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My strong statement was in counter to your assertion that the empirical evidence holds that you'll need math and cs in spades. Most of my graphics works was be
by vvanders 6y ago
My strong statement was in counter to your assertion that the empirical evidence holds that you'll need math and cs in spades.
Most of my graphics works was better served by an understanding of hardware(pipelining, SRAM vs DRAM caches and latency penalties including random vs linear reads). Most of the embedded work was done with a rigor towards memory management and not any "traditional CS". In fact we avoided traditional CS structures(lists, trees, etc) since they had negative performance penalties. The only thing that we came close to leveraging was radix sort along the view axis, and that was through a gnarly hack that let us use it for floating point values.
I've also yet to run into anyone in gamedev or the graphics world who could derive quaternions from first principals. They're damn useful but I think you you know their operations understanding the theory doesn't take you much further.
I think you have a point on rigor, but that has more to do with how to tackle problems broadly rather than any sort of academic or theoretical background.
- banachtarski 6y agoComputer science courses these days do in fact teach about memory coherency and MESI protocols with respect to CPU cache management and architecture. You'd learn about pipelining as well, and scalar architectures for that matter. I guess my point is that even if you didn't, if you wanted a head start, it's sufficient to know at least the basics of what microarchitectures are, and how to reason about a computational model of complexity, even if you need to adjust it later (for a particular console, or GPU, or architecture). As for quaternions, I can derive them (no really, I've written a ton of code in this space, although I prefer the GA formulation), but I want to know, does the candidate understand why they're mathematically advantageous (blending properties, linearity, etc). Can they productively read a paper that uses it and apply the technique, etc.