Relevant bibliographies by topics / Digital game design

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  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers

Academic literature on the topic 'Digital game design'

Author: Grafiati
Published: 9 September 2021
Last updated: 1 February 2022

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Journal articles on the topic "Digital game design"

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De Schutter, Bob. "Gerontoludic Design." International Journal of Gaming and Computer-Mediated Simulations 9, no. 1 (January 2017): 45–60. http://dx.doi.org/10.4018/ijgcms.2017010103.

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Considering the popularity of digital games among older adults and the challenge of population ageing, this article identified a need for an integrated game design framework aimed at older audiences. An analysis of the literature on play in later life demonstrated how the literature is dominated by two themes, i.e., the benefits of playing digital games and the issue of accessibility. While this underlying model has been demonstrated to contribute to successful designs, it also risks reducing games to its motivational characteristics and ageing to cognitive and physical decline. The author therefore reviewed the literature on game design and later life to develop a design approach that considers the multi-faceted nature of ageing as well as the intrinsic value of digital games. The resulting “Gerontoludic Design Framework” sets meaningful play as the intended outcome of game design for older adults, identifies iterative player-centered design as its preferred design approach, and extends the MDA framework by suggesting age-specific aesthetics and mechanics.
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Khamadi, Khamadi, and Abi Senoprabowo. "Adaptasi Permainan Tradisional Mul-Mulan ke dalam Perancangan Game Design Document." ANDHARUPA: Jurnal Desain Komunikasi Visual & Multimedia 4, no. 01 (February 27, 2018): 100–118. http://dx.doi.org/10.33633/andharupa.v4i01.1588.

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AbstrakSeperti halnya keberadaan permainan tradisional pada umumnya, Mul-mulan memiliki masalah yang sama yaitu telah tergeser oleh jenis permainan digital saat ini. Upaya membawa permainan Mul-mulan ke dalam permainan digital menjadi sangat memungkinkan melihat daya tarik dan kecepatan informasi yang diberikan teknologi digital. Sehingga dengan memanfaatkan daya tarik teknologi digital tersebut, permainan Mul-mulan dapat menjadi konten baru permainan digital yang dapat menambah daya tarik penggunanya. Penelitian ini menggunakan metode ATUMICS untuk menganalisis elemen budaya permainan tradisional Mul-mulan. Selanjutnya elemen-elemen tersebut dipadukan dengan struktur permainan digital yang baik dan menyenangkan. Hasilnya adalah konsep perancangan permainan digital yang mengandung unsur fun dan unsur budaya yang seimbang yang disusun dalam dokumen perancangan desain game digital. Melalui penelitian ini terwujud sebuah rancangan model permainan digital baru dalam bentuk Game Design Document (GDD) yang menarik dan tetap mempertahankan nilai budaya permainan Mul-mulan di dalamnya. Kata kunci: adaptasi, game, GDD, mul-mulan, permainan tradisional AbstractLike the existence of traditional games, Mul-mulan has the same problem that has been displaced by the digital games today. The effort to bring Mul-mulan into digital game becomes very possible by looking at the attractiveness and the speed of information provided by digital technology. So by using that, Mul-mulan can be a new content of digital games that can add the appeal to its users. This research uses ATUMICS method to analyze traditional culture element of Mul-mulan game. Then the elements are combined with a good and fun digital game structure. The result is the concept of designing digital games that contain elements of fun and cultural elements. Through this research obtained the model of new digital game in form Game Design Document (GDD) which interesting and maintain the cultural value of Mul-mulan. Keywords: adaptation, games, GDD, mul-mulan, traditional games
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Brown, Julie A., and Bob De Schutter. "Game Design for Older Adults." International Journal of Gaming and Computer-Mediated Simulations 8, no. 1 (January 2016): 1–12. http://dx.doi.org/10.4018/ijgcms.2016010101.

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Play is a lifelong construct that is individually defined and is influenced by multiple variables that affect how play is interpreted and experienced in old age. This study highlights the significance of using a life course perspective to explore how play is shaped and reflected through digital gameplay and preferences as a game player ages. Using grounded theory methodology, 51 participants (age 43 - 77) were interviewed individually. The resulting transcripts were coded to identify emergent themes. The findings demonstrate 1) how play changes throughout the lifespan, 2) how play preferences established in childhood influence digital gameplay for aging adults, and 3) how aging adult gamers aspire to continue gaming as they grow older. Collectively, these themes provide insight into the aspects that need to be taken into account when designing games for aging gamer populations.
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Pivec, Paul, and Maja Pivec. "Digital Games." International Journal of Game-Based Learning 1, no. 1 (January 2011): 1–18. http://dx.doi.org/10.4018/ijgbl.2011010101.

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Digital Games are becoming a new form of interactive content and game playing provides an interactive and collaborative platform for learning purposes. Collaborative learning allows participants to produce new ideas as well as to exchange information, simplify problems, and resolve the tasks. Context based collaborative learning method is based on constructivist learning theory and guides the design of the effective learning environments. The constructivist design required for successful Game-Based Learning is discussed in this chapter and the model of recursive learning is discussed suggesting how Game-Based Learning (GBL) and how to maximize its affect. This chapter defines “Gameplay” and tables the perceptions of both players and teachers in the area of abilities learnt from playing digital games. Resources for implementing GBL are highlighted and the need for these is discussed. We conclude this chapter with design guidelines that will ensure effective learning outcomes are attained and suggest why these steps are necessary.
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Martins, Raiane Santos, Filipe Raulino, Aquiles Burlamaqui, and Akynara Burlamaqui. "SGDDEdu: A Model of Short Game Design Document for Digital Educational Games." International Journal of Innovation Education and Research 7, no. 2 (February 28, 2019): 167–80. http://dx.doi.org/10.31686/ijier.vol7.iss2.1335.

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The use of games in education has become an increasingly present practice in contemporary society. For so-called "digital natives", learning through electronic games becomes more significant. Digital educational games are often seen as boring, non-motivational, that fail to bring in some essential elements that promote engagement, making the learning goal is not achieved either. Game Design is a game project. It describes how the game should be, defining its mechanics and interactions between player and the virtual world of the game and how they can affect the game environment. In order to document the design of a game, there is the Game Design Document (GDD), whose one of the main objectives, besides registration, is to help in communication between the different production teams of a game, allowing the game designer a broad view of that is being produced. However, because it is a large document that brings in detail all the main elements for the production of a game, it turns out to be little used, especially if the focus is the elaboration of small games, which are the majority of the digital educational games that exist. For these short games, which can often be worked out within a few hours, there are Short Game Design Document (SGDD). The SGDD, unlike GDD, will describe the elements of the game in a simplified way possible, whereas the game to be drawn from it is also a simple game. Thus, the proposal of this work is to elaborate a model of SGDD for educational games (the SGDDEdu), specifying elements of art, sound, mechanics and game programming, as well as educational elements in accordance with the new BNCC (National Curricular Common Base) of Elementary School, so that there is a standardization and better categorization of educational games aligned with the proposed pedagogical objectives and the skills and competences described in each level of education. This work will be developed from the study and analysis of some models of already existing SGDD and the BNCC of Elementary School in general, causing in SGDDEdu. The research will be applied with teachers and educators requesting that they specify an educational game in the SGDDEdu template. With this, we intend to verify if the SGDDEdu has relevance and if it facilitates in the production of digital educational games, providing the teaching and learning process through the games, as well as trying to identify how the NCCB can contribute in the development of educational games. Keywords: Educational games, Game Design, SGDD, BNCC
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Alkan, Selcuk, and Tuba Ada. "Digital game design on the subject of identities and expansions." New Trends and Issues Proceedings on Humanities and Social Sciences 4, no. 9 (January 11, 2018): 17–21. http://dx.doi.org/10.18844/prosoc.v4i9.3038.

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This study aimed to design a digital game used in the teaching of identities and expansions and provide modelling by students. This game was designed according to the eighth-grade math curriculum. Unity3d game engine was used in designing the game. The software required to run the game was written by researchers using C# and java script. At the stage of designing, initially, the game was introduced to five mathematics teachers and various arrangements were made according to their opinions. Then, the game was evaluated and given the final form by two instructors who were experts in the field of mathematics education. In general, problems was designed that can be solved by dividing the rectangle given by 2 dimensional and given one edge like (ax + b) into the sub rectangles such as x^2, 2x and 1 and by writing the final result of how many sub-rectangles formed the whole rectangle. The teachers who participated in the evaluation of the game stated that the game was suitable for education and the students would gain interest in the game during the course. Teachers have criticised the game only on visual matters. For education to be more effective, the number of such games and materials should be increased. For design of more effective and more interesting games, we must collaborate with the experts in the field of fine arts. Keywords: digital game; game; expansions; mathematics education
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Alkan, Selçuk, and Ebru Korkmaz. "Analysis of Digital Games Related to Mathematics Education with Deconstructing." World Journal of Education 11, no. 2 (April 18, 2021): 46. http://dx.doi.org/10.5430/wje.v11n2p46.

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In this study, the design and educational aspects of digital games on Steam (Digital Game Sales Platform) were examined. Case study, one of the qualitative research methods, was used in the research. Universal design model and principles, educational and game mechanics were used in the analysis of the games. The games were analyzed using the Deconstructing method. In parallel with the findings obtained, it is seen that game mechanics are more various than learning mechanics in games. Also in game designs, it is considered that entertainment is more important than educational use. It was determined that question-answer mechanics are used more frequently among learning mechanics in games. One reason for this may be the ease of construction of question-answer mechanics. The main goal is to establish an interaction between education and game mechanics. In addition, it was defined that another important mechanic used in games is "instant feedback". In addition, in line with the findings, it was detected that in-game rules, levels and awards facilitate learning and increase motivation.
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Classe, Tadeu Moreira de, Renata Mendes De Araujo, Geraldo Bonorino Xexéo, and Sean Siqueira. "The Play Your Process Method for Business Process-Based Digital Game Design." International Journal of Serious Games 6, no. 1 (March 14, 2019): 27–48. http://dx.doi.org/10.17083/ijsg.v6i1.269.

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Serious games have been understood as a useful tool to engage, educate and train individuals in many areas. They are also suitable for the business processes management area where it is expected that business-process-based digital games can bring together players (process actors) to better understand and learn organizational business processes. This paper presents a game design method for the development of serious games which aims to provide business process understanding to players, as well as to allow them to reflect on process challenges and difficulties. The design of serious business process games requires game designers to have business process modeling skills and instructions on how to represent business process elements in the game context. This research was conducted using the Design Science Research Methodology, and addresses the challenge of providing a method for the design of serious business process games. The method receives business process models as input and comprises steps to (i) map business process elements into game design elements, game design and development, and (ii) evaluate games with game designers, process actors, and game players. In order to validate the method, a set of games was built and evaluated with players. The designed games were evaluated as to adequate quality, although fun and entertainment can still be improved, and players´ understanding regarding process increase after games are played
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Aslan, Serdar, and Osman Balci. "GAMED: digital educational game development methodology." SIMULATION 91, no. 4 (March 2, 2015): 307–19. http://dx.doi.org/10.1177/0037549715572673.

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RALIBI, RAYMOND. "PERANCANGAN MOBILE GAME BERDASARKAN PERMAINAN RAKYAT “DODOMBAAN” UNTUK MEMBANGUN INTERAKSI SOSIAL ANTAR PEMAIN." Serat Rupa Journal of Design 1, no. 2 (January 19, 2018): 343. http://dx.doi.org/10.28932/srjd.v1i2.457.

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ABSTRACT“Dodombaan” is an old and popular folk-game amongst children in West Java, although nowadays it becomes rarely played as many children are in favor of playing digital games. Scholars believe that this folk-game actually provides an opportunity for children to develop a sense of social-sensitiveness, as children interactively play with each other. Having exposed to children interests on digital games and the social benefit of Sundanese folk-game, the study sets to design and develop a digital-game based on Sundanese folk-game of dodombaan. This design-study started by collecting and analyzing data of users and plays of dodombaan, which iteratively done in support of the process of designing a digital game. The formal elements of game are composed according to the original game-play of dodombaan. This is to assure that users will have similar game-experiences and social-benefit of the play. The digital game of dodombaan is developed as a mobile multi-player game on android platform and visualized according to the traditional art of sheep’s battle (seni ketangkasan domba) of Garut West Java. It is expected that the developed game of dodombaan can serve as an alternative product of digital game with cultural contents. Keywords: cultural content game; multiplayer mobile games; Sundanese folk-game
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Dissertations / Theses on the topic "Digital game design"

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Tahmassebi, Shadi. "Digital Game Design for Elderly People." Thesis, Malmö universitet, Fakulteten för teknik och samhälle (TS), 2018. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-20133.

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Researchers have found that digital gaming is beneficial for the cognitive,psychological, and physical health of the elderly people [1][6]. The percentage of theelderly people playing digital games is growing increasingly (and so do thedemographics) and thus the elderly generation form a potential base for a yetinexperienced game market. Nevertheless, the game industry seems to have ignoredthis important layer of the population as a special category of users [3]. Neither thehardware nor the software are designed with the elderlies’ age-related cognitive andphysical impairments.While there is a lot of research on the positive effects of digital games on the elderlies’well-being, the characteristics of the elderly gamers have rarely been explored [1]. Thepurpose of this study is to find out the elderly people’s perceptions and experiences ofplaying games and map the difficulties they experience. Based on the collected dataand facts, a number of important factors to be considered by the designers of gamesfor the elderly people are recommended.Almost 50 individuals between 65 and 90 years of age, living in their homes andenjoying a for their age normal health, have been interviewed by the author. The resultsreveal that a considerably high majority of the respondents show interest in playinggames. Meanwhile, they complain about the complexity of both hardware andsoftware in relation to their age-related cognitive and physical limitations. Most of theelderly individuals say that they need help with both playing games and using thedevices. An important conclusion from the findings of this research is that gamestargeting the elderly users should be designed beyond the general usability issues,considering the possibility of customizing the technologies to individual needs andrequirements, as the health and physical conditions of the elderly people vary greatly.The study concludes that for the elderly population to be motivated and benefit fromdigital games, developers producing the software and hardware, and designersengaged in the design of user interface, need to consider this population as a separatecategory of gamers and offer games meeting age-related needs and requirements.
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Faltin, Elias, and Mikael Ferroukhi. "From conceptual level to playable game : An exemplary investigation of applying game design theory to practice through the process of design and development." Thesis, Uppsala universitet, Institutionen för speldesign, 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-415728.

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The reflective game design theory outlined by Rilla Khaled (2018) argues for designing disruptive experiences to promote reflection within the player. We decided to design and produce a game based on her theory to then engage with Khaled’s theory critically. We define the act of making a game as a three-step process consisting of ideation (influenced by Khaled’s theory), articulation of the design based on a framework (SGDA Framework by Mitgutsch & Alvarado, 2012), and finally the implementation of it (based on principles outlined by Swink, 2009 and Boyer, 2010). We make a theoretical argument for our design decisions, test the game in a user study, and then discuss the successes and shortcomings of our design. To conclude we tie our discoveries to the steps taken in the application of theory into practice. We discover that the best design intentions often cannot reach the player because their interaction with the game is hindered by un-polished implementation. We identify further gaps between theory and practice and are stating what designers should watch out for when making reflective games.
I Rilla Khaled´s (2018) teori Reflective game design theory, argumenterar hon för fördelen med att skapa omvälvande upplevelser i syfte att uppmana spelaren till reflektion. Vi beslöt oss för att designa och utveckla ett spel baserat på hennes teori, för att sedan undersöka och utvärdera teorin. Vi definierar spelutvecklande som en process i tre steg, bestående av ”ideation” (grundat ur Khaleds teori), artikulering av designen baserat på ett ramverk s.k. ”SGDA Framework” ( Mitgutsch & Alvarado, 2012), och slutligen realisering (grundat på principer framtagna av Boyer, 2010 och Swink, 2009). Vi argumenterar för besluten som ligger bakom vår design, utför praktiska test av spelet i en användarstudie och diskuterar sedan framgångar samt eventuell tillkortakommanden med vår design. Slutsatsen består av en redogörelse för hur våra upptäckter står i förhållande till applikationen av teori till praktik. Vi upptäckte att genomtänkta och välmotiverade beslut inom spelutveckling inte alltid når spelaren, då interaktionen mellan spelare och spel hindras av tillkortakommanden i hur dessa beslut tillämpats. Vi identifierade ytterligare klyftor mellan teori och realisering, och konstaterar vad spelutvecklare bör vara uppmärksamma på under utveckling av s.k. ”reflective games”.
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Flanagan, Mary. "Playculture : developing a feminist game design." Thesis, University of the Arts London, 2005. http://ualresearchonline.arts.ac.uk/2304/.

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In this thesis, I define 'Playculture' as a primary portal through which 'everyday life' is experienced in the US and the UK. I then argue that online 'cultural structures' have begun, more and more frequently and for a variety of reasons, to take the form of games - games that are destabilised by female participants. 'Feminist' methods of various kinds, 'intervention disruption', and iterative game design are all modes and methodologies I have chosen to apply to the creation of the practical parts of the research. Examples discussed at length in these pages illustrate the tensions between everyday popular culture and interventionist working practices, highlighting a process informed by feminist scholarship of marginalised groups. I argue that specific and identifiable historical play patterns and larger technological developments have been linked to gaming practices. If play has become an integral part of everyday life, then the history of 'banal' play - especially domestic play -- takes on new importance. Paper playhouses of the 19th Century reinforced the notion that the house was implicitly known as a gendered space, and I interrogate gender and play and girls' subversive resistance in this space. I argue that it is both possible and useful to identify three main types of subversion in operation by women players: reskinning, un-playing, and re-writing. I use these types of subversion to design artist's computer games as practical work in [rootings] and [domestic], and in the design of a larger collaborative work RAPUNSEL. I conclude the thesis by utilising my selected methodologies for a final feminist intervention and subversion, through a case study of the design and creation of the practical work [six. circles], which demonstrates how one might rework game goals and creating artists' games as a form of social activism. I end with a summary of the significance of this body of research as well as a summary arguement outlining the potential contributions of this study to future researchers, scholars and practitioners.
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Howell, Peter Mark. "Disruptive game design : a commercial design and development methodology for supporting player cognitive engagement in digital games." Thesis, University of Portsmouth, 2015. https://researchportal.port.ac.uk/portal/en/theses/disruptive-game-design(cac71c4d-74b4-491b-a7e2-cb28e1fac235).html.

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First-person games often support the player’s gradual accretion of knowledge of the game’s rules during gameplay. They thus focus on challenging and developing performative skills, which in turn supports the player in attaining feelings of achievement and skills mastery. However, an alternative disruptive game design approach is proposed as an approach that encourages players to engage in higher-order thinking, in addition to performative challenges. This requires players to cognitively engage with the game at a deeper level. This stems from the player’s expectations of game rules and behaviours being disrupted, rather than supported, requiring players to learn and re-learn the game rules as they play. This disruptive approach to design aims to support players in satiating their needs for not only achievement and mastery at a performative level but also, their needs for problem-solving and creativity. Utilising a Research through Design methodology, a model of game space proposes different stages of a game’s creation, from conceptualisation through to the final player experience. The Ludic Action Model (LAM), developed from existing game studies and cognitive psychological theory, affords an understanding of how the player forms expectations in the game as played. A conceptual framework of game components is then constructed and mapped to the Ludic Action Model, providing a basis for understanding how different components of a game interact with and influence the player’s cognitive and motor processes. The Ludic Action Model and the conceptual framework of game components are used to construct the Disruptive Game Feature Design and Development (DisDev) model, created as a design tool for ‘disruptive’ games. The disruptive game design approach is then applied to the design, development, and publication of a commercial game, Amnesia: A Machine for Pigs (The Chinese Room, 2013). This application demonstrated the suitability of the design approach, and the proposed models, for establishing disruptive game features in the game as designed, developing those features in the game as created, to the final resolution in the game as published, which the player will then experience in the game as played. A phenomenological template analysis of online player discussions of the game shows that players tend to evaluate their personal game as played (i.e. their personal play experience) in relation to their a priori game as expected (i.e. the experience that they expected the game to provide). Players reported their play experiences in ways that suggested they had experienced cognitive engagement and higher-order thinking. However, player attitudes towards this type of play experience were highly polarised and seemingly dependent on the correspondence between actual and expected play experiences. The discussion also showed that different methods of disruption have a variable effect on the player experience depending on the primacy of the game feature being disrupted. Primary features are more effectively disrupted when the game’s responses to established player actions are subsequently altered. Secondary game features, only present in some sections, are most effectively disrupted when their initially contextualised behaviour is subsequently altered, or recontextualised. In addition, story-based feature disruption is most effected when the initial encoding stage is ambiguous, thus disrupting players’ attempts to form an initial understanding of them. However, these different methods of disruption may be most effective when used in conjunction with each other.
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Larsson, Andreas, and Jonas Ekblad. "Physical vs Digital Tabletop Games." Thesis, Malmö universitet, Fakulteten för teknik och samhälle (TS), 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-20793.

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This paper shows the difference in User Experience between Physical and Digital tabletop games. The goal of the project is to get an understanding of how and why playing tabletop games differentiates depending on the platform. Seven tabletop games have been chosen from different genres with an official digital adaptation. We’ve measured four key factors, Usability, Aesthetics, Social Connectivity and Engagement. The key factors have been used to gather User Experience metrics that were used to compare the digital and physical versions of the tabletop games. The result from this thesis is that physical tabletop games have a higher rating than the digital versions in all key factors except in usability where the differences were miniscule. Games that rely on imperfect information offer a much higher social connectivity and engagement when it’s played around a table. Games relying on tile-placement offers a higher usability and engagement when played digitally due to the assistance provided by the game. Physical tabletop games are the preferred option of the two but the accessibility of the digital versions makes them remain relevant.
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Cress, Bradley D. "Design and Development of a Digital Game-Based Learning Module on Transportation." Bowling Green State University / OhioLINK, 2009. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1245724226.

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Souza, Jaderson Aparecido de. "Paradigm shift: uma aventura em busca do jogo." Pontifícia Universidade Católica de São Paulo, 2011. https://tede2.pucsp.br/handle/handle/18082.

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Made available in DSpace on 2016-04-29T14:23:01Z (GMT). No. of bitstreams: 1 Jaderson Aparecido de Souza.pdf: 44357388 bytes, checksum: 02173ac48fd79c1048c84e4e39f73038 (MD5) Previous issue date: 2011-08-29
This study addresses the issue of the production of games and its scope as objects of knowledge and learning. Part of the current discussion is about theoretical elements of the games from the ontologically pragmatic assumptions of the metaphilosophy and of the general ontology of the metaverses and games. Methodologically, the production of a game is conceived as the production of a cultural and cognitive object which is organized according to the principles of the narrative designs, three-dimentional environments and characters integrated in the current cultural movement of the digital natives. It is discussed the relation among the methodological assumptions of the approach of the new technologies, the narratology and playful and the current educational reflections that take the games as cognitive objects. It approaches the production contexts of a game, focusing the hypermedia research areas which show the games as cultural agents that promote the human creativity and freedom in the digital era, its relevance as playfulness sense producer and as horizons of knowledge production. It resumes the discussion of the use of games in the educational process confronting them with the entertainment issues and the scientific research that uses the new technologies. It locates and delineates the methodological parameters and conceptual limits for the production of a game which has concepts as objects. It proposes the normative structure of a game design document, its parameter and its development in a high fidelity digital phototype. It culminates in the perspective of the games complexities as digital and cultural objects that locates in the horizons among art, ethics and science, fundamental to the development of the postmodern culture
conhecimento e de aprendizagem. Parte da discussão atual acerca dos fundamentos teóricos dos games, a partir dos pressupostos ontopragmáticos da topofilosofia e da ontologia geral dos metaversos e games. Metodologicamente, concebe a produção de um game como a produção de um objeto cultural e cognitivo que se organiza segundo princípios do design de narrativas, ambientes tridimensionais e personagens, integrados no movimento cultural atual dos nativos digitais. Discute a relação entre os pressupostos metodológicos da abordagem das novas tecnologias, com o binômio narratologia-ludologia e com as atuais reflexões educacionais que tomam os games como objetos cognitivos. Aborda os contextos de produção de um game, enfocando as pesquisas da área hipermídia, que mostram os games como agentes culturais que promovem a criatividade e liberdade humanas na era digital, a sua pertinência como ludicidade produtora de sentidos e como horizonte de produção de conhecimento. Retoma o debate do uso dos games nos processos educativos confrontando-os com as questões do entretenimento e da pesquisa científica que utiliza as novas tecnologias. Situa e delineia os parâmetros metodológicos e limites conceituais para a produção de um game que tenha por objeto conceitos. Propõe a estrutura normativa de um game design document, sua parametrização e seu desenvolvimento em um protótipo digital de alta fidelidade. Culmina na perspectiva da complexidade dos games como objetos digitais e culturais que se situam no horizonte entre arte, ética e ciência, fundamentais para o desenvolvimento da cultura pós-moderna
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Nguyen, Vuong D. "Duck Hunt FPGA game, a project on UML and digital design." Thesis, California State University, Long Beach, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=10137441.

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Field Programmable Gate Array (FPGA) is rarely associated with video games. Software video games can be made using the Unified Modeling Language (UML) and high level languages such as the Extensible Hypertext Markup Language (XHTML), Cascading Style Sheets (CSS), Javascript, and jQuery; however, FPGA video games require the building of complex hardware. The goal of this project is to create an FPGA video game by combining UML and digital design.

There are advantages to starting from the hardware level such as having more control, thus giving more freedom to create design and functional specifications. The disadvantages include creating device drivers. By using the Rational Unified Process (RUP) as the development process, a Duck Hunt FPGA Game is created that proves how software video game development is different compared to FPGA game development.

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Moulana, Sultana Jesmine. "SYNERGY: GAME DESIGN + QUR'AN MEMORIZATION." VCU Scholars Compass, 2017. https://scholarscompass.vcu.edu/etd/5199.

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The rise of digital technology has transformed nearly every part of our daily lives, including the way we learn and memorize. Such transformations raise interesting questions for one of the most long-standing and demanding memorization tasks in the world: the memorization of the Islamic holy book, The Qur’an. For Muslims, The Qur’an is a timeless, sacred text, cradling within its covers many profound images, stories, and parables. Despite rigorous research in the fields of game design and memorization techniques, very little work has been done in combining these two areas of research to create a game-based memorization experience of The Quran. This thesis synthesizes game design elements with existing memorization techniques to foster a more engaging, enriching, and inspiring Qur’an memorization experience.
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Bufe, Johannes Verfasser], Detlef [Akademischer Betreuer] [Krömker, and Wolfgang [Akademischer Betreuer] Müler. "Game-Design Paradigmen und Lernprozesse im Digital Game Based Learning / Johannes Bufe. Gutachter: Detlef Krömker ; Wolfgang Müler." Frankfurt am Main : Univ.-Bibliothek Frankfurt am Main, 2011. http://d-nb.info/1045005673/34.

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Books on the topic "Digital game design"

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Hollywood gamers: Digital convergence in the film and video game industries. Bloomington: Indiana University Press, 2010.

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Gómez, Mario Rubiales. Vídeo digital. Madrid: Anaya Multimedia, 2004.

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Gómez, Mario Rubiales. Vídeo digital. 2nd ed. Madrid: Anaya Multimedia, 2005.

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Steven, Heller. Becoming a digital designer: A guide to careers in Web, video, broadcast, game and animation design. Hoboken, N.J: John Wiley, 2007.

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Daryl, Wise, ed. Secrets of award-winning digital artists. New York, N.Y: Wiley Pub., 2002.

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Eric, Thomas, ed. Game character design complete: Using 3ds Max 8 and Adobe Photoshop CS2. Boston, Mass: Thomson Course Technology, 2007.

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Burmester, Michael. Digital game based learning: Proceedings of the 4th International Symposium for Information Design, 2nd of June 2005 at Stuttgart Media University. Karlsruhe: Univ.-Verl. Karlsruhe, 2006.

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Fay, Nissenbaum Helen, ed. Values at play in digital games. Cambridge, Massachusetts: The MIT Press, 2014.

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Grout, Ian. Digital systems design with FPGAs and CPLDs. Amsterdam: Elsevier / Newnes, 2008.

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Samiha, Mourad, ed. Digital design using field programmable gate arrays. Englewood Cliffs, N.J: PTR Prentice Hall, 1994.

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Book chapters on the topic "Digital game design"

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Wu, Yen-Liang, Shia Yu, Shih-Tav Kao, Chih-Yu Chen, Hao-Wen Liu, Po-Han Chen, Ci-Yuan Xu, and Rong-Chi Chang. "Digital Game Design—Brave Loop." In Lecture Notes in Electrical Engineering, 993–98. Singapore: Springer Singapore, 2017. http://dx.doi.org/10.1007/978-981-10-3187-8_97.

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Sezen, Tonguc Ibrahim. "Analog Prototyping for Digital Game Design." In Encyclopedia of Computer Graphics and Games, 1–3. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-08234-9_135-1.

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Khaled, Rilla. "Questions Over Answers: Reflective Game Design." In Playful Disruption of Digital Media, 3–27. Singapore: Springer Singapore, 2018. http://dx.doi.org/10.1007/978-981-10-1891-6_1.

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Guynup, S. "Virtual Reality, Game Design, and Virtual Art Galleries." In Curating the Digital, 149–66. Cham: Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-28722-5_10.

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Reimann, Daniela, and Simone Bekk. "Game Design with Portfolios and Creative Skills." In Creativity in the Digital Age, 245–61. London: Springer London, 2015. http://dx.doi.org/10.1007/978-1-4471-6681-8_13.

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Schuldt, Jacqueline, and Helmut Niegemann. "Instructional Design for Digital Game-Based Learning." In Game-based Learning Across the Disciplines, 299–319. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-75142-5_13.

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Song, Minzhu, and Sujing Zhang. "EFM: A Model for Educational Game Design." In Technologies for E-Learning and Digital Entertainment, 509–17. Berlin, Heidelberg: Springer Berlin Heidelberg, 2008. http://dx.doi.org/10.1007/978-3-540-69736-7_54.

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Guo, Yan Ru, and Dion Hoe-Lian Goh. "The Design of an Information Literacy Game." In The Emergence of Digital Libraries – Research and Practices, 354–64. Cham: Springer International Publishing, 2014. http://dx.doi.org/10.1007/978-3-319-12823-8_37.

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Jagoda, Patrick, and Peter McDonald. "Game Mechanics, Experience Design, and Affective Play." In The Routledge Companion to Media Studies and Digital Humanities, 174–82. New York : Routledge, Taylor & Francis Group, 2018.: Routledge, 2018. http://dx.doi.org/10.4324/9781315730479-17.

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Markopoulos, Evangelos, Panagiotis Markopoulos, Mika Liumila, Younus Almufti, and Chiara Romano. "Digital Cultural Strategies Within the Context of Digital Humanities Economics." In Advances in Human Factors in Wearable Technologies and Game Design, 283–95. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-20476-1_29.

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Conference papers on the topic "Digital game design"

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Jemmali, Chaima, Sara Bunian, Andrea Mambretti, and Magy Seif El-Nasr. "Educational game design." In FDG '18: Foundations of Digital Games 2018. New York, NY, USA: ACM, 2018. http://dx.doi.org/10.1145/3235765.3235783.

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Chan, Jupiter T. C., and Wilson Y. F. Yuen. "Digital game ontology: Semantic web approach on enhancing game studies." In Conceptual Design (CAID/CD). IEEE, 2008. http://dx.doi.org/10.1109/caidcd.2008.4730603.

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O'Shea, Zoë, and Jonathan Freeman. "Game design frameworks." In FDG '19: The Fourteenth International Conference on the Foundations of Digital Games. New York, NY, USA: ACM, 2019. http://dx.doi.org/10.1145/3337722.3337753.

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Pong, Ke-Chen, Ming-Hsin Tsai, and Shuo-Hsiu Hsu. "Applying a Grammatical Structure to Practice Game Design on Non-Computer Games." In 2012 IEEE 4th International Conference on Digital Game and Intelligent Toy Enhanced Learning (DIGITEL 2012). IEEE, 2012. http://dx.doi.org/10.1109/digitel.2012.17.

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Shliakhovchuk, Elena, and Adolfo Muñoz García. "Digital game-based learning for D&I: conceptual design of an educational digital game Chuzme." In INNODOCT 2019. Valencia: Universitat Politècnica de València, 2019. http://dx.doi.org/10.4995/inn2019.2019.10561.

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There is a demand for tools facilitating intercultural, diversity and inclusion (D&I) education. Video games are one of the most advanced new media technologies, so it is only natural to suppose that they can offer remarkable possibilities for fostering learning in the area of intercultural, D&I education. This article explores theoretical guidelines in the design of Chuzme, a serious educational game that focuses on raising cultural self-awareness, the acknowledgement of cultural bias, and aims to generate positive attitudes towards migrants, refugees and expatriates amongst its players and to train to be an inclusive leader. It is hoped that this will serve as a useful reference to guide the development of similar titles in the future.
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Shi, Yen-Ru, and Ju-Ling Shih. "Game-Based Career Guidance Systems Design Concept." In 2012 IEEE 4th International Conference on Digital Game and Intelligent Toy Enhanced Learning (DIGITEL 2012). IEEE, 2012. http://dx.doi.org/10.1109/digitel.2012.53.

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Gillespie, Thom. "Digital storytelling and computer game design." In CHI '97 extended abstracts. New York, New York, USA: ACM Press, 1997. http://dx.doi.org/10.1145/1120212.1120316.

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Ijsselsteijn, Wijnand, Henk Herman Nap, Yvonne de Kort, and Karolien Poels. "Digital game design for elderly users." In the 2007 conference. New York, New York, USA: ACM Press, 2007. http://dx.doi.org/10.1145/1328202.1328206.

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Lorthioir, Guillaume, and Katsumi Inoue. "Design Adaptive AI for RTS Game by Learning Player's Build Order." In Twenty-Ninth International Joint Conference on Artificial Intelligence and Seventeenth Pacific Rim International Conference on Artificial Intelligence {IJCAI-PRICAI-20}. California: International Joint Conferences on Artificial Intelligence Organization, 2020. http://dx.doi.org/10.24963/ijcai.2020/737.

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Digital games have proven to be valuable simulation environments for plan and goal recognition. Though, goal recognition is a hard problem, especially in the field of digital games where players unintentionally achieve goals through exploratory actions, abandon goals with little warning, or adopt new goals based upon recent or prior events. In this paper, a method using simulation and bayesian programming to infer the player's strategy in a Real-Time-Strategy game (RTS) is described, as well as how we could use it to make more adaptive AI for this kind of game and thus make more challenging and entertaining games for the players.
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Yanli Liang, Xiaoling Li, and Jiachen Zhang. "Digital game-based college English teaching." In 2010 International Conference on Computer Design and Applications (ICCDA 2010). IEEE, 2010. http://dx.doi.org/10.1109/iccda.2010.5541038.

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