming are associated with gender and age for both interfaces. Background: The relevant literature mainly consists of empirical research into the possible advantages and weaknesses of tangible user interfaces versus graphical user interfaces in the domain of programming for children. Research designs have considered aspects of usability, attractiveness and users' collaboration. Existing findings are not clear. Methodological issues, e.g., limitations of simple statistics, may have limited the clarify and usefulness of findings to date. The present study explores children's preferences profiles. Research Questions: Two research questions were posited: the first focused on the latent profiles of children's preferences for the two programming interfaces (tangible or graphical), and the second focused on the association of these profiles with gender and age. Methodology: Children ( N=148 ) aged from six to 13 years old participated in this paper. Eight variables related to the attractiveness, collaboration, and usability factors for the tangible and graphical programming interfaces were measured and analyzed by Latent Class Analysis, a model-based clustering method that can reveal distinct preference-profiles and associate them with individual differences. Findings: The patterns of responses are consistent across items for both interfaces. The graphical programming interface strongly trisects children's preferences profiles; the three latent profiles encountered were associated with gender and age.

Paper architectures are 3D paper buildings created by folding and cutting. The creation process of paper architecture is often labor-intensive and highly skill-demanding, even with the aid of existing computer-aided design tools. We propose an automatic algorithm for generating paper architectures given a user-specified 3D model. The algorithm is grounded on geometric formulation of planar layout for paper architectures that can be popped-up in a rigid and stable manner, and sufficient conditions for a 3D surface to be popped-up from such a planar layout. Based on these conditions, our algorithm computes a class of paper architectures containing two sets of parallel patches that approximate the input geometry while guaranteed to be physically realizable. The method is demonstrated on a number of architectural examples, and physically engineered results are presented. [ABSTRACT FROM AUTHOR]

Health promotional campaign as the practice of encouraging people to improve health has increased over the last decades in response to various health problems. This paper highlights strategies used by students to develop persuasive promotional campaign posters regarding the dengue health problem. Communication and media studies students were involved to show the combined results between the knowledge of health communication and the effective use of media in constructing an effective and persuasive health messages. A total of 56 students from two cohorts, i.e. twenty-five master's students and thirty-one undergraduates were selected. Kurt Lewin's model of action research was used to set the tasks: campaign objectives, information on dengue, themes/slogans to write the posters either by drawing or designing using a computer. The students were divided into groups where each group was monitored to record, check and evaluate their message writing performances. This study uses the Health Message Review Tool for data analysis which is grounded in the theories of Extended Parallel Process Model and Persuasion Hierarchy Effect. The findings revealed that the participants were able to construct, identify and evaluate major multi modal features in the dengue posters and persuasive elements which included: verbal texts, images, colours, graphic designs, metaphors, 1-sided and 2-sided message, firm conclusion and frames with more effective appeals. It was concluded that similar strategies may well be used in producing other campaign materials such as brochures, pamphlets, and billboards. The linguistic and pedagogic implications are also discussed at the end.

Post-digital architectural education aims to empower future architects by developing open-mindedness and technical skills for the design of non-standard spatial configurations. Students can learn through exploration and experimentation, using three-dimensional graphic design software to generate initial designs and quality feedback, with a mixed model of peers and panel judges assessing final projects. Ratings of individual contributions and performance are commonly found in literature on peer assessment, but qualitative comments from peers can also provide good information on strengths and weaknesses. This study shows that peer critique in the form of debate can be an effective pedagogical tool for educators to provide quality feedback to the presenting group. This paper explores how architecture students responded to this method in a design studio for a master's degree in architecture in a university in Hong Kong. Interviews were audio-recorded, transcribed and subsequently analysed using the coding system of qualitative software NVivo 11. The responses of the students were positive, although they experienced differences in feedback from different stakeholders.

Problem solving techniques are one of the primary topics introduced to the computing and information technology students in tertiary education. In general, those techniques are presented using a collection of traditional tools, such as texts, graphs, illustrations, procedural steps, pseudocodes, algorithms, and flowcharts. In many cases, there is no direct link between problem-solving from one side and the techniques and the programming structures used from the other side. This paper presents an approach that exploits computer interactive animations and graphics to implement learning objects for teaching and learning problem-solving based on computer programming. The main feature of this approach is its smoothness in associating the programming concepts and structures provided to the solution of a designated problem. Moreover, the developed learning objects are featured by the characteristic of reusability and possibility of inclusion in e-learning systems. The designed learning object can function as a workable hands-on model for the learners to get experience in programming. The technique we developed for the design and implementation of the learning objects for programming-based problem-solving can be utilized in other problem-solving disciplines.

Reconstructing 3D indoor scenes from 2D images has always been an important task in computer vision and graphics applications. For indoor scenes, traditional 3D reconstruction methods have problems such as missing surface details, poor reconstruction of large plane textures and uneven illumination areas, and many wrongly reconstructed floating debris noises in the reconstructed models. This paper proposes a 3D reconstruction method for indoor scenes that combines neural radiation field (NeRFs) and signed distance function (SDF) implicit expressions. The volume density of the NeRF is used to provide geometric information for the SDF field, and the learning of geometric shapes and surfaces is strengthened by adding an adaptive normal prior optimization learning process. It not only preserves the high-quality geometric information of the NeRF, but also uses the SDF to generate an explicit mesh with a smooth surface, significantly improving the reconstruction quality of large plane textures and uneven illumination areas in indoor scenes. At the same time, a new regularization term is designed to constrain the weight distribution, making it an ideal unimodal compact distribution, thereby alleviating the problem of uneven density distribution and achieving the effect of floating debris removal in the final model. Experiments show that the 3D reconstruction effect of this paper on ScanNet, Hypersim, and Replica datasets outperforms the state-of-the-art methods. [ABSTRACT FROM AUTHOR]

Iris folding is an art-form consisting of layered strips of paper, forming a spiral pattern behind an aperture, which can be used to make cards and gift tags. This paper describes an interactive computational tool to assist in the design and construction of original iris folding patterns. The design of iris folding patterns is formulated as the calculation of a circumscribed polygonal sequence around a seed polygon. While it is possible to compute the positions of vertices analytically for a regular polygon, it is not straightforward to do so for irregular polygons. We give a numerical method for irregular polygons, which can be applied to arbitrary convex seed polygons. The user can quickly experiment with various patterns using the system prior to constructing the art-form. [ABSTRACT FROM AUTHOR]

Purpose: To provide a summary of research on ontology development in the Centre of eIntegrated Care at Dublin City University, Ireland., Design: Design science methods using Open Innovation 2.0., Methods: This was a co-participatory study focusing on adoption of health informatics standards and translation of nursing knowledge to advance nursing theory through a nursing knowledge graph (NKG). In this article we outline groundwork research conducted through a focused analysis to advance structural interoperability and to inform integrated care in Ireland. We provide illustrated details on a simple example of initial research available through open access., Findings: For this phase of development, the initial completed research is presented and discussed., Conclusions: We conclude by promoting the use of knowledge graphs for visualization of diverse knowledge translation, which can be used as a primer to gain valuable insights into nursing interventions to inform big data science in the future., Clinical Relevance: In line with stated global policy, the uptake and use of health informatics standards in design science within the profession of nursing is a priority. Nursing leaders should initially focus on health informatics standards relating to structural interoperability to inform development of NKGs. This will provide a robust foundation to gain valuable insights into articulating the nursing contribution in relation to the design of digital health and progress the nursing contribution to targeted data sources for the advancement of United Nations Sustainable Development Goal Three., (© 2021 Sigma Theta Tau International.)

As a future trend of healthcare, personalized medicine tailors medical treatments to individual patients. It requires to identify a subset of patients with the best response to treatment. The subset can be defined by a biomarker (eg, expression of a gene) and its cutoff value. Topics on subset identification have received massive attention. There are over two million hits by keyword searches on Google Scholar. However, designing clinical trials that utilize the discovered uncertain subsets/biomarkers is not trivial and rarely discussed in the literature. This leads to a gap between research results and real-world drug development. To fill in this gap, we formulate the problem of clinical trial design into an optimization problem involving high-dimensional integration, and propose a novel computational solution based on Monte Carlo and smoothing methods. Our method utilizes the modern techniques of general purpose computing on graphics processing units for large-scale parallel computing. Compared to a published method in three-dimensional problems, our approach is more accurate and 133 times faster. This advantage increases when dimensionality increases. Our method is scalable to higher dimensional problems since the precision bound of our estimated study power is a finite number not affected by dimensionality. To design clinical trials incorporating the potential biomarkers, users can use our software "DesignCTPB". This software can be found on Github and will be available as an R package on CRAN. Although our research is motivated by the design of clinical trials, the method can be used widely to solve other optimization problems involving high-dimensional integration., (© 2021 John Wiley & Sons, Ltd.)

Emergent learning describes learning that occurs when participants interact and distribute knowledge, where learning is self-directed, and where the learning destination of the participants is largely unpredictable (Williams, Karousou, & Mackness, 2011). These notions of learning arise from the topologies of social networks and can be applied to the learning that occurs in educational institutions. However, the question remains whether institutional frameworks can accommodate the opposing notion of "cooperative systems" (Shirky, 2005), systems that facilitate the creation of user-generated content, particularly as first-year education cohorts are novice groups in the sense of not yet having developed university-level knowledge. This paper theorizes an emergent learning assessment item (Flickr photo-narratives) within a first-year media arts undergraduate education course. It challenges the conventional models of student-lecturer interaction by outlining a methodology of teaching for emergence that will facilitate student-directed and open-ended learning. The paper applies a matrix with four parameters (teacher-directed content/student-directed content; non-interactive learning task/interactive learning framework). This matrix is used as a conceptual space within which to investigate how a learning task might be constructed to afford the best opportunities for emergent learning. It explores the strategies that interactive artists utilize for participant engagement (particularly the relationship between the artist and the audience in the creation of interactive artworks) and suggests how these strategies might be applied to emergent generative outcomes with first-year education students. We build upon Williams et al.'s framework of emergent learning, where "content will not be delivered to learners but co-constructed with them" (De Freitas & Conole, as cited in Williams et al., 2011, p. 40), and the notion that in constructing emergent learning environments "considerable effort is required to ensure an effective balance between openness and constraint" (Williams et al., 2011, p. 39). We assert that for a learning event within a Web 2.0 environment to be considered emergent, not only does there need to be an effective balance between teacher-directed content and student-directed content for knowledge to be open, creative, and distributed by learners (Williams et al., 2011), but there also need to be multiple opportunities for interaction and communication between students within the system and that these "drive the emergence of structures that are more complex than the mere parts of that system" (Sommerer & Mignonneau, 2002, p. 161). (Contains 2 figures and 1 picture.)

There are multiple reasons that justify teaching computer game design. Its multi-aspectual nature creates opportunity to develop, at the same time, creativity, technical skills and ability to work in team. Thinking of game design classes, one needs direction on what to focus on so that the students could benefit the most. In this paper, we present results of a survey on both the students' and working professionals' expectations from game design course and opinions on game designer job. Although sometimes consistent, the answers from the two groups often reveal significant discrepancies. We believe that the results presented in this paper can help improve the quality of computer game design courses and make their learning outcomes more compatible with the needs of the computer game industry.

This paper presents a review of literature that introduces major concepts and issues in using avatars and pedagogical agents in first- and second-person virtual environments (VEs) for learning online. In these VEs, avatars and pedagogical agents represent self and other learners/participants or serve as personal learning "guides". The paper offers insights into the relationship of online VEs and their components to computer games and discusses the roles of the Computer as Social Actor (CASA) paradigm, anthropomorphism, ethopoeia, and homophily in these learning environments. It defines and illustrates the terminology and conventions used in VE technology, discusses social aspects of human learning in online VEs, reviews relevant literature, introduces theories relevant to designing these environments, and suggests some models for research to advance the currently limited knowledge of how, why, when, and for whom these online learning environments may be most effective.

The text is a preface to the Journal of Computer Science & Technology's special section on the Computational Visual Media (CVM) conference series. The CVM conference serves as an international platform for the exchange of research ideas and computational methodologies related to visual media. The conference encourages collaboration across disciplines such as computer graphics, computer vision, machine learning, and more. The 12th international conference in the series, CVM 2024, was held in Wellington, New Zealand, and attracted attention from researchers worldwide. The special section includes six outstanding papers covering various topics, as well as an invited survey paper. The editors express gratitude to the authors and reviewers for their contributions. The preface also provides brief biographies of the leading editor and guest editors. [Extracted from the article]

Abstract: The popularity of augmented reality (AR) applications on mobile devices is increasing, but there is as yet little research on their use in real-settings. We review data from two pioneering field trials where MapLens, a magic lens that augments paper-based city maps, was used in small-group collaborative tasks. The first study compared MapLens to a digital version akin to Google Maps, the second looked at using one shared mobile device vs. using multiple devices. The studies find place-making and use of artefacts to communicate and establish common ground as predominant modes of interaction in AR-mediated collaboration with users working on tasks together despite not needing to. [Copyright &y& Elsevier]

As the construction industry advances technologically, it becomes imperative to introduce the respective information technology tools to present-day curriculum. This research study was conducted to identify any significant differences in student performance contributed by using an information technology tool, specifically the Apple® iPad® tablet. iPad tablets were used to electronically present construction drawings to a treatment group, and a control group was given traditional paper drawings. Following an instructional lecture, students were given a test based on the provided construction drawings. The test results indicate that there was no significant difference in performance between students who used the information technology tool to complete the test and those who used traditional paper drawings to complete the same test. The treatment group also answered a usability survey, which helped to comprehend how students perceive the tablet's usability. Students indicated that they would like to use the tool in the future.

This paper discusses facets of visual communication by way of images, graphs, diagrams and tabular material. Design types and elements of graphical images are presented, along with advice on how to create graphs, and on how to read graphical illustrations. This is done in astronomical context, using case studies and historical examples of good and bad graphics. Design types of graphs (scatter and vector plots, histograms, pie charts, ternary diagrams and three-dimensional surface graphs) are explicated, as well as the major components of graphical images (axes, legends, textual parts, etc.). The basic features of computer graphics (image resolution, vector images, bitmaps, graphical file formats and file conversions) are explained, as well as concepts of color models and of color spaces (with emphasis on aspects of readability of color graphics by viewers suffering from color-vision deficiencies). Special attention is given to the verity of graphical content, and to misrepresentations and errors in graphics and associated basic statistics. Dangers of dot joining and curve fitting are discussed, with emphasis on the perception of linearity, the issue of nonsense correlations, and the handling of outliers. Finally, the distinction between data, fits and models is illustrated. [ABSTRACT FROM AUTHOR]

Augmented and virtual reality applications bring new insights to real world objects and scenarios. This paper shares research results of the TalkTech project, an ongoing study investigating the impact of learning about new technologies as members of global communities. This study shares results of a collaborative learning project about augmented and virtual reality and their applications in a variety of businesses and industries. In the TalkTech project, students from universities in the United States and Romania collaboratively work together to research the use of augmented and virtual reality in an assigned industry, create original augmented reality artifacts, and communicate and share their findings with their international partners. The authors evaluate the TalkTech project through the lens of the SAMR (Substitution, Augmentation, Modification, Redefinition) framework as a pedagogy to enhance student learning about augmented reality and improve students' digital skills. The paper also discusses the SAMR framework as implemented in the TalkTech project and its application to creating learning projects to transform Information Systems education.

This paper briefly reviews the author's experiences over the past four decades in transforming the Engineering Design Graphics (EDG) curriculum. During this time, the field has seen a remarkable evolution from manual drafting to 3-D computer modeling with its many applications to engineering design and analysis. The paper will further discuss the current status of the EDG curriculum at the author's home institution. The current concept is an EDG collaboratory space, in which teamwork and a design project are the overarching theme in which graphics and 3-D modeling fundamentals are taught.

Abstract This paper firstly analyzes the basic principle of generating fractal art graphics and the artistic features of graphics and then uses scientific visualization method to innovate and improve the theoretical model used in this paper. The generation principle and graphic characteristics of fractal graphics of complex dynamic system and L-system are mainly analyzed, and two kinds of art graphics—flower art graphics and geometric art graphics—have been developed. On this basis, the generated artistic figures are designed for the second time and then applied to the design of clothing patterns. By using MATLAB programming software to generate art graphics conforming to a specific style, combined with image processing software Photoshop to process and redesign the generated graphics, these art graphics can assist the design of clothing printing patterns and make patterns applicable for clothing fabrics. Finally, the fractal pattern theory is applied to silk scarves design and clothing fabric design through digital printing technology, which can fully reflect the practicability and superiority of clothing pattern design based on the fractal theory. Based on the experimental result, it shows that it is completely feasible to design clothing fabric printing patterns based on fractal theory, and the unusual artistic patterns designed have very considerable practical value. In addition, this method encourages creativity in the garment pattern design process and accelerates new design generation.

Formal learning environments have struggled to introduce STEM content and STEM careers to students from underrepresented populations. This problem is exacerbated when dealing with students who live in rural areas where access to quality materials and instruction is limited. The eMentorship project is an innovative approach to mentoring that utilizes the latest in communication technology to help support a formal mentoring program. This study investigates the impact of a virtual mentorship program on underrepresented students living in rural North Carolina. The project was an eight-week mentoring program that matched underrepresented student teams with graduate student mentors from a local university. In addition to the mentoring experience student participants were also taught three-dimensional (3-D) modeling skills using a "flipped" classroom approach to instruction. The paper presents the curriculum developed to guide the program, student examples of 3-D models, self-efficacy scores and qualitative interviews conducted with the student participants. Results of the study provide evidence that students found great value in the mentoring experience and were able to learn 3-D modeling skills in a virtual learning environment.