Interactive 3D Simulation of Escher-like Impossible Worlds

figures and impossible worlds. Many of his works illustrate mathematical and geometrical concepts such as perspective and limits. Works by Escher have motivated scientists over the years to discover the mathematical foundations of his work, ultimately leading to applications that are able to model and render scenes similar to the ones created by Escher. Presented is an application that is capable of displaying a special class of impossible worlds that have been created by the artist. The software displays worlds that appear physically correct, but are connected in an impossible manner, similar to Escher’s Another World II or Relativity. Portal rendering is employed to create real-time interactive visualizations of such scenes, which can be freely explored by the user

A note on the depth-from-defocus mechanism of jumping spiders

Jumping spiders are capable of estimating the distance to their prey relying only on the information from one of their main eyes. Recently, it has been shown that jumping spiders perform this estimation based on image defocus cues. In order to gain insight into the mechanisms involved in this blur-to-distance mapping as performed by the spider and to judge whether inspirations can be drawn from spider vision for depth-from-defocus computer vision algorithms, we constructed a three-dimensional (3D) model of the anterior median eye of the Metaphidippus aeneolus, a well studied species of jumping spider. We were able to study images of the environment as the spider would see them and to measure the performances of a well known depth-from-defocus algorithm on this dataset. We found that the algorithm performs best when using images that are averaged over the considerable thickness of the spider's receptor layers, thus pointing towards a possible functional role of the receptor thickness for the spider's depth estimation capabilities

Critters in the Classroom: A 3D Computer-Game-Like Tool for Teaching Programming to Computer Animation Students

The brewing crisis threatening computer science education is a well documented fact. To counter this and to increase enrolment and retention in computer science related degrees, it has been suggested to make programming "more fun" and to offer "multidisciplinary and cross-disciplinary programs" [Carter 2006]. The Computer Visualisation and Animation undergraduate degree at the National Centre for Computer Animation (Bournemouth University) is such a programme. Computer programming forms an integral part of the curriculum of this technical arts degree, and as educators we constantly face the challenge of having to encourage our students to engage with the subject. We intend to address this with our C-Sheep system, a reimagination of the "Karel the Robot" teaching tool [Pattis 1981], using modern 3D computer game graphics that today's students are familiar with. This provides a game-like setting for writing computer programs, using a task-specific set of instructions which allow users to take control of virtual entities acting within a micro world, effectively providing a graphical representation of the algorithms used. Whereas two decades ago, students would be intrigued by a 2D top-down representation of the micro world, the lack of the visual gimmickry found in modern computer games for representing the virtual world now makes it extremely difficult to maintain the interest of students from today's "Plug&Play generation". It is therefore especially important to aim for a 3D game-like representation which is "attractive and highly motivating to today's generation of media-conscious students" [Moskal et al. 2004]. Our system uses a modern, platform independent games engine, capable of presenting a visually rich virtual environment using a state of the art rendering engine of a type usually found in entertainment systems. Our aim is to entice students to spend more time programming, by providing them with an enjoyable experience. This paper provides a discussion of the 3D computer game technology employed in our system and presents examples of how this can be exploited to provide engaging exercises to create a rewarding learning experience for our students