Graphics

About: Graphics is a research topic. Over the lifetime, 17394 publications have been published within this topic receiving 411468 citations. The topic is also known as: graphic.

The transparent PROLOG machine (TPM): an execution model and graphical debugger for logic programming

Abstract: An augmented and ⧸ or tree representation of logic programs is presented as the basis for an advanced graphical tracing and debugging facility for PROLOG. An extension of our earlier work on “retrospective zooming”, this representation offers several distinct advantages over existing tracing and debugging facilities: (1) it naturally incorporates traditional and ⧸ or trees and Byrd box models (call⧸exit⧸fail⧸redo procedural models) as special cases; (2) it can be run in slow-motion, close-up mode for novices or high-speed, long-distance mode for experts with no attendant conceptual change; (3) it serves as the uniform basis for textbook material, video-based teaching material, and an advanced user interface for experienced PROLOG programmers; (4) it tells the truth about clause head matching and deals correctly with the cut. One of the key insights underlying the work is the realization that it is possible to display an execution space of several thousand nodes in a meaningful way on a modern graphics workstation. By enhancing and ⧸ or trees to include “status boxes” rather than simple “nodes”, it is possible to display both a long-distance view of execution and the full details of clause-head matching. Graphical “collapsing” techniques enable the model to deal with user-defined abstractions, higher-order predicates such as setof, and definite-clause grammars. The current implementation runs on modern graphics workstations and is written in PROLOG.

An Efficient Ellipse-Drawing Algorithm

Abstract: Low-cost PCs and workstations with bit-mapped graphics possess limited processing power. As a result, efficient algorithms are needed to draw curves interactively.

System and method for generating graphics charts

Abstract: A computer graphics program executed by a processor (12) for generating a plurality of types of graphics charts on a computer display (26) is provided. The program includes instructions for generating an adjustable grid associated with each type of graphics chart. Each grid provides placements for text and shapes for each type of graphics chart. The present invention further includes instructions for generating snap zones associated with each grid for controlling the orientation of the shapes and text placed within the grid.

High-performance dynamic graphics streaming for scalable adaptive graphics environment

Abstract: The Scalable Adaptive Graphics Environment (SAGE) is specialized middleware for enabling data, high-definition video and extremely high-resolution graphics to be streamed in real-time from remotely distributed rendering and storage clusters to scalable display walls over ultrahigh- speed networks. In this paper, we present the SAGE architecture, focusing on its dynamic graphics streaming capability. In the SAGE framework, multiple visualization applications can be streamed to large tiled displays and viewed at the same time. The application windows can be moved, resized and overlapped like any standard desktop window manager. Every window movement or resize operation requires dynamic and non-trivial reconfiguration of the involved graphics streams. This approach has been successfully shown to scale to support streaming on the LambdaVision 100 Megapixel display wall. SAGE is now being extended to support distance collaboration with multiple endpoints by streaming visualization to all the participants.

Color, graphics, and animation in a computer-assisted learning tutorial lesson

Abstract: Purpose. The effectiveness of the computer in learning has been generally acknowledged. However, it has not been determined which characteristics of computer-assisted learning (CAL) are most effective in students' learning. The purpose of this study was to determine the relative effectiveness of color, graphics, and animation in a CAL tutorial lesson. Methods and procedures. The 119 subjects were randomly assigned to one of the six groups which resulted from a 2 x 3 (Color x Group (Text, Graphics, and Animation)) design. Each subject participated in a single 20-minute CAL session. After the learning session, each subject completed a demographic questionnaire and a pencil-and-paper performance test which served as one of the dependent measures in this study. The analysis of covariance procedure was used to determine the relative effectiveness of color, still graphics and animated graphics. The covariate was the performance pretest. Results. On the performance test, which was based on the mathematical rule for average speed, the subjects who reviewed the animated graphics version of the CAL scored higher than any other group. The subjects who reviewed the still graphics version of the CAL scored higher than the subjects who reviewed the CAL without any graphics and animation. The subjects who reviewed the color version of the CAL did not score higher than the subjects who reviewed the black and white version of the CAL. Conclusions. No color effect was found in this study. Color was not used to emphasize certain content in this particular study. Thus, if the designer of a CAL lesson expects the color to affect student performance, it is recommended that the color be used to draw the user's attention to a particular point. Finally, in a CAL tutorial, animated graphics are more effective than still graphics while still graphics are more effective than text-only materials. However, these characteristics of CAL lessons should be carefully designed and programmed into the material in order to be effectively used.