Author:
TAKÁČ ONDREJ,CZAKÓOVÁ KRISZTINA
Abstract
Nowadays, in a time of rapid development of many scientific disciplines, solutions are emerging that require knowledge from several fields. Promoting cross-curricular relationships is also becoming relevant. Its importance is also clear in higher education. It creates and deepens students' competences and enables them to take a broader view of related or underlying fields. 3D models are a very suitable tool to support cross-curricular relationships, where their importance is not only in the creation of the 3D model itself, but the results obtained in this way are also fully applicable in the educational field as a visualization tool. This is an interesting activity for students, but also the creation of models hides a number of possible complications that can complicate their creation and if the model fails, it can discourage the student. Therefore, it is important to be able to react correctly and choose the appropriate course of action. It is not necessary to obtain new photographs, but manual intervention in the creation of the 3D model is sufficient. The method of creating 3D models and their importance in the educational sphere have already been presented in several of our publications, for example [1-6]. However, practical implementations show that although students are very positive about this activity, they often encounter problems in post-processing. It is on post-processing procedures that we will focus in our paper. Using concrete examples, we will show the three basic editing methods we have proposed (adding manual tie-points; editing a meshed model by removing point clouds and properly removing the visible part of the model), which once mastered, students will be able to solve most problems in the creation of 3D models without deeper technical knowledge.