Abstract

This paper studies how Computer Graphics (CG) is taught and proposes a course on 2D CG and Image Processing (IP) as an alternative to the traditional 3D CG course. This unconventional course is motivated by an analysis of more than 70 Computer Science curricula. This analysis considers many aspects: CG, IP, and Human–Computer Interaction courses; curricula such as Computer Engineering, Computer Science, Information Technology, and Software Engineering; the difference between introductory and advanced courses; and universities known for their leadership in CG as well as mainstream universities. The analysis suggests that, given the different types of universities and curricula, there should be more alternative courses tailored to the needs of particular curricula. Developing such courses can be difficult and time consuming, so a methodology is proposed to describe a course with information useful for others who could be selecting it or who could be putting it in practice. This methodology is put in practice with the description of a course on 2D CG and IP.

Keywords: Education; Computer graphics; Image processing; Human–computer interaction; Computer science curricula

PACS: 01.40.Di; 01.40.Gm

Article Outline

1. Introduction

2. How CG is presented

3. CG and IP course

3.1. Aims

3.2. Prerequisites

3.3. Content

3.4. Relationships

3.4.1. CG and IP shared topics

3.4.2. Relationships between topics

3.4.3. CG topics for a 2D course

3.5. Textbooks

3.6. Assignments

3.7. Possible advanced courses

3.8. Benefits

3.8.1. Benefits for students

3.8.2. Benefits for teachers

3.9. Challenges and drawbacks

4. CG in different curricula

5. Conclusion

5.1. Future work

Acknowledgements

Appendix A. CG courses dataset

References

Vitae

This research was supported by a PSIRE-Enseignement grant from École de technologie supérieure and a Discovery grant from NSERC.