The quantitative evaluation of disparity maps is based on error measures. Among the existing measures, the percentage of Bad Matched Pixels (BMP) is widely adopted. Nevertheless, the BMP does not consider the magnitude of the errors and the inherent error of stereo systems, in regard to the inverse relation between depth and disparity. Consequently, different disparity maps, with quite similar percentages of BMP, may produce 3D reconstructions of largely different qualities. In this paper, a ground-truth based measure of errors in estimated disparity maps is presented. It offers advantages over the BMP, since it takes into account the magnitude of the errors and the inverse relation between depth and disparity. Experimental validations of the proposed measure are conducted by using two state-of-the-art quantitative evaluation methodologies. Obtained results show that the proposed measure is more suited than BMP to evaluate the depth accuracy of the estimated disparity map.

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The main contribution of this paper is the introduction of a continuous improvement cycle for devising teaching scenarios and conducting learning experiences in engineering. The proposed cycle consists of seven steps on which gamification theory and ABET criteria are combined. It arose from the adaptation of a gamification design framework, commonly used in industry, into the specific context of high quality education in engineering. It is formulated at high level. Consequently, it should be useful for practitioners having different requirements and expectations. A developed practice, following the proposed cycle, is presented, discussed and evaluated. In particular, the proposal is applied and exemplified, in a scenario for teaching introductory concepts of computer programming in a first-year course. A digital game was used within a gamified learning experience, as a teaching tool. However, the learning process does not rely solely on the use of the game by itself. Moreover, the devised scenario has a purpose beyond edutainment: contributing to achievement of student outcomes, under a continuous improvement approach, according to ABET. A quantitative and qualitative evaluation of the developed practice was performed. A positive impact on students' emotional engagement and behavior was observed as a result of the evaluation process.

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