Studying three-dimensionality graphics in the context of the global spread of artificial intelligence technologies

Abstract

Modern programs in computer science for grades 7–9 in general education schools typically include a topic directly related to the disclosure of the features of using programs designed to create three-dimensional graphic content. The results of an analysis of methodological and scientific sources devoted to the organization of the educational process for studying the relevant software show that domestic scientists have not paid sufficient attention to this issue. Nevertheless, it is this part of the school computer science curriculum that performs a significant propaedeutic function and allows us to illustrate how computer science, mathematics, and engineering are interrelated. The impact of artificial intelligence technologies on the educational process is significant, and the study of 3D modeling enables us to demonstrate how publicly available AI services can be utilized to teach schoolchildren three-dimensional modeling editors and show the rules for their ethical use. In this context, the purpose of the article is to reveal the features of applying artificial intelligence technologies in the process of studying 3D modeling. The main part presents the results of analyzing current computer science programs for ninth-grade students on topics related to three-dimensional graphics. Significant attention is paid to the disclosure of a case study that demonstrates the features of using artificial intelligence models to teach students how to work with 3D graphics editors. An example of a request for this type of services, along with mathematical approaches to analyzing the generated images, is provided. It is noted that this approach enables students to critically evaluate the results of online services, including those in the form of images generated using suitable AI models. It demonstrates how common errors in generated images can stimulate students' interest in the subject and encourage them to conduct their own research and scientific investigations. Additionally, this approach enables schoolchildren to be better prepared to work with a three-dimensional editor, as it contributes to the development of spatial imagination and perception. The conclusions summarize the presented results and outline prospects for further research in this area.