Facial recognition and augmented reality system for mobile devices

[EN] The aim of thispaperistoexplaintheproblems of using facial recognition featuresontoday¿s Mobile devices and provide a possiblesolutionbasedon a client-server design.[ES] El objetivo de este artículo es explicar la problemática de utilizar las funciones de reconocimiento facial en los dispositivos móviles actuales, así como dar una posible solución basándonos en un diseño cliente-servidor.Martínez Pérez, JV.; Linares Pellicer, JJ. (2012). Sistema de reconocimiento facial y realidad aumentada para dispositivos móviles. 3c Tic. (1):7-16. http://hdl.handle.net/10251/34375S716

Computer graphics: from desktop to mobile and web

“© © 20xx IEEE. Personal use of this material is permitted. Permission from IEEE must be obtained for all other uses, in any current or future media, including reprinting/republishing this material for advertising or promotional purposes, creating new collective works, for resale or redistribution to servers or lists, or reuse of any copyrighted component of this work in other works.”Traditionally, computer graphics courses have centered on desktop environments using well-known frameworks such as OpenGL. That approach might become obsolete in a new context in which developers must create applications for smart phones, tablets, and rich Internet applications. Teaching computer graphics in this situation is becoming difficult; traditional tools don't address these new requirements in an integrated way. To deal with this situation, the Processing development environment provides high-end solutions in visualization, animation, and interaction, while letting students deploy their programs on desktop computers, smart phones, tablets, and websites. Instructors can introduce devices and interaction paradigms in just a few hours. In an introductory computer graphics course, Processing dramatically boosted students' motivation. Their work wasn't just visible in the lab; they could show it to classmates and friends on their own smart phones, tablets, and websites. © 2006 IEEE.Linares Pellicer, JJ.; Micó Tormos, P.; Esparza Peidro, J.; Carrasquer Moya, MA. (2011). Computer graphics: from desktop to mobile and web. IEEE Computer Graphics and Applications. 31(4):94-97. doi:10.1109/MCG.2011.56S949731

Definition of a Coordinated Project-Based Learning Teaching Guide at Computer Science Studies

[EN] The well-known active methodology of Project-Based Learning (PBL) is being used more and more at different educational levels due to the large number of advantages it presents. PBL has demonstrated that increases students' motivation, develops their autonomy and capacity for self-criticism, reinforces the ability to exchange ideas and collaborate, and promotes creativity, among other advantages. Due to these benefits, several educational institutions are introducing the PBL methodology in their teaching-learning processes. The implementation phase of this type of methodology should be planned, managed, and carried out carefully, considering several aspects. One of utmost importance is to collect and register all the critical information related to the contents, materials and activities of the subjects participating in the coordinated project through the PBL methodology. In this sense, the objective of this paper is to propose the definition of a coordinated PBL Teaching Guide that includes all this relevant information; containing, mainly: (i) PBL Project description; (ii) recommended previous knowledge; (iii) learning objectives and outcomes; (iv) PBL model milestones; (v) PBL model planning; (vi) evaluation; and (vii) bibliography. Furthermore, this proposal will define the formal guidelines for students and lecturers to define and frame all the related aspects to carry out the proposed PBL model. The definition of the PBL Teaching Guide will be based on a case study that involves the following two subjects from the Computer Engineering Degree that are taught at the Escola Politècnica Superior d¿Alcoi (EPSA) - Universitat Politècnica de València (UPV): ¿Programming¿ and ¿Data Structures and Algorithms¿. This proposal has been developed in the context of an innovation and educational improvement project applied in the EPSA during the last two years, covering five degrees, 55 subjects, and more than 10 different PBL models.This article has been supported by the Vice-rectorate for Digital Resources and Documentation (Vicerrectorado de Recursos Digitales y Documentación) and Vice-Rectorate for Studies, Quality and Accreditation (Vicerrectorado de Estudios, Calidad y Acreditación) under the Call for Learning + Teaching (Convocatoria Aprendizaje + Docencia (A+D 2019)) and Project Code: A-157. The authors would like to acknowledge the support of the Institute of Educational Sciences (Instituto de Ciencias de la Educación) of Universitat Politècnica de València, the Evaluation and Monitoring Commission for Educational Innovation and Improvement Projects (Comisión de Evaluación y Seguimiento de Proyectos de Innovación y Mejora Educativa - CESPIME) and Escuela Politécnica Superior de AlcoyIzquierdo-Doménech, JJ.; Jordán, J.; Linares-Pellicer, J.; Silvestre Cerdà, JA.; Sanchis, R. (2021). Definition of a Coordinated Project-Based Learning Teaching Guide at Computer Science Studies. ICERI Proceedings. 7342-7348. https://doi.org/10.21125/iceri.2021.1646S7342734

High perfomance graphics: a game engine comparison

[EN] The aim of this article consists of showing the results of a comparative analysis of features of the most important current game and real time graphics development engines.[ES] El objetivo del presente artículo consiste en presentar una comparativa de prestaciones y características de las más importantes herramientas de generación de juegos y aplicaciones gráficas en tiempo real del momento.Linares Pellicer, JJ.; Martínez Pérez, JV.; Candela Moltó, A. (2012). Gráficos a la máxima potencia: Una comparativa entre motores de juegos. 3c Tic. (2):51-65. http://hdl.handle.net/10251/34372S5165

Towards Inter-Subject Project-Based Learning in Programming-Related Courses at Computer Science Studies

[EN] Curriculum design of University Degrees in Spain is mainly based on scheduling atomic, self-contained semester subjects during a 4-year period. This scheduling is driven by one major constraint: to ensure that previous subject pre-requisites are met for each course. Thus, basic subjects without college-level pre-requisites are typically scheduled in the first year, first semester, while the rest are properly planned in a sequential manner, complying the aforementioned condition. This is, basically, the only proof of inter-subject coordination in such degrees, taking place at the design stage. During the academic period, however, there is no vertical nor horizontal inter-subject coordination, not even among closely-related subjects. In order to increase inter-subject coordination and to exploit its potential benefit for students, the projectbased learning (PBL) methodology shows on the scene. This approach organizes learning around student-driven projects aiming to solve real-life problems. This close applicability to the real world expedites intrinsic motivation of students, and consequently, their learning process tends to be deeper and more significant. Furthermore, PBL applied at the inter-subject level increases curriculum cohesion and makes students more engaged and compromised with its global objectives. In this paper we describe the design of PBL models involving two pairs of programming-related subjects from the Computer Engineering Degree at the Universitat Politècnica de València. The first one associates the ¿Programming¿ with the ¿Data Structures and Algorithms¿ subject, while the second one engages the ¿Introduction to Video-Games Programming¿ with the ¿Digital Image Synthesis¿ one. It is an ambitious pilot programme that will require a high coordination effort among participating professors and student teams.This article has been supported by the Vice-rectorate for Digital Resources and Documentation (Vicerrectorado de Recursos Digitales y Documentación) and Vice-Rectorate for Studies, Quality and Accreditation (Vicerrectorado de Estudios, Calidad y Acreditación) under the Call for Learning + Teaching (Convocatoria Aprendizaje + Docencia (A+D 2019)) and Project Code: 1678-A. The authors would like to acknowledge the support of the Institute of Educational Sciences (Instituto de Ciencias de la Educación) of Universitat Politècnica de València, the Evaluation and Monitoring Commission for Educational Innovation and Improvement Projects (Comisión de Evaluación y Seguimiento de Proyectos de Innovación y Mejora Educativa (CESPIME)) and Escuela Politécnica Superior de AlcoyLinares-Pellicer, J.; Orta-López, J.; Salavert-Torres, J.; Segura Flor, MJ.; Silvestre Cerdà, JA.; Sanchis, R. (2020). Towards Inter-Subject Project-Based Learning in Programming-Related Courses at Computer Science Studies. EDULEARN Proceedings (Internet). 3973-3978. https://doi.org/10.21125/edulearn.2020.1075S3973397