Experiencing GPU path tracing in online courses
Experiencing GPU path tracing in online courses
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在在线课程中体验 GPU 路径追踪
DOI：
10.1016/j.gvc.2021.200022
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发表时间：
2021
期刊：
影响因子：
--
通讯作者：
Fujishiro Issei
中科院分区：
文献类型：
--
作者：
Ohkawara Masaru;Saito Hideo;Fujishiro Issei
考虑到视觉计算中图像传感/识别（计算机视觉，CV）和3D图像合成（计算机图形学，CG）之间的相互依赖性，庆应义塾大学信息与计算机科学系将本科课程中的第一门CV和CG课程重组为2019学年的视觉计算系列课程。这些课程的一个显着特点是其新引入的编程任务有两个特定的目标：体验GPU计算和理解路径跟踪算法。目的是帮助学生容易地理解视觉计算的趋势，并生动地设想未来的CG领域。具体而言，两种类型的任务被赋予学生：材料设计和分析采样和噪声之间的关系。该教材建立在Google Colaboratory（一个基于云的开发环境）之上，独立于学生的硬件。由于明智的设计，学生可以毫不犹豫地使用相对便宜的硬件（如笔记本电脑，平板电脑甚至智能手机）进行编程作业，只要他们有一个标准的校外网络环境。于该等课程的第二学年（二零二零年），此类练习对因COVID-19疫情而须于网上修读课程的学生尤其有价值。新课程与教材的效果从定量和定性的角度进行了实证证明。
In consideration of interdependency between image sensing/recognition (computer vision, CV) and 3D image synthesis (computer graphics, CG) in visual computing, Keio University, Department of Information and Computer Science, reorganized its first course on CV and CG in the undergraduate program into a series of three courses on visual computing in the 2019 academic year. One salient feature of these courses is its newly introduced programming assignment with two specific goals: to experience GPU computing and to understand the path tracing algorithm. The purpose is to help students easily understand the trend in visual computing and vividly envision the future CG area. Specifically, two types of tasks were given to students: material design and analysis of the relationship between sampling and noise. The educational material builds on Google Colaboratory, a cloud-based development environment, to be independent of the students’ hardware. Owing to the judicious design, students can unhesitatingly work on the programming assignment with relatively inexpensive hardware, such as laptop PCs, tablets, or even smartphones, whenever they have a standard off-campus network environment. In the second academic year (2020) of these courses, this type of exercise was especially valuable for students who had to take the courses online because of the COVID-19 pandemic. The effects of the new courses with the educational materials were empirically proven in terms of quantitative and qualitative perspectives.
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