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1
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.<br>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”.
3
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.
4
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.
5
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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Previous issue date: 2011-08-29<br>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<br>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
8
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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<p> 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. </p><p> 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.</p>
9
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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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://nbn-resolving.de/urn:nbn:de:hebis:30:3-237083.
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MACIEL, Gabriela Albuquerque. "Objetos lúdico-digitais educativos: uma análise de aspectos da interface voltada para o game design e a usabilidade." Universidade Federal de Pernambuco, 2017. https://repositorio.ufpe.br/handle/123456789/18434.
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Previous issue date: 2017-07-29<br>CAPES<br>A presente pesquisa tem um caráter exploratório, na qual tive como objetivo montar um modelo de
analise para interface de Jogos Digitais e Gamificações Educativos referindo-me aos dois como Objetos
Lúdico-Digitais de Educação, OLUDEs, partindo do Game Design e da Usabilidade e seus aspectos
contribuintes para a educação. Antes de tudo, fiz um panorama geral do assunto abordado: o mercado
de jogos, a história dos jogos educativos, a Gamificação, o aprendizado e a imersão. Ainda neste ponto
comparei princípios de Usabilidade e Game Design, nas perspectivas de Rouse (2005), Schuytema
(2008), Nielsen (1995) e Jordan (1998), para compreender em que pontos estas áreas coincidem e
divergem e basear a fase de análise. Na pré-metodologia usei da metodologia de design de pesquisa
de Lankoski & Björk (2015) e acrescida da meta-teoria de Morgan & Smircich (1980). Já na Análise,
montei e apliquei um modelo de análise para OLUDEs, numa amostra de 16 sistemas, sendo 8
Gamificações e 8 Jogos educativos com questões em escala Likert (1932), seguidas de um campo de
resposta subjetiva, podendo ser preenchido com pontos para comentário posterior. Para esta fase
utilizei também Turkay & Adinolf (2012, p.3-4), Gee apud Klopfer, Osterweil & Salen (2009). Por fim,
como principal resultado obtive que o modelo gerado parece ser eficiente na análise dos objetos da
pesquisa nos moldes aqui delimitados, podendo também ser útil em análises de artefatos específicos,
grupos de objetos de um determinado gênero, em análises de similares ao até em pesquisas de
natureza quantitativa. Sobre os OLUDEs avaliados em si a principal informação adquirida foi a
confirmação da suspeita de que a maior diferença entre as Gamificações e os Jogos voltados para a
educação parece estar em seu foco, pois enquanto as gamificações estão mais focadas na educação os
jogos o está na diversão.<br>This research has an exploratory character, in which I had intended to make an analysis model for
Digital Games and Educational Gamification interface, naming the two as Ludic-Digital Educational
Objects - OLUDEs, starting from Game Design and Usability and their contributing aspects to education.
First of all, I did an overview of the subject matter: the gaming market, the history of educational
games, the gamification, learning and immersion. At this point too, I compared principles of Usability
and Game Design, by the follow authors: Rouse (2005), Schuytema (2008), Nielsen (1995) and Jordan
(1998), to understand at what points these areas overlap and diverge and base the analysis phase. In
the pre-methodology it was used the Lankoski & Björk (2015) research design methodology and
increased Morgan & Smircich (1980) meta-theory. In the analysis, I set up and applied an analytical
model for OLUDEs in a sample of 16 systems, 8 Gamifications and 8 Educational games with questions
in Likert (1932) scale, followed by a subjective response field, which can be filled with points for further
comment. For this phase I also used Turkay & Adinolf (2012, p.3-4), Gee cited Klopfer, Osterweil & Salen
(2009). Finally, as the main result got that the generated model appears to be effective in the analysis
of the research object in the manner herein defined, may also be useful in specific artifacts analysis,
groups of a particular gender objects in similar analyzes, even in research of quantitative nature. About
OLUDEs evaluated itself the main information acquired was to confirm the suspicion that the biggest
difference between Gamifications and Educational Games seems to be in their focus because while
gamificações are more focused on education, games are in fun.
13
Tam, Long-fai Frankie, and 譚朗暉. "Develop problem solving skills in secondary mathematics classroom through digital game design." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2010. http://hub.hku.hk/bib/B47469262.
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This study examined the use of digital game design and development process in secondary mathematic classroom to develop students’ mathematical problem-solving skills. The findings indicated students were able to acquire new mathematical concept and applied the newly acquired knowledge to solve different problems throughout the game design and development process. The game development process was highly motivating and it promoted students learning attitudes and interests in general. However, the complex skills required in the game development process did discourage one of the students.<br>published_or_final_version<br>Education<br>Master<br>Master of Science in Information Technology in Education
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Vogt, Spencer. "Middle School Teachers' Use and Perceptions of Digital Game-Based Learning." ScholarWorks, 2018. https://scholarworks.waldenu.edu/dissertations/6290.
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Studies have shown that digital media and digital games can enhance students' learning experience. However, few teachers appear to use digital game-based learning (DGBL) regularly. The purpose of this qualitative study was to understand how middle school teachers use DGBL in the classroom and the factors that positively and negatively influenced their choices to use DGBL. Rogers's diffusion of innovations theory framed the study. Research questions examined how middle school teachers use DGBL in the classroom, what they view as positively and negatively influencing decisions to integrate DGBL, and differences based upon the point in their teaching career when they began using DGBL. Eight purposively selected middle school teachers who have integrated DGBL were interviewed. In vivo and pattern coding were used in analysis. Findings indicated that teachers use DGBL to engage students in content, support skill building, promote teamwork, individualize learning, and for feedback and classroom management. Factors that positively influenced adoption included teachers' own gaming experiences and perceptions of positive influence on lesson planning, classroom management, and students. Negative influences included technical difficulties, lack of self-efficacy, perceptions of students being distracted, time constraints, and the need for back up plans. There were some differences between number of years participants had been using DGBL. By better understanding how and why teachers use DGBL, policy makers, administrators, and preservice and professional development providers can develop strategies to better support DGBL use, which will benefit students' learning.
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Grassi, Nicholas Bruggner [UNESP]. "A gamificação como recurso estratégico para interatividade entre mídias digitais e usuários." Universidade Estadual Paulista (UNESP), 2016. http://hdl.handle.net/11449/136424.
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Previous issue date: 2016-02-18<br>A rápida ascensão da tecnologia e a transição para as mídias digitais trazem consigo certas dificuldades de adaptação. Essa “corrida digital” pode criar produtos com design confuso e que muitas vezes não agradam seu público-alvo. Nesse contexto, novas estratégias estão surgindo com o intuito de auxiliar essas mídias a serem mais colaborativas, interativas, intuitivas e divertidas. Um dos recursos que tem ganhado destaque é a gamificação, que propõe o uso de elementos de jogos em contextos não jogos. Esse trabalho tem como objetivo analisar a relevância da gamificação como estratégia para facilitar a interatividade entre os usuários e as mídias digitais, observando aplicações e fazendo uma pesquisa exploratória para identificar se os usuários de mídias digitais podem se beneficiar com o uso da gamificação. Para isso são apresentados os conceitos desse método: como aplicar, quando aplicar, além de sua história e origem nas mídias digitais e educação. Por último, este trabalho estuda alguns casos para identificar as técnicas de game design utilizadas com o intuito de facilitar a aplicação da gamificação nas mídias digitais, para que designers, professores ou qualquer desenvolvedor que opte pela gamificação como estratégia, entenda como aplicá-la de forma eficiente.<br>The fast rise of technology and the transition to digital media brings with it several adaptation difficulties. This "digital rush" generally creates products with confusing design which usually do not please the general public. So, new strategies are emerging in order to assist these media to be more collaborative, interactive, intuitive and fun. One of the features that have gained prominence is gamification, which suggests the use of game elements in non-gaming circumstances. This work aims to analyze the relevance of gamification as a strategy to facilitate interactivity between users and digital media, noting applications and making an exploratory study to identify whether users of digital media can take advantage of gamification or not. Therefore, the general concepts of this method are: how to apply, when to apply, as well as its history and origin in digital media and education. Finally, this paper studies some cases to identify game design techniques used in order to facilitate the application of gamification in digital media so that designers , teachers or any developer who opt for gamification as a strategy, understand how to apply it efficiently.
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Lindell, Tomas, and Wennergren Nils. "Is What You See What You Get? : A Study of the Elements that Influence and Distort a Player’s Perception of the Behavior of Digital Opponents." Thesis, Uppsala universitet, Institutionen för speldesign, 2016. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-295541.
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As a bachelor’s degree project, the study examines elements that may affect or distort players’ perception of opponents’ behavior in games. More specifically in stationary character driven games such as Texas Hold ‘em Poker. Elements that were chosen as a focus in the study were visual character design and participants previous experiences, such as knowledge of games in general and familiarity with Texas Hold ‘em Poker. A game prototype was designed as a tool to use when examining the subject. In the game prototype, players were seated at a Texas Hold ‘em Poker table and faced two opponents. One opponent was designed to be visually aggressive and the other visually defensive. Participants of the study were asked to answer a questionnaire and the resulting answers were analyzed in an attempt to find relevant information in regards to the subject of this project. The results of the study suggest that the elements chosen do affect players’ perception of opponents’ behavior.<br>Som ett kandidatexamensarbete undersöktes vilka element som kan påverka eller förvränga spelares uppfattning om motståndares beteende i spel. Mer specifikt i stationära karaktärsdrivna spel så som Texas Hold ‘em Poker. Element som utvaldes för undersökningen utgjordes av visuell karaktärsdesign och medverkandes tidigare erfarenheter, så som kunskap om spel i allmänhet och kännedom om Texas Hold ‘em Poker. En spelprototyp skapades som ett verktyg för att undersöka ämnet. I spelprototypen sattes spelare vid ett Texas Hold ‘em Poker-bord och mötte två motståndare. En motståndare var utformad att vara visuellt aggressiv och den andra visuellt defensiv. Medverkande i studien blev tillfrågade via ett frågeformulär och de resulterande svaren analyserades i ett försök att hitta relevant information gällande ämnet. Studiens resultat antyder att elementen som valdes verkligen påverkar spelares uppfattning om motståndares beteende i spel.
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Smårs, Jonathan. "Implementing Digital Fun : Locating success factors in PC games." Thesis, Karlstads universitet, Handelshögskolan, 2016. http://urn.kb.se/resolve?urn=urn:nbn:se:kau:diva-39160.
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The purpose of this paper is to explore the technical implementation of common game design theory in successful PC games today. The study uses a quantitative study to analyze 23 modern successful PC games to identify common success factors which are connected to Arrasvuors et al. (2009) theory of the Playful Experiences Framework, Sutton-Smiths (2001) seven rhetorics of play and Max-Neefs (1991) human needs matrix. The results is a practical checklist of 63 success factors for use in game development. These success factors are present in the successful games and described for implementation in game design for the PC platform. These success factors are then divided into the 7 categories: freedom, immersion, challenge, multiplayer, personal, preference and human needs to provide a better overview of the success factor checklist and connect them to proven game design theory.
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Kenobi, Ben Tuhoe. "Hiding in a hollow tree." AUT University, 2010. http://hdl.handle.net/10292/886.
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Starting with a broad analysis of game story-telling methods, this project seeks to interrogate a player’s occupation and navigation of the possibility space of a game’s meta-narrative and isolate ‘story-telling’ techniques specific and inherent to the computer-game medium. This leads to a series of formalized design schema, on the meta-narrative – game-play relationship, to assist computer-game design practice.
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Schiffler, Andreas. "New game physics : added value for transdisciplinary teams." Thesis, University of Plymouth, 2012. http://hdl.handle.net/10026.1/923.
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This study focused on game physics, an area of computer game design where physics is applied in interactive computer software. The purpose of the research was a fresh analysis of game physics in order to prove that its current usage is limited and requires advancement. The investigations presented in this dissertation establish constructive principles to advance game physics design. The main premise was that transdisciplinary approaches provide significant value. The resulting designs reflected combined goals of game developers, artists and physicists and provide novel ways to incorporate physics into games. The applicability and user impact of such new game physics across several target audiences was thoroughly examined. In order to explore the transdisciplinary nature of the premise, valid evidence was gathered using a broad range of theoretical and practical methodologies. The research established a clear definition of game physics within the context of historical, technological, practical, scientific, and artistic considerations. Game analysis, literature reviews and seminal surveys of game players, game developers and scientists were conducted. A heuristic categorization of game types was defined to create an extensive database of computer games and carry out a statistical analysis of game physics usage. Results were then combined to define core principles for the design of unconventional new game physics elements. Software implementations of several elements were developed to examine the practical feasibility of the proposed principles. This research prototype was exposed to practitioners (artists, game developers and scientists) in field studies, documented on video and subsequently analyzed to evaluate the effectiveness of the elements on the audiences. The findings from this research demonstrated that standard game physics is a common but limited design element in computer games. It was discovered that the entertainment driven design goals of game developers interfere with the needs of educators and scientists. Game reviews exemplified the exaggerated and incorrect physics present in many commercial computer games. This “pseudo physics” was shown to have potentially undesired effects on game players. Art reviews also indicated that game physics technology remains largely inaccessible to artists. The principal conclusion drawn from this study was that the proposed new game physics advances game design and creates value by expanding the choices available to game developers and designers, enabling artists to create more scientifically robust artworks, and encouraging scientists to consider games as a viable tool for education and research. The practical portion generated tangible evidence that the isolated “silos” of engineering, art and science can be bridged when game physics is designed in a transdisciplinary way. This dissertation recommends that scientific and artistic perspectives should always be considered when game physics is used in computer-based media, because significant value for a broad range of practitioners in succinctly different fields can be achieved. The study has thereby established a state of the art research into game physics, which not only offers other researchers constructive principles for future investigations, but also provides much-needed new material to address the observed discrepancies in game theory and digital media design.
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Shearer, James D. "Development of a Digital Game-Based Learning Best Practices Checklist." Bowling Green State University / OhioLINK, 2011. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1303865257.
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Haji, Mohammad Ali Sabbagh Shabnam. "Digital Interactive Games for Assessment: A Study of the Effectiveness of a Digital Game as a Measure of Students' Understanding of Boolean Logic." Master's thesis, University of Central Florida, 2014. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/6284.
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Digital games have been used mostly for entertainment but recently researchers have started to use digital games in other areas such as education and training. Researchers have shown that digital games can provide a compelling, creative, and collaborative environment for learning. However, the popularity of computers and the Internet brings this question to mind: Are the assessment methods falling behind and remaining traditional? Will the traditional methods of learning and knowledge assessment be sufficient for this new generation who are starving for new technology?
This study investigates the effectiveness of using a digital interactive game as an assessments method – in this case a mini-game that was designed to assess the student's knowledge on basic Boolean logic. The study reports on the performance differences of the students who participated in this study and correlations between the performance of these students in a digital interactive game, written tests and their in-class performance to examine the effectiveness of using a digital game as a new knowledge assessment method.<br>M.F.A.<br>Masters<br>Visual Arts and Design<br>Arts and Humanities<br>Emerging Media; Digital Media
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Sjöström, Johan. "Morphology of a digital narrative : prototyping digital narratives using the theories of Vladimir Propp." Thesis, Högskolan på Gotland, Institutionen för speldesign, teknik och lärande, 2013. http://urn.kb.se/resolve?urn=urn:nbn:se:hgo:diva-1929.
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This paper will detail the prototyping and subsequent production of an digital narrative experience utilizing the theories of Vladimir Propp. The prototype will examine the theories detailed in Propps Morphology of the Folktale. It will implement Propps narrative functions according to a general scheme, connected by connectives. The prototype will dynamically generate narratives according to this scheme. Finally, this paper will draw conclusions about the advantages of a Propp-based system of narrative generation and the narratives produced compared to other digital narratives, such as hypertext.
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Perkins, Kyle Eric. "Lifesigns: Successful Storytelling in Open-World Games." Ohio University Honors Tutorial College / OhioLINK, 2010. http://rave.ohiolink.edu/etdc/view?acc_num=ouhonors1290205847.
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Hagström, Anders. "Poetically Man Dwells in Game Space : A Phenomenological Investigation of Video Games as Art." Thesis, Uppsala universitet, Institutionen för speldesign, 2017. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-326132.
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The studies of digital games is a young scientific field notable for its interdisciplinary nature that seeks to unite several epistemological positions in order to properly encompass the wide array of questions raised by the subject matter. During the last two decades strides have been made towards the introduction of a unified game theory, with several of the more recently suggested methods coalescing towards a similar end. This paper posits a phenomenological game theory which circumvents the usual aesthetic arguments for a focus on game as space, and analyses what it means to be in that space. The result of the initial reading of mainly three well-known and critically acclaimed digital games strongly indicates that using Heideggerian phenomenological thought reveals things about games as art that a) reinforces the validity of commonly held beliefs in current game theory, and b) suggests new ways forward for game design to improve games through enhancing the player’s comportment into their spaces by means of phenomenological game theory.
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Couceiro, Rosana Margarida Fernandez dos Santos. "Design of a computer game for an information technology class." Master's thesis, Universidade de Aveiro, 2010. http://hdl.handle.net/10773/17039.
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Mestrado em Comunicação Multimédia<br>Actualmente algumas fontes de investigação científica consideram que o
ensino tradicional, ao longo das décadas, tem sido menos apelativo (Foreman,
2003). Os alunos encontram-se rodeados por outros estímulos causados pelas
novas tecnologias, novas formas de entretenimento e redes sociais (Prensky,
2001a; Raines, 2002), estímulos que se tornam mais apelativos do que o
ensino tradicional. Uma das soluções apontadas e proposta pelos peritos na
matéria é a inserção de jogos, um dos principais estímulos do entretenimento
actual, como ferramentas de aprendizagem em ambientes formal escolar,
como a sala de aula (Eck, 2006; Paras & Bizzocchi, 2005).
O projecto que se apresenta foi desenvolvido no Departamento de Educação
Física e Ciências do Desporto pertencente à Universidade de Thessaly e
localizado em Trikala, Grécia, e apresenta um estudo sobre a aplicação do
jogo como ferramenta de aprendizagem em contexto educacional.
Este projecto consiste na conceptualização, desenvolvimento e avaliação de
um protótipo de um jogo criado com o objectivo de motivar os estudantes do
Departamento de Educação Física e Ciências de Desporto da Universidade de
Thessaly, Grécia, a aprender conceitos da unidade curricular de Tecnologias
da Informação.
Considerado o propósito do jogo os conteúdos da unidade curricular foram
adaptados para o jogo. Integrou-se a narrativa como elemento de motivação
para os estudantes, foram conceptualizados cenários, personagens e level
design, juntamente com a inserção de puzzles relacionados com os conteúdos
da unidade curricular, mecânica do jogo e regras. O protótipo desenvolvido é
constituído por um conjunto de puzzles com os quais se efectuou uma
avaliação preliminar em dois grupos focais. A avaliação preliminar foi
efectuada na Universidade de Thessaly, no pólo Trikala e na Universidade de
Aveiro, com amostras de conveniência do público-alvo primário e secundário,
respectivamente, para perceber se a estratégia do jogo e respectiva narrativa
poderiam funcionar na unidade curricular em causa.
Os resultados apontam que o jogo pode ser uma ferramenta a incluir na
unidade curricular, depois das amostras do público-alvo primário terem
demonstrado uma recepção positiva ao jogo e os seus conteúdos, sobretudo a
narrativa e gráficos, e esperam que as próximas versões tragam mais puzzles
e desafios como os que estiveram presentes no protótipo.
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Anad, Donya, and Haojue Gong. "Situated Gaming: The story of the past, present and future in women's digital game world." Thesis, Blekinge Tekniska Högskola, 2018. http://urn.kb.se/resolve?urn=urn:nbn:se:bth-16550.
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In this bachelor thesis we research and discuss a theme that has been the focus for many feminist figures and groups in both older and recent content where they clash together in an effort to find a solution to a problem that has been plaguing our society. The problem being; a lack in diversity inside Game development companies and creation, thus our question becomes; how can We include or encourage more women to enter the digital world and participate in programming and game making. The methods that has been chosen for this thesis range from Critical Design: to design and create a unique game of our own, Interviews: to question women from different backgrounds and ages to find out what they want/wish for regarding games, to Kanban: where we use it to get our project together. All while linking this entire thesis to Situated Knowledge concept where we dive in deeper to what it means in the discussion part and how in our results we discoverer a way that we individually can use to change the gaming industry and its involvement.<br>I det här kandidatarbetet undersökes det ett problem som har varit centrum för många feministiska figurer och grupper i båda äldre och senaste innehåll där man har försökt på flera år och sätt att hitta lösning till; vilket är brist på mångfald inom spelutvecklingsföretag och skapandet, särskild när det gäller kvinnor. Då vår fråga blev; hur kan vi inkludera eller uppmuntra fler kvinnor att komma in i den digitala världen och delta i programmering samt spelframställning. Metoderna som har valts för denna avhandling sträcker sig från Critical Design: Att utforma och skapa ett unikt spel med hjälp av konceptet. Intervjuer: Fråga kvinnor från olika bakgrunder och åldrar för att ta reda på vad de vill / önskar med avseende på spel, till Kanban: där vi använder det här projektmetoden för att få vårt projekt ihop. Samtidigt kopplas hela arbetet till Situated-knowledge konceptet där vi fördjupar oss i om vad det betyder i diskussionsdelen med sambandet av resultat där upptäcker vi en väg/ potentiell lösning som kan användas enskild för att förändra spelbranschen.
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Silva, Marcos Henrique de Paula Dias da. "Handles - a trajetória de desenvolvimento de um jogo digital para ensino de matemática." Universidade Estadual Paulista (UNESP), 2018. http://hdl.handle.net/11449/153837.
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Previous issue date: 2018-03-02<br>A experiência em participar de dois grupos pouco associados e perceber que juntos teriam potencial de construir excelentes jogos digitais para ensino de Matemática, foi o motor desta pesquisa. Este trabalho focou nas dificuldades de um licenciado em Matemática, com poucos recursos e baixa experiência em computação, imerso de forma amadora e individual no meio do game design digital. Iniciou-se com uma revisão da literatura explicando sobre diversas teorias conceituadas relacionadas com jogos, sendo estas, abordagens que variavam desde a Psicologia, o Jornalismo, a Matemática, o Ensino, o Game design entre outras. Então, apresentamos o processo de documentação utilizado para registro das experiências, recursos e caracterização do sujeito, como seus computadores, uma breve biografia, a estruturação do seu diário, os objetivos dos questionários e as versões do jogo digital Handles produzido no período de estudo. Por fim, reunimos todos os desafios de Handles dentro de problemas Matemáticos generalizados, e contextualizados dentro da instância de jogo com soluções sugeridas. Também analisamos os dados de 27 crianças do Ensino Fundamental I e 142 estudantes do Ensino Médio Técnico, que jogaram, e em ambos os grupos houve uma visível aprendizagem dos conceitos Matemáticos envolvidos. Então associamos a experiência narrada no diário com as diversas teorias relacionadas a jogos, revisadas anteriormente, indicando os pontos onde cada uma melhor contribui nesta prática. Encerra-se o texto com a construção de um percurso, baseado neste estudo, por onde licenciados em Matemática em condições semelhantes ao nosso sujeito, possam criar com maior facilidade seus próprios jogos digitais para ensino de Matemática em um nível de sofisticação similar ao Handles.<br>The experience of participating in two little associated groups and realizing that, combined, they would have the potential to construct excellent digital games for teaching mathematics was the driver of this research. This study focused on the difficulties of a mathematical education graduate, with few resources and little computing experience, engaged in an amateur and individual fashion in the digital game design milieu. It began with a review of the literature explaining the many conceptual theories related to games, with approaches including psychology, journalism, mathematics, education, and game design. We then present the documentation process used to record the subject’s experiences, resources and characterization, such as his computer, a brief biography, the structure of his diary, the questionnaire goals, and the versions of the digital game Handles produced during the study period. Finally, we combine all the challenges related to Handles within the generalized math problems, put into context within the game’s instance with the suggested solutions. We also analyzed the data of 27 Elementary School I children and 142 Technical High School students who played the game, with each group showing a visible learning of the math concepts involved. We then associate the experience presented in the diary with the different theories related to games, which have been previously revised, indicating at which points each theory best contributes to this practice. The text ends with the construction of a path, based on this study, according to which mathematics education graduates, in conditions similar to our subject’s, may more easily create their own digital games for teaching mathematics on a sophistication level similar to Handles.
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Raileanu, Petrut. "“Why you mad?” - User and media perception on game design anti-piracy measures." Thesis, Uppsala universitet, Institutionen för speldesign, 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-413147.
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Video game developers have implemented multiple measures to combat piracy throughout history. One of these measures, defined in this study as in-game anti-piracy measures, prevents player progression on unauthorized copies by degrading gameplay or drastically increasing the difficulty.This study conducts a content analysis research on textual data gathered from the world wide web to assess the public perception in regards to this type of anti-piracy measures. The data gathered for this study consists of 425 statements in the form of comments and forum posts that have been coded, divided into themes and then analyzed inductively to generate findings that can be linked to Moshirnia’s (2012) previous research.Even though no clear results occurred that can confirm Moshirnia’s (2012) findings, this study has discovered a potential connection between in-game anti-piracy measures promoting piracy. The findings also suggest that the unique “broke features” might lead to the popularization of games modded to let legitimate users experience them too.
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Ströberg, Simon. "ADHD Through the Lens of Game Design : How Digital RPGs Neutralize the Symptoms of Inattention Amongst Swedish Adults with ADHD." Thesis, Uppsala universitet, Institutionen för speldesign, 2018. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-394208.
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ADHD (Attention Deficit Hyperactivity Disorder) is a commonly diagnosed mental disorder with an estimated global prevalence of 5.29% that exhibit inattentive, hyperactive and impulsive behaviors, many of which can negatively impact an individual’s social, academic, occupational and everyday-life. Studies based on the Delay Aversion Hypothesis have shown that video-games effectively contribute to the neutralization of some of the inattentive symptoms of ADHD, and that games could act as a possible treatment option for individuals with ADHD. Attempts to use video games as a treatment option has previously been tried, however to a limited extent. This study approaches the topic from the game design perspective, and discusses which game mechanics, activities and stimuli contribute to the possible neutralization of the inattentive symptoms of ADHD, in order to lay a foundation for future research within the area. The study found that the participants with ADHD acted in ways that contradicted some of the described symptoms of ADHD in the DSM-5 (Diagnostic and Statistical Manual of Mental Disorders) when playing video games, which could be attributed to the amount of stimuli available in video games. Additionally, the participants’ level of motivation when playing video games seemed to be strongly correlated to the principles of andragogy, which could indicate that children with ADHD might benefit from an educational system that combines and incorporates principles from both andragogy and pedagogy.
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Tsutsumi, Hernando Tamon. "Ideogames: uma proposta metodológica transcultural." Pontifícia Universidade Católica de São Paulo, 2013. https://tede2.pucsp.br/handle/handle/18119.
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Previous issue date: 2013-04-22<br>Coordenação de Aperfeiçoamento de Pessoal de Nível Superior<br>This research proposes a digital educational game focused on the learning of
Japanese kanji. Its fundamentals are culturally based in the Japanese immigration to Brazil
and, combined with the concepts and theories of transculturalism and topophilia, lead to a
reflection of cultural appreciation and its hybridization. Such approaches fall within the
overall context of combinations and adaptations, covering digital productions structured in
accordance to concepts and theories from several areas of knowledge. The methodology is
to conceive a game based on the difficulties of learning the Japanese language identified in
students of non‐Japanese origin and provided by studies from other authors. It is also based
on educational, psychological, philosophical and entertainment methodological assumptions
organizing themselves in a position to produce an educational game, entertaining above all,
that suits the needs of this generation used to challenges and reward systems. Based on
such studies, some of the games found on the Internet and in the market were analyzed. It is
discussed the transposition among medias, with an approach of the new media, focusing on
the indication of the gaming platforms, according to the content. The process of designing
and producing the game is optimized by the association of ideas and creation of an
structured and elaborate game design documentation. The project creation is guided by the
work process flow of a game, in which are demonstrated the steps and interactions between
the teams involved in that production. The procedural and technical problems of the
participants are reported by the teaching experience in the classroom, better placing and
clarifying the title of this research<br>A presente pesquisa propõe um jogo digital educacional voltada para o aprendizado
dos ideogramas japoneses. Seus fundamentos fincam‐se culturalmente na imigração
japonesa no Brasil, que conjugados aos conceitos teóricos de transculturalismo e topofilia
conduzem a uma reflexão de valorização das culturas e hibridização das mesmas. Tais
abordagens se inserem no contexto global de mesclas e adaptações, que abarcam produções
digitais estruturados em conceitos e teorias provenientes de diversos campos do
conhecimento. Metodologicamente concebe um jogo, a partir de dificuldades de
aprendizagem da língua japonesa detectadas em alunos não descendentes japoneses,
providas por estudos de outros autores. Alicerça‐se também em pressupostos
metodológicos educacionais, psicológico, filosófico e lúdico, organizando‐se na condição de
produzir um jogo educativo, acima de tudo divertido, que se adequa aos anseios dessa
geração acostumada a desafios e sistema de recompensas. Tomando como base tais estudos,
analisa alguns jogos encontrados na internet e no mercado. Discute a transposição entre os
meios, com abordagem das novas mídias, incidindo no apontamento das plataformas de
games, conforme conteúdo. O processo de concepção e produção do game, é otimizado pela
associação de ideias, e elaboração estruturada da documentação de design de game. A
construção do projeto é norteada pelo fluxo de processo de trabalho de um game, em que
se demonstram as etapas e interações entre as equipes envolvidas nesta produção. Os
problemas técnicos e procedimentais dos participantes são relatados na experiência didática
ocorrida em sala de aula, situando e compreendendo melhor o título deste trabalho de
pesquisa
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Martin, Nina. "The Activist’s Game : How do intersectionally marginalised independent game designers contribute to social justice movements? How does their digital artistic practice disrupt archival practices?" Thesis, Malmö universitet, Institutionen för konst, kultur och kommunikation (K3), 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-43418.
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This Degree Project (DP) focuses on an under-researched area in the field of ComDev, namely the study of entertaining games. It explores and asks how independent and intersectionally marginalised game designers contribute to social justice movements. The trajectory of this DP is informed by responses to an online survey with 49 diasporic gamers of colour in the socalled global North. The game design practices researched encompass artistic, technological and archival endeavours. These are positioned within the individualistic, community and societal factors surrounding the participants of this research. Seven independent game designers of colour in Europe and the US were interviewed via video calls and a Foucauldian Discourse Analysis is applied to analyse their responses. The literature review considers previous research on the potential and flaws of new technologies, on game design as an art practice, on art as a social movement and on community, identity and demography in games. The consequential theoretical framework is based on a Critical Race theoretical and practical approach. In a commitment to intersectionality it further applies queer theory and postcolonial theory as its pillars to conducting this subjectivist qualitative research. The findings suggest that game designers exist at the intersection of art, technology and industry and hold the agency to contribute to social movements. They may do so through an empowerment lens and community efforts, while not claiming the title of an activist per say. Through further research their contribution to development may be further explored.
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Souza, Vinícius Nunes Rocha e. "Análise da imagem visual em videogames." reponame:Biblioteca Digital de Teses e Dissertações da UFRGS, 2016. http://hdl.handle.net/10183/149358.
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Há milhares de anos, as imagens visuais impactam significantemente o cotidiano do ser humano, caracterizando-se como um ótimo meio de comunicação e expressão. Com os avanços tecnológicos, evidenciam-se transformações significativas da linguagem visual, que se moldam aos novos contextos no qual se encontra. Os videogames, artefatos digitais amplamente difundidos na sociedade que permitem a imersão do usuário em ambientes lúdicos dotados de interatividade, são alvo de projetos estéticos cada vez mais sofisticados. Uma vez que utilizam linguagem predominantemente visual, tem-se como premissa que a imagem desempenha papel fundamental para que estes cumpram sua função adequadamente. Entretanto, as imagens em videogames nem sempre obedecem a um padrão de qualidade, carecendo de estudos e métodos que amparem seu desenvolvimento e compreensão. Com isso, o presente estudo tem como objetivo desenvolver um método para análise da imagem visual em videogames, considerando a ampla gama de funções que a mesma exerce em artefatos dessa natureza. Para isso, a fim de permitir o desenvolvimento do método e garantir sua replicabilidade, foram definidos determinados procedimentos metodológicos, que envolvem: a realização e avaliação de um primeiro modelo do método; desenvolvimento de um segundo modelo; coleta e análise de dados envolvendo sujeitos de pesquisa especialistas na área; e o desenvolvimento de um modelo final. Como resultados, pode-se perceber que a análise de imagens visuais em videogames pode ser realizada a partir de um método sistemático, todavia, foram apontadas inúmeras ressalvas e considerações a respeito de como o método pode tornar-se mais eficiente.<br>For thousands of years, the visual images significantly affect the daily life of the human being, characterized as a great means of communication and expression. With technological advances, are evident the significant changes in visual language, which are molded to the new contexts in which it is. Video games, digital artifacts widespread in society that allow the user's immersion in playful environments with interactivity. They are subject to increasingly sophisticated aesthetic designs. Once they predominantly use visual language, there is a premise that the image plays a key role for them to fulfill their function properly. However, images in video games does not always follow a standard of quality, lacking studies and methods that help its development and understanding. Thus, this study aims to develop a method for the analysis of visual image in video games, considering the wide range of functions that it carries on such artifacts. For this, in order to allow the development of the method and ensuring their replication, were defined certain methodological procedures that involve: implementation and evaluation of a first model of the method; development of a second model; collection and analysis of data involving research subjects experts in the field; and the development of the final model. As a result, it can be perceived that the analysis of visual images in videogames can be performed from a systematic method, however, were identified numerous considerations about how the method can become more efficient.
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Lõugas, Marilin. "Weaving Mental Threads: Exploring the Touchpoints Between Parallel Game Worlds in an Ended World Setting." Thesis, Malmö universitet, Fakulteten för kultur och samhälle (KS), 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-22784.
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This master thesis researches parallel digital world design in computer games in the setting of An Ended World. The main focus of the research is the touchpoints between two or more worlds and how the inputs from a designer can influence the type of experience received by the player.The overall research takes inspiration from both game and interaction design and follows a very user-centric approach with numerous play sessions and a workshop. The final outcome is presented in the form of attributes and a prototype built as a modification for an existing game.
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Eriksson, Jesper. "Implementing a Level Design Tool for Calculating and Tuning the Travel Time of Paths in a Digital Game." Thesis, Blekinge Tekniska Högskola, 2018. http://urn.kb.se/resolve?urn=urn:nbn:se:bth-16838.
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Hall, Caitlin D. 4464202. "The Creation Process of a Stylized Character in Comparison to a Semi-realistic Character." Digital Commons @ East Tennessee State University, 2016. https://dc.etsu.edu/honors/356.
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Abstract
I. Introduction
a. Thesis statement: What is the process for modeling a stylized character and how does this differ from a semi-realistic character?
b. Expanded thesis statement: The two styles differ from start to finish in a variety of ways. I believe that semi-realistic characters require more source material when drawing and modeling; however stylized characters require a different level of creativity and artistic ability in creation. Modeling semi-realistic characters will be more dependent on source images while stylized characters may require special attention with non-standard texture, style, etc. Rendering techniques will also differ when it goes to presenting the final polished versions with the stylized character focusing on rendering styles that flatten the character while the semi realistic character will require rendering techniques that make it seem more real visually.
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Arpin, Rachel Ann. "The Effectiveness of Digital Escape Rooms to Deliver Leadership Training: A Mixed-Methods Study." Franklin University / OhioLINK, 2021. http://rave.ohiolink.edu/etdc/view?acc_num=frank1620315747289854.
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Holmes, Wayne. "Level up! : a design-based investigation of a prototype digital game for children who are low-attaining in mathematics." Thesis, University of Oxford, 2013. http://ora.ox.ac.uk/objects/uuid:bf3b2309-2d18-4c46-a38a-419ed3d262f2.
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In the UK, as many as 20% of children in primary schools are more than two years behind their peers in mathematics. Research-based intervention for such disadvantaged children has been shown to be effective but not always sufficient, such that alternative approaches might sometimes be necessary. One alternative might involve digital games. This study used a design-based research approach to investigate a prototype digital game, that implements principles of an effective numeracy intervention and draws on insights from learning theory and the cognitive sciences, designed for children in primary schools who are low-attaining in mathematics. It comprised three cycles of design, intervention, analysis and reflection. The first research cycle involved the initial design of a prototype digital game, which was researched in one school. The second research cycle involved a second iteration of the game, designed in response to the feedback of teachers and children, which was researched in three schools. The third research cycle involved the design of a final iteration of the game, which to achieve theoretical saturation was researched online with twenty-four schools. The study has shown that a game that implements principles of an effective numeracy intervention and that draws on insights from learning theory and the cognitive sciences can be designed and can be useful in schools for children who are low attaining in mathematics. However, for it to be taken up by schools, the game has to be perceived by teachers to have achieved a quality threshold. In any case, such a game is of limited use in and of itself. Where the prototype game has been shown to be most useful is when it serves as a fulcrum for social interaction and educationally productive discussion between the children and teaching staff: when it becomes an artefact that both supports individual learning and stimulates, scaffolds and mediates dialogue-based collaborative learning.
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Wood, Hannah. "Video game 'Underland', and, thesis 'Playable stories : writing and design methods for negotiating narrative and player agency'." Thesis, University of Exeter, 2016. http://hdl.handle.net/10871/29281.
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Creative Project Abstract: The creative project of this thesis is a script prototype for Underland, a crime drama video game and digital playable story that demonstrates writing and design methods for negotiating narrative and player agency. The story is set in October 2006 and players are investigative psychologists given access to a secure police server and tasked with analysing evidence related to two linked murders that have resulted in the arrest of journalist Silvi Moore. The aim is to uncover what happened and why by analysing Silvi’s flat, calendar of events, emails, texts, photos, voicemail, call log, 999 call, a map of the city of Plymouth and a crime scene. It is a combination of story exploration game and digital epistolary fiction that is structured via an authored fabula and dynamic syuzhet and uses the Internal-Exploratory and Internal-Ontological interactive modes to negotiate narrative and player agency. Its use of this structure and these modes shows how playable stories are uniquely positioned to deliver self-directed and empathetic emotional immersion simultaneously. The story is told in a mixture of enacted, embedded, evoked, environmental and epistolary narrative, the combination of which contributes new knowledge on how writers can use mystery, suspense and dramatic irony in playable stories. The interactive script prototype is accessible at underlandgame.com and is a means to represent how the final game is intended to be experienced by players. Thesis Abstract: This thesis considers writing and design methods for playable stories that negotiate narrative and player agency. By approaching the topic through the lens of creative writing practice, it seeks to fill a gap in the literature related to the execution of interactive and narrative devices as a practitioner. Chapter 1 defines the key terms for understanding the field and surveys the academic and theoretical debate to identify the challenges and opportunities for writers and creators. In this it departs from the dominant vision of the future of digital playable stories as the ‘holodeck,’ a simulated reality players can enter and manipulate and that shapes around them as story protagonists. Building on narratological theory it contributes a new term—the dynamic syuzhet—to express an alternate negotiation of narrative and player agency within current technological realities. Three further terms—the authored fabula, fixed syuzhet and improvised fabula—are also contributed as means to compare and contrast the narrative structures and affordances available to writers of live, digital and live-digital hybrid work. Chapter 2 conducts a qualitative analysis of digital, live and live-digital playable stories, released 2010–2016, and combines this with insights gained from primary interviews with their writers and creators to identify the techniques at work and their implications for narrative and player agency. This analysis contributes new knowledge to writing and design approaches in four interactive modes—Internal-Ontological, Internal-Exploratory, External-Ontological and External-Exploratory—that impact on where players are positioned in the work and how the experiential narrative unfolds. Chapter 3 shows how the knowledge developed through academic research informed the creation of a new playable story, Underland; as well as how the creative practice informed the academic research. Underland provides a means to demonstrate how making players protagonists of the experience, rather than of the story, enables the coupling of self-directed and empathetic emotional immersion in a way uniquely available to digital playable stories. It further shows how this negotiation of narrative and player agency can use a combination of enacted, embedded, evoked, environmental and epistolary narrative to employ dramatic irony in a new way. These findings demonstrate ways playable stories can be written and designed to deliver the ‘traditional’ pleasure of narrative and the ‘newer’ pleasure of player agency without sacrificing either.
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Gaudl, Swen. "Building robust real-time game AI : simplifying & automating integral process steps in multi-platform design." Thesis, University of Bath, 2016. https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.698997.
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Digital games are part of our culture and have gained significant attention over the last decade. The growing capabilities of home computers, gaming consoles and mobile phones allow current games to visualise 3D virtual worlds, photo-realistic characters and the inclusion of complex physical simulations. The growing computational power of those devices enables the usage of complex algorithms while visualising data. Therefore, opportunities arise for developers of interactive products such as digital games which introduce new, challenging and exciting elements to the next generation of highly interactive software systems. Two of those challenges, which current systems do not address adequately, are design support for creating Intelligent Virtual Agents and more believable non-player characters for immersive game-play. We start in this thesis by addressing the agent design support first and then extend the research, addressing the second challenge. The main contributions of this thesis are: - The POSH-SHARP system is a framework for the development of game agents. The platform is modular, extendable, offers multi-platform support and advanced software development features such as behaviour inspection and behaviour versioning. The framework additionally integrates an advanced information exchange mechanism supporting loose behaviour coupling. - The Agile behaviour design methodology integrates agile software development and agent design. To guide users, the approach presents a work-flow for agent design and guiding heuristics for their development. - The action selection augmentation ERGo introduces a "white-box" solution to altering existing agent frameworks, making their agents less deterministic. It augments selected behaviours with a bio-mimetic memory to track and adjust their activation over time. With the new approach to agent design, the development of "deepagent" behaviour for digital adversaries and advanced tools supporting their design is given. Such mechanisms should enable developers to build robust non-player characters that act more human-like in an efficient and robust manner. Within this thesis, different strategies are identified to support the design of agents in a more robust manner and to guide developers. These discussed mechanisms are then evolved to develop and design Intelligent Virtual Agents. Because humans are still the best measurement for human-likeness, the evolutionary cycle involves feedback given by human players.
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Azevedo, Janaina Leite de. "“Na trilha de Macunaíma”, game didático GDD & roteiro interativo de jogo digital para literatura no ensino médio." Universidade Estadual Paulista (UNESP), 2017. http://hdl.handle.net/11449/152646.
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Previous issue date: 2017-03-13<br>O objeto desta dissertação consiste de um game didático para utilização em sala de aula como objeto formal de ensino-aprendizagem para a disciplina de Literatura do Ensino Médio da educação básica escolar brasileira, a partir da adaptação interativa da obra “Macunaíma”, do escritor modernista Mário de Andrade, dando origem ao game “Na Trilha de Macunaíma”. Para tanto, esta pesquisa tem como objetivo constituir um repertório satisfatório acerca dos aspectos teóricos, técnicos e de todos os recursos necessários para a criação e o desenvolvimento de um GDD e de um Roteiro Interativo para games didáticos. Como objetivos específicos, temos em primeiro lugar a constituição dos parâmetros pedagógicos pertinentes ao conceito apresentado para definir e parametrizar um game didático, e em segundo lugar a construção do GDD do game detalhando especialmente os aspectos pertinentes e essenciais ao Ato I (que engloba os três primeiros capítulos e outras partes interativas da narrativa original) de “Na Trilha de Macunaíma”, bem como do Roteiro Interativo também do Ato I. A intenção é apresentar uma colaboração para a problemática acerca de quais as etapas e parâmetros essenciais da criação, desenvolvimento e constituição de um GDD e de um Roteiro Interativo adequados no que se refere à criação de games didáticos a partir narrativas complexas, não lineares e multirramificadas. Como metodologia, utilizamos a pesquisa bibliográfica para os capítulos em que se desenvolve a fundamentação teórica e em que apresentamos o estado da arte, dando preferência aos conteúdos próprios ao contexto da educação brasileira e da produção de games no Brasil. Para a criação e desenvolvimento do GDD e do Roteiro Interativo, a apresentação do produto é resultado da produção empírica calcada nos parâmetros levantados. Como resultados, este trabalho oferece tanto ao design de games quanto à educação escolar brasileira a possibilidade de promover a integração e a interdisciplinaridade entre a literatura e outras disciplinas associadas com a tecnologia, formalizando a disposição dos conteúdos pedagógicos pertinentes dentro dos parâmetros legais e pedagógicos necessários para que os games possam ser utilizados em sala de aula, bem repertórios teóricos e técnicos das áreas relacionadas ao processo de criação e desenvolvimento de games didáticos.<br>This research aims to produce and present a didactic game which might satisfactorily be used in the classroom as a formal object in school learning processes for students in High School, related to the subject of Literature in Brazilian basic education, from the interactive adaptation of "Macunaíma", a novel written by the modernist Mário de Andrade, which is here presented as the game "Na Trilha de Macunaíma" (Macunaíma’s Trail). Therefore, this research aims to provide a satisfactory repertoire on the theoretical, technical and all the necessary resources for the creation and development of a GDD and an Interactive Script for didactic games. As our specific objectives, first of all this research aims to produce the pedagogical parameters pertinent to the concept presented to define and parameterize a didactic game, and then the creation and development of the Game’s GDD detailing especially the pertinent and essential aspects to Act I (that includes the three first chapters and other interactive parts of the original narrative) of the game, as well as the Interactive Script also concerning the First Act. The intention is to present a collaboration on the problematic about which are the essential stages and parameters of the creation, development and Constitution of an appropriate GDD and Interactive Script regarding to the creation of didactic games from complex, non-linear and multi-stranded narratives. As a methodology, we have used bibliographical research for the chapters in which the theoretical basis is developed and in which we present the state of art, giving preference to the contents proper to the context of Brazilian education and the production of games in Brazil. For the creation and development of the GDD and the Interactive Script, the presentation of the product is a result of the empirical production based on the parameters raised. As results, this work offers both game design and Brazilian school education grounds in which the possibility of promoting integration and interdisciplinarity between literature and other disciplines associated with technology flourish, formalizing the provision of relevant pedagogical contents within the necessary legal and pedagogical parameters So that the games can be used in the classroom, as well as theoretical and technical repertoires of the areas related to the process of creation and development of didactic games.
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Higuchi, Marcelo Makoto. "Digital games platforms: a literature review, an empirical assessment of quality and exclusivity in video-game market and a study on project management." Universidade de São Paulo, 2018. http://www.teses.usp.br/teses/disponiveis/3/3136/tde-23052018-114837/.
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Digital games are part of the creative industries, which is based on value creation through ideas and creativity. This market has gained relevance due to technology development that attracted both new firms and users. The present dissertation aims to explore three themes: (1) video game market as a two-sided market; (2) the effects of characteristics and behavior of game titles on consoles sales; and (3) project management to develop digital games. Those themes were explored through three articles: the first is a literature review and a bibliometric study of the economic concepts on two-sided market, which focused at identifying main topics, research trends and avenues for futures research. The second text is an analysis on the simultaneous influence of games\' quality and exclusivity on console sales. The last one is a qualitative, multiple-case study to understand, explore and suggest improvements to game project management in the Brazilian market. Findings include: (1) the main authors and topics, trends and developments, from and avenues for future research; (2) combinations of quality and exclusivity can affect console sales either positively or negatively, (3) quality has a predominant effect on sales over games non-exclusivity; and (4) the use of agile methodologies and Design Thinking are diffused among game developers.<br>Sem resumo.
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Silva, Rodrigo Portes Valente da. "Clash of Clans: análise do game design de um jogo gratuito, mas lucrativo para a economia de atenção." Pontifícia Universidade Católica do Rio Grande do Sul, 2015. http://hdl.handle.net/10923/7658.
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Previous issue date: 2015<br>This research aims to understand the characteristics of games that can be linked to the needs of the current economy of attention. As object of study, it was chosen one of the main products of the company Supercell, called Clash of Clans. The game is a free application, available in the online stores of Apple Store and Google Play, to be used in tablets and smartphones. Since 2012, the year it was released worldwide, occupies the top positions in profitability of the category, considering the digital mobile platforms. To achieve the objectives of this research, the evolution of the media was studied, from mass culture to the culture of convergence. Considering the mobile communication technologies, the values to capture and retain the attention of the public in excess of context information have been identified, but also a lot of dispersion. In this opportunity, the characteristics were observed of games, considered one of the most profitable cultural products in the age of cyberspace. For game analysis Clash of Clans, a game design model was used to assess the possible effects on management attention. The methodological aspects were identified samples of the study and the analysis of categories, using as data processing description of gameplay and images of the game. Finally, the results were presented that identified convergent features between games and the current context of communication that can behold the lucrative process to capture and retain the attention of their audiences.<br>Esta pesquisa tem o objetivo de compreender as características dos games que podem estar associadas às necessidades da atual economia de atenção. Como objeto de estudo, foi escolhido um dos principais produtos da empresa finlandesa Supercell, chamado Clash of Clans. O jogo é um aplicativo gratuito, disponibilizado nas lojas virtuais da Apple Store e Google Play, para ser usado em tablets e smartphones. Desde 2012, ano em que foi lançado mundialmente, ocupa as primeiras posições em rentabilidade da categoria, considerando as plataformas móveis digitais. Para atingir os objetivos desta pesquisa, foi estudada a evolução dos meios de comunicação, desde a cultura de massa até a cultura da convergência. Considerando as tecnologias móveis de comunicação, foram identificados os valores para captar e reter a atenção dos públicos em um contexto de excesso de informação, mas também de muita dispersão. Nesse ensejo, foram observadas as características dos games, considerados um dos produtos culturais mais rentáveis na era do ciberespaço. Para a análise do game Clash of Clans, foi utilizado um modelo de game design para avaliar seus possíveis efeitos no gerenciamento de atenção. Nos aspectos metodológicos, foram identificadas as amostras do estudo e as categorias de análise, utilizando como tratamento de dados a descrição do gameplay e das imagens do jogo. Por fim, foram apresentados os resultados obtidos, que identificaram características convergentes entre os games e o atual contexto da comunicação, que podem tornar lucrativo o processo de captar e reter a atenção dos seus públicos.
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Stanko, John. "Playing to Learn." VCU Scholars Compass, 2005. http://scholarscompass.vcu.edu/etd/1512.
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This creative project explores some major issues about visual communication in digital games. The project will continue to address new questions and invite questions from my visual and communication design colleagues. My hope is that, through this document, designers will see digital games like photography was seen around the turn of the century, and movies in the 1950's and 60's. In other words, as a rich new medium that offers creative people a virtually unexplored environment in which to work and create.�
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Heuman, Mary Jac. "Royalty Free: An Exhibition of User-Made Objects from The Sims." Scholarship @ Claremont, 2018. http://scholarship.claremont.edu/scripps_theses/1091.
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"Royalty Free" is a video game that looks like a gallery, containing a curated selection of custom plant objects made by fans of The Sims franchise. By exploring the visual style and social-technical activities of players outside the game, it both appreciates and speculates about the potential future of 3D computer graphics as an expressive medium.
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Sato, Adriana Kei Ohashi. "Imaginário e design: resignificação do jogo eletrônico por meio da linguagem expressiva." Universidade Presbiteriana Mackenzie, 2007. http://tede.mackenzie.br/jspui/handle/tede/1943.
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Previous issue date: 2007-09-14<br>This work intends to analyze design as the object that generates answers to the user's (gamer's) expectations based on the collective imaginarium. In turn, this imaginarium originates in a specific social-cultural context. Considering men as symbolic beings, they look for the reason of their existence by attribuing meaning to objects. Those meanings are interpreted by society, creating values, behaviors and
cultural references. This work presents fundamental concepts about design and its presence in the social-cultural context, being design the language that interprets and re-signify the electronic game based on the collective imaginarium.<br>A presente pesquisa procura analisar o design como objeto gerador de respostas às expectativas do usuário (jogador) a partir do imaginário coletivo. Por sua vez, este imaginário, tem a sua origem em um determinado contexto sócio-cultural. Considerando o homem como um ser simbólico, este busca o sentido para sua existência por meio da atribuição de significados aos objetos. Tais significados são interpretados pela sociedade criando seus valores, comportamentos e referenciais culturais. Ao longo deste trabalho são apresentados conceitos fundamentais sobre o design e sua presença no contexto sócio-cultural, sendo o design, a linguagem que interpreta e resignifica, a partir do imaginário coletivo, um jogo eletrônico.
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Limeira, Carlos Felippe Dias. "Avalia??o, an?lise e desenvolvimento de jogo s?rio digital para desktop sobre sintomas e procedimentos de emerg?ncia do acidente vascular cerebral." Universidade Federal do Rio Grande do Norte, 2015. http://repositorio.ufrn.br/handle/123456789/20350.
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Previous issue date: 2015-05-14<br>Na ?rea da Educa??o em Sa?de, os materiais educativos desenvolvidos como cartilhas e v?deos animados, nem sempre s?o muito atrativos e eficazes com o p?blico mais jovem, como o formado por pr?-adolescentes. Diante deste problema buscamos demonstrar que o uso de um jogo s?rio digital pode facilitar o processo de ensino-aprendizagem de pr?-adolescentes acerca dos sintomas e procedimentos de emerg?ncia do Acidente Vascular Cerebral (AVC), partindo da hip?tese de que na transmiss?o de informa??es sobre os sintomas do AVC e do n?mero do SAMU (Servi?o Ambulat?rio M?vel de Urg?ncia) a utiliza??o de um jogo s?rio digital pode ser mais eficaz no que se refere ? prefer?ncia e reten??o das informa??es apresentadas do que uma anima??o digital desenvolvida com a mesma finalidade e utilizada em campanhas educativas de combate ao AVC. Para tanto o trabalho apresenta uma reflex?o sobre o uso de jogos digitais no contexto educacional, aliando os princ?pios de game design com a abordagem do Design Centrado no Usu?rio para o desenvolvimento de um jogo s?rio digital para desktop. A metodologia adotada visou a coleta e an?lise de dados qualitativos e quantitativos, a partir de instrumentos metodol?gicos adaptados dos j? existentes na literatura (prototipagem de jogo digital, entrevista semiestruturada, escala visual de humor Pick-A-Mood, grupo focal) e desenvolvidos exclusivamente para a pesquisa (teste de reten??o com "dedoches" e teste de prefer?ncia), sempre buscando adequ?-los aos sujeitos da pesquisa, de modo a poderem ser aplicados de forma r?pida e l?dica, auxiliando na compreens?o e investiga??o da experi?ncia dos pr?-adolescentes com os objetos da pesquisa (anima??o e jogo s?rio digital). Concluiu-se que embora n?o houve diferen?as significativas entre a reten??o do n?mero do SAMU ao comparar o jogo com a anima??o, o jogo s?rio digital demonstrou ser mais eficaz na reten??o dos sintomas do AVC e na prefer?ncia dos pr?-adolescentes.
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Chien, Hsing-Ju, and 簡幸如. "An Instruction Model for Learning Digital-Game Design." Thesis, 2005. http://ndltd.ncl.edu.tw/handle/74925604559323298594.
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碩士<br>國立中央大學<br>學習與教學研究所<br>93<br>Digital game-based learning is the mainstream learning of 21st century. With the development and progress of Internet technologies and multi-media, many researches show that digital games not only provide entertainment but also have many benefits in education. Therefore, more and more educators pay attention to digital games and believe that they have great influences on learning. In previous researches of digital games in learning and instruction, the majority of experiments are taken the designed games on learners, but few focus on game design instruction. As we know, well-designed instruction can lead to effective learning. Digital game design is a special domain so to develop exclusive game design instruction model is important.
In order to guide students into learning game design, we develop alternative peer tutoring (APT) and the progressive project-based learning (PPBL) strategies in Computer-Assisted Learning course. The experiment worked for four months. The subjects are 20 students consisted of undergraduates and masters who take professional education courses. The game design tool is “Game Maker”. We have collected quantitative and qualitative data in students’ learning processes. The quantitative data include self-efficacy questionnaire of “Game Maker”, game design flow questionnaire and the opinion of instruction questionnaire. The qualitative data include the observations of researchers, interview, learning portfolios, etc. After that, we analyze the data and interpret the meaning of the data. According to the results, we verify the mentioned instructional strategies and construct digital game design instructional model for learning game design and hope it can contribute to the development of digital game design courses.
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Yang, Jie-Heng, and 楊捷亨. "The Digital Game Design of The User Interface - Human Adventure Game for Example." Thesis, 2011. http://ndltd.ncl.edu.tw/handle/00003811085043691383.
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碩士<br>國立臺北教育大學<br>數位科技設計學系(含玩具與遊戲設計碩士班)<br>100<br>As technology has advanced over time, many of the games we grew up with as small electronic devices have evolved to become digital applications in computers. Many are even available as standalone portable devices making their assessment very convenient. Computers are now so important to us that they have become household necessities. One can boot up a computer and immerse oneself in a world of digital games whenever we like and computer games have, in many cases, partially replaced our leisure activities. It is the object of this study to develop a PC game based learning application. After a review of the relevant literature to analyze the value of a game based learning approach, an attempt is made to communicate important messages through a carefully designed HMI. The research scope is then expanded into the field of HMI and game based learning through the development process of a 2D scrolling action game. The research results reveal that the design of a game theme and multimedia effects will arouse a desire to play the game in most users. An easy and friendly user interface as well as a thoughtfully conceived feedback mechanism will increase their willingness to learn. The design of a feedback mechanism can focus on sources in the game that create a sense of accomplishment and assist users to more effectively absorb and memorize messages conveyed to them through the game. However, an effective means of communication is vital to the game design and will make messages from the game very clear to a user while increasing a desire to play the game. The digital application designed for this study is an example of a game based learning approach that integrates educational elements. It combines a digital game with health education and features missions designed using structures of the human body. This enhances and adds value to the digital game and teaches users an important concept -- that prevention is better than cure.
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LIN, PING-YANG, and 林品揚. "An Animation Study via a Digital Earthquake Game Design." Thesis, 2018. http://ndltd.ncl.edu.tw/handle/h3b94j.
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碩士<br>國立臺北教育大學<br>數位科技設計學系(含玩具與遊戲設計碩士班)<br>106<br>This Article is mainly for studying the combination and application of various animations in mobile games, and an earthquake simulation mobile game is used to study and demonstrate features and production manner of various animations. In literature research, other than explaining principles of the keyframe animation, physics simulation animation and accelerometer introductions are also given to the application examples in digital games and video. The principal concept of research and creation of this Article is taking personal animation profession as the cut-in point for studying the modes of incorporating all kinds of animation into games, and the accelerometer functions of mobile phone and compact features are applied to be somatosensory detector capable for detecting shaking for game playing. In the chapter of creation of works, through practical making and demonstration, we further explained the principles mentioned in literature research in the practical application and how the integration of programs is used to complete earthquake simulation mobile game creation. In the unit testing stage of games, we found and improved the situation of inconsistence to performance difference among different models of mobile phone. Also, from statistics and analysis of same of questionnaire survey, we also found that differences in performances of mobile phones have greater effect on the broadcasting effect of animation. In the last Chapter, we present our conclusion and our suggestions. We take physics simulation animation and keyframe animation as the representatives of digital animation and use them to compare differences in features of application in games between them as well as the advantages and shorts as well as scope of application. In this part, the most important is defining random characteristic in real-time rendering of physics simulation animation and the fixed and precise features of presetting of Keyframe Animation. They facilitate our subsequent game animation production in selection of performance manner. In the subsequent commercial edition R & D for games, we suggested to enforce the game playing, richness and educational features to be the direction of further progress.
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Cha, Hsien-Ta, and 查顯達. "Design of RFID – Based Digital Board Game for Elderly." Thesis, 2019. http://ndltd.ncl.edu.tw/handle/4y9epf.
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碩士<br>國立中正大學<br>電機工程研究所<br>107<br>This thesis is designing a digital marble-maze board game for elderly people,“加減成廚”, which can be used as teaching assistive device for both educational and entertaining purposes. The objectives of this design include teaching the elderly knowledge of healthy eating, encouraging them to brainstorm, and improving their blood circulation by exercising fingers during the game. There are several considerations in this design. Since it's targeted for the elder group, the game must be easily accessed for all players regardless of their background and education level. Besides, it will be beneficial if the game allows the players to share their knowledge and life experiences. In addition, the game should be capable to extend by considering the potential marketing.
This proposed digital marble-maze board game is implemented using Arduino UNO evaluation board, Webduino evaluation board, and 13.56MHz Mifare RFID (Radio Frequency Identification)-RC522 module. The maze frame is constructed using honeycomb cardboard, which is 33cm (W)x 33.5cm (L) x15cm (H). The game rules start with tapping a selected RFID card on the reader. Each card contains an RFID tag and represents a dish with specific ingredients. The players then manipulate the marble maze platform to roll the marbles down into the holes for the needed ingredients. The falling marble will trigger the reader and the photo of the corresponded ingredient will be shown on the laptop screen to visualize the gaming experience.
To verify its functionalities, eight players aged from 54 to 83 participated in testing this proposed board game and gave the averaged score of 8 out of 10 according to their feedbacks.