[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"doc-seo-588736-105":3,"detail-sidebar-cat-0-en-105":74,"doc-detail-588736-en":124},{"code":4,"msg":5,"data":6},0,"ok",{"site_id":7,"language":8,"slug":9,"title":10,"keywords":11,"description":12,"schema_data":13,"social_meta":67,"head_meta":69,"extra_data":71,"updated_unix":73},105,"en","image-processing-algorithms-in-the-secondary-school-programming-education-abstract-and-introduction","IMAGE PROCESSING ALGORITHMS IN THE SECONDARY SCHOOL PROGRAMMING EDUCATION - Abstract and Introduction","","Learning computer programming for students aged 14–18 is demanding because both programming syntax and algorithmic thinking require patience, attention, and sustained motivation. The article proposes engaging image-processing tasks that strengthen programming skills by running student programs on real camera images and observing measurable visual outcomes. It selects algorithms grounded in basic computer concepts and explains how to apply them in programming classes to support discovery-based learning.",{"@graph":14,"@context":66},[15,34,49],{"@type":16,"itemListElement":17},"BreadcrumbList",[18,23,27,31],{"item":19,"name":20,"@type":21,"position":22},"https://docshare.wps.com","Home","ListItem",1,{"item":24,"name":25,"@type":21,"position":26},"https://docshare.wps.com/document/","Document",2,{"item":28,"name":29,"@type":21,"position":30},"https://docshare.wps.com/document/technology/","Technology",3,{"item":32,"name":10,"@type":21,"position":33},"https://docshare.wps.com/document/image-processing-algorithms-in-the-secondary-school-programming-education-abstract-and-introduction/588736/",4,{"url":32,"name":10,"@type":35,"author":36,"headline":10,"publisher":39,"fileFormat":42,"inLanguage":8,"description":12,"dateModified":43,"datePublished":43,"encodingFormat":42,"isAccessibleForFree":44,"interactionStatistic":45},"DigitalDocument",{"name":37,"@type":38},"Rizky","Person",{"url":19,"name":40,"@type":41},"DocShare","Organization","application/pdf","2026-10-15",true,{"@type":46,"interactionType":47,"userInteractionCount":4},"InteractionCounter",{"@type":48},"ViewAction",{"@type":50,"mainEntity":51},"FAQPage",[52,58,62],{"name":53,"@type":54,"acceptedAnswer":55},"Why does learning programming and algorithms feel difficult for secondary school students?","Question",{"text":56,"@type":57},"Students must handle unfamiliar programming syntax and algorithmic concepts, which require endurance and engagement. 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Being familiar with the syntax of a computer language and writing programs in it are challenges for youngsters, not to mention that understanding algorithms is also a big challenge. To help students in the learning process, teachers need to increase their engagement and motivation by giving them interesting and entertaining tasks. Implementing different image processing algoritms can be very efficient for enhancing their programming skills, since by running their programs on real pictures taken by cameras, they can examine the effects of these programs. This article carefully selects and introduces image processing algorithms that are based on basic computer algorithms and are understandable for secondary school students. It also shows how to apply them in programming classes and how to provide the discovery learning for students.  \nKey words: computer programming, digital image processing, algorithms  \n1. Introduction  \nDuring digital image analysis, the goal is to analyse the picture, understand and correctly interpret the visual information in it and finally recognise what it depicts. To achieve this, transformations are needed to be performed, that result in an image with better properties than the original one. These transformations are usually algorithms, most on strong mathematical basis. That is one of the reasons, why it is not taught in secondary schools. The second reason is that neither the final exam nor the study contests require the knowledge of digital images processing. Students need to solve drawing and image editing tasks that can be performed by using image editor programs such as Paint or Gimp, or sometimes PowerPoint is also suitable. They get source images to construct the sample image and also, need to change colours, to add texts or remove parts from the source images.  \nNaturally, for more talented students we can teach image processing that will enable them to perform research at their early stage of higher education and hence opening new application for digital image processing [1] . We can also teach image processing algorithms related to the topics of final exam of informatics. For example, students need to know compressing and the different compressed digital image formats demonstrated the way of teaching JPEG coding for secondary school students [4] . A digital image processing course can provide the perfect combination of the theory and experiment teaching, the practice and innovation training [8, 9] .  \nIf our goal is to enhance our students’ programming skills and make the programming lessons more enjoyable, coding some image processing algorithms is a very useful option. They like dealing with digital images, and coding algorithms that change the original image is more interesting than processing text data after reading them from a text file.  \nHungarian students, who desire to pass the advanced level final exam of informatics, need to knowhow to write computer programs that can read from a file and display the processed data to both files and monitor in a high level programming language, such as C\\#, Java or C++ . They also need to know the basic computer algorithms (counting, searching, sorting, minimum/maximum finding, etc.) and stuctures (array, matrix, record, etc.)  \nStudents sometimes find it hard to learn a programming language. They often confront unfamiliar programming terms and are required to visualize the processes that happen in computer memory.  \nOthers find this a burden and end up memorizing the processes without understanding them. This situation invariably leads students to get low grades in their programming subjects and abandon learning programming. Their motivation and interest can be increased if the practical exercises are applicable to real life to feel ","cbCaiaFp83xPVuxf","https://ap.wps.com/l/cbCaiaFp83xPVuxf","pdf",610606,"English","# 1. Introduction\n# 2. Getting the pixels of an image and changing them\n## 2.1 Using C# Bitmap and RGB pixel access","[{\"question\":\"Why does learning programming and algorithms feel difficult for secondary school students?\",\"answer\":\"Students must handle unfamiliar programming syntax and algorithmic concepts, which require endurance and engagement. Understanding algorithms is also a major challenge in this age group.\"},{\"question\":\"How can image processing make programming lessons more engaging?\",\"answer\":\"By implementing image processing algorithms that transform real pictures, students can observe the effects of their programs on actual images. This practice feels more interesting than working only with text data.\"},{\"question\":\"How are pixel values obtained in the C# approach described?\",\"answer\":\"The method uses the Bitmap class to open an image file, then accesses pixel RGB values via GetPixel. These values are stored in a matrix (Color[,]) using the image width and height dimensions.\"}]","IMAGE PROCESSING ALGORITHMS IN THE SECONDARY SCHOOL PROGRAMMING EDUCATION - Abstract and Introduction | PDF"]