Computer Graphics Wizard Academy: Quest-Based Learning to Engage Students Who Know Only High-School Geometry

Publication Date

11-1-2025

Description

At Bucknell University, a liberal arts college, many students majoring in computer science, art, and design encounter computer graphics without prior exposure to linear algebra and multivariable calculus, which can cause frustration and disengagement when faced with the mathematical concepts presented in a traditional graphics curriculum. To address this challenge in liberal arts colleges, I developed the Computer Graphics Wizard Academy - a quest-based course that introduces core graphic concepts, such as geometric transformations, rendering, and shading, using high school geometry as a foundation. Grounded in experiential learning and narrative-driven learning, Computer Graphics Wizard Academy immerses students in a fantasy world where students take on the role of apprentice mages, master various computer graphics spells through scrolls and complete quests. Each scroll enables students to explore graphic concepts interactively and engage with the mathematics behind graphics visually. Each quest combines story elements with programming challenges and real-time WebGPU visual feedback, creating a context that sustains motivation and lowers the barrier to abstract thinking. The open-ended nature of the difficulties invites students to personalize their solutions and promotes creative thinking. In this paper, I present the course design and analyze student survey data to examine how narrative framing and creative affordances influence engagement, confidence, and learning outcomes. Our findings suggest that narrative-driven and hands-on learning environments can make computer graphics more accessible while also promoting deeper conceptual understanding and artistic experimentation.

Journal

Journal of Computing Sciences in Colleges

Volume

41

Issue

5

First Page

87

Last Page

98

Department

Computer Science

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