Mental Vision: A Computer Graphics Teaching Platform

  • Achille Peternier
  • Daniel Thalmann
  • Frédéric Vexo
Part of the Lecture Notes in Computer Science book series (LNCS, volume 3942)


We have developed a learning platform to simplify and improve teaching and practice of Computer Graphics for beginners and advanced students. Our goal is to offer a set of tools to help students having a better mental vision of the abstract notions introduced during the course. Our platform is composed by a pedagogical-oriented, intuitive and user-friendly graphic engine, offering a powerful amount of features with an extremely easy and comfortable interface, and a set of interactive and collaborative applications (called modules) to use during lessons and workshop sessions to present complex concepts in an easy and clear way. In this paper we expose how we have built our platform, what it offers and which role will play in our courses.


Virtual Reality Computer Graphic Computer Graphic Student Project Personal Digital Assistant 
These keywords were added by machine and not by the authors. This process is experimental and the keywords may be updated as the learning algorithm improves.


Unable to display preview. Download preview PDF.

Unable to display preview. Download preview PDF.


  1. 1.
    Coleman, R., Roebke, S., Grayson, L.: Gedi: a game engine for teaching videogame design and programming. J. Comput. Small Coll. 21(2), 72–82 (2005)Google Scholar
  2. 2.
    Gutierrez, M., Thalmann, D., Vexo, F.: Creating cyberworlds: Experiences in computer science education. In: Proc. International Conference on Cyberworlds (2004)Google Scholar
  3. 3.
    Towle, T., DeFanti, T.: Gain: An interactive program for teaching interactive computer graphics programming. In: SIGGRAPH 1978: Proceedings of the 5th annual conference on Computer graphics and interactive techniques, pp. 54–59. ACM Press, New York (1978)CrossRefGoogle Scholar
  4. 4.
    Song, W.-C., Ou, S.-C., Shiau, S.-R.: Integrated computer graphics learning system in virtual environment - case study of bezier, b-spline, and nurbs algorithms. In: Proc. Fourth Internation Conference on Information Visualisation (2000)Google Scholar
  5. 5.
    Hill, J.M.D., Ray, C.K., Blair, J.R.S., Carver Jr., C.A.: Puzzles and games: addressing different learning styles in teaching operating systems concepts. In: SIGCSE 2003: Proceedings of the 34th SIGCSE technical symposium on Computer science education, pp. 182–186. ACM Press, New York (2003)CrossRefGoogle Scholar
  6. 6.
    Becker, K.: Teaching with games: the minesweeper and asteroids experience. J. Comput. Small Coll. 17(2), 23–33 (2001)Google Scholar
  7. 7.
    Clevenger, J., Chaddock, R., Bendig, R.: Tugs a tool for teaching computer graphics. SIGGRAPH Comput. Graph. 25(3), 158–164 (1991)CrossRefGoogle Scholar
  8. 8.
    Owen, G.S.: Teaching introductory and advanced computer graphics using micro-computers. In: SIGCSE 1989: Proceedings of the twentieth SIGCSE technical symposium on Computer science education, pp. 283–287. ACM Press, New York (1989)CrossRefGoogle Scholar
  9. 9.
    Virtual Reality Laboratory (VRLab EPFL). Student Projects Repository,
  10. 10.
    Boulic, R.: Proactive steering toward oriented targets. In: Eurographics Short presentation program (2005) (to appear)Google Scholar

Copyright information

© Springer-Verlag Berlin Heidelberg 2006

Authors and Affiliations

  • Achille Peternier
    • 1
  • Daniel Thalmann
    • 1
  • Frédéric Vexo
    • 1
  1. 1.Virtual Reality Laboratory (VRLab)École Polytechnique Fédérale de Lausanne (EPFL)Switzerland

Personalised recommendations