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Issue No.04 - July/August (2011 vol.31)
pp: 94-96, c3
Jordi Linares-Pellicer , Universidad Politècnica de Valencia
Pau Micó , Universidad Politècnica de Valencia
Javier Esparza-Peidro , Universidad Politècnica de Valencia
Empar Carrasquer-Moya , Batoi Vocational Training School
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.
computer graphics, education, desktop, mobile, Web,, graphics and multimedia
Jordi Linares-Pellicer, Pau Micó, Javier Esparza-Peidro, Empar Carrasquer-Moya, "Computer Graphics: From Desktop to Mobile and Web", IEEE Computer Graphics and Applications, vol.31, no. 4, pp. 94-96, c3, July/August 2011, doi:10.1109/MCG.2011.56
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2. C. Reas and B. Fry, "Processing: Programming for the Media Arts," AI & Society, vol. 20, no. 4, 2006, pp. 526–538.
3. J. Linares-Pellicer et al., "Using Processing in an In-troductory Computer Graphics Course," Euro-graphics 2009 Education Papers, Eurographics Assoc., 2009, pp. 23–28; .
4. B. Chen and H.H. Cheng, "Interpretive OpenGL for Computer Graphics," Computers and Graphics, vol. 29, no. 3, 2005, pp. 331–339.
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