Relevant bibliographies by topics / Game design and development

Contents

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

Academic literature on the topic 'Game design and development'

Author: Grafiati
Published: 4 June 2021
Last updated: 2 February 2022

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Journal articles on the topic "Game design and development"

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Tan, Wee Hoe. "Game Coaching System Design and Development." International Journal of Game-Based Learning 3, no. 2 (April 2013): 77–90. http://dx.doi.org/10.4018/ijgbl.2013040105.

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This paper is a retrospective case study of a game-based learning (GBL) researcher who cooperated with a professional gamer and a team of game developers to design and develop a coaching system for First-Person Shooter (FPS) players. The GBL researcher intended to verify the ecological validity of a model of cooperation; the developers wanted to assist FPS players in overcoming a bottleneck that hindered players from becoming professional gamers; while the professional gamer desired to venture into professional game coaching. The synergy generated by these individuals resulted the creation of FPS Trainer. The key challenge encountered in producing the system was to make in-game coaching and learning outcomes explicit while preserving FPS Trainer as a fun game. This paper illustrates how the challenge was overcome and discusses lessons learnt from the case study. The outcomes of the case study would benefit academics or game developers who plan to initiate cross-disciplinary cooperation for making coaching or training games.
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Barbosa, André F. S., Pedro N. M. Pereira, João A. F. F. Dias, and Frutuoso G. M. Silva. "A New Methodology of Design and Development of Serious Games." International Journal of Computer Games Technology 2014 (2014): 1–8. http://dx.doi.org/10.1155/2014/817167.

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The development of a serious game requires perfect knowledge of the learning domain to obtain the desired results. But it is also true that this may not be enough to develop a successful serious game. First of all, the player has to feel that he is playing a game where the learning is only a consequence of the playing actions. Otherwise, the game is viewed as boring and not as a fun activity and engaging. For example, the player can catch some items in the scenario and then separate them according to its type (i.e., recycle them). Thus, the main action for player is catching the items in the scenario where the recycle action is a second action, which is viewed as a consequence of the first action. Sometimes, the game design relies on a detailed approach based on the ideas of the developers because some educational content are difficult to integrate in the games, while maintaining the fun factor in the first place. In this paper we propose a new methodology of design and development of serious games that facilitates the integration of educational contents in the games. Furthermore, we present a serious game, called “Clean World”, created using this new methodology.
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Aslan, Serdar, and Osman Balci. "GAMED: digital educational game development methodology." SIMULATION 91, no. 4 (March 2, 2015): 307–19. http://dx.doi.org/10.1177/0037549715572673.

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Md Ibharim, Laili Farhana, Maizatul Hayati Mohamad Yatim, Nor Zuhaidah Mohamed Zain, Ummu Husna Azizan, and Norasikin Fabil. "Development of Rubric to Measure Children’s Creativity in Game Design." International journal of Multimedia & Its Applications 13, no. 2 (April 30, 2021): 27–34. http://dx.doi.org/10.5121/ijma.2021.13203.

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Today’s Alpha generation have high competency playing digital games. This privileged ability demands creativity in terms of cognitive and higher order thinking skills when it comes to designing and developing digital games. Therefore, this study aims to delineate the process of developing a rubric to measure primary school children’s (age 7 to 12) creativity when creating games as a digital game designer. The constructs of the rubric were enthused by Torrance Creativity Theory which highlighted on originality, fluency, flexibility and elaboration that adapted to fit the concept of the game design process. The development of the rubric underwent three distinctive phases; i) library research; ii) feasibility study; and iii) expert evaluation. Cohen’s Kappa Coefficient formula was used to validate with average value κ = .81 (excellent) and the reliability was measured by Cronbach’s Alpha formula with value α = .88 (excellent). Researchers found that by adopting the concept of game-based learning specifically through game design activity, children’s creativity was significantly enhanced. The rubric of children’s creativity would be essential for sustainable performance of quality education to produce a generation of critical thinkers, problem solvers while celebrating children’s uniqueness and diversity in line to develop creative personality towards digital generation.
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Lui, Richard W. C., and Cheuk Hang Au. "Establishing an Educational Game Development Model." International Journal of Game-Based Learning 8, no. 1 (January 2018): 52–73. http://dx.doi.org/10.4018/ijgbl.2018010104.

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This article describes how different literatures have suggested the positive role of educational games in students' learning, but it can be hard to find an existing game for student learning. Some lecturers may try to develop a game for their courses, but there were not many effective models for educational board game development. The authors have formed a team for developing a game with the purpose of teaching Search Engine Optimization (SEO) in an undergraduate course, and observed the design meetings and the game trial sessions. They have developed a spiral educational game development model based on the observation and the game deliverable, and have provided other suggestions for developing educational games based on the students' and designers' feedback.
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Linares-Pellicer, Jordi, Jorge Orta-Lopez, Juan Izquierdo-Domenech, Beatriz Sousa Santos, and Ginger Alford. "Flipping Game Development." IEEE Computer Graphics and Applications 38, no. 6 (November 1, 2018): 118–24. http://dx.doi.org/10.1109/mcg.2018.2876487.

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Paige, Richard F., Triston S. Attridge, and Phillip J. Brooke. "Game Development using Design-by-Contract." Journal of Object Technology 5, no. 7 (2006): 57. http://dx.doi.org/10.5381/jot.2006.5.7.a3.

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Diefenbach, Paul J. "Practical Game Design and Development Pedagogy." IEEE Computer Graphics and Applications 31, no. 3 (May 2011): 84–88. http://dx.doi.org/10.1109/mcg.2011.45.

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Aditya, Christian. "The Development Of Visual Aspects In Video Games Over The Years." ULTIMART Jurnal Komunikasi Visual 7, no. 2 (November 12, 2016): 18–22. http://dx.doi.org/10.31937/ultimart.v7i2.385.

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This report investigates the importance of creating a realistic environment in order to create an immersive world in digital games. The discussion will start from the history of Digital game development until now, discussing on the limitations of gaming consoles from time to time, and how game designers nowadays keep pushing the boundaries of the visual aspects of their game. Then focusing the discussion on the technical and art aspect of digital game design. By doing the analysis in this report, we can conclude that there are several reason that affects the visual quality of video games, such as the technology of the game console, the limitation of game engine, and also the skill of the game artist itself. Key words : Video Games, Digital Games, Game Console, Environment, Game Engine.
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Fujimoto, Toru. "Implementing a Serious Games Design Course in Game Development Education." Journal of Digital Games Research 5, no. 2 (2011): 53–58. http://dx.doi.org/10.9762/digraj.5.2_53.

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Dissertations / Theses on the topic "Game design and development"

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Surangi, Vani Indrani. "Game design and development." CSUSB ScholarWorks, 2006. https://scholarworks.lib.csusb.edu/etd-project/3098.

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The project focuses on computer tools suitable for particular game genres and how they are used to develop 3D computer games. As part of learning about the tools, the author developed a 3D computer adventure game called "Adventures of Smiley" using Macromedia Director MX and 3D Studio Max. The game's purpose is to engage children using a friendly interface while they learn about different topics in various subject areas through lessons and puzzles. The research gathered information about the current game industry, technologies and game genres, which can be used as a reference for the beginning level game programmer. The project documentation and the game are also published on the Internet and can be freely accessed online.
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Sundström, Ylva. "Game design and production : frequent problems in game development." Thesis, Högskolan på Gotland, Institutionen för speldesign, teknik och lärande, 2013. http://urn.kb.se/resolve?urn=urn:nbn:se:hgo:diva-1793.

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This essay is about common problems that can arise during game development projects. It is focused around the production cycle and how the game industry treats the game development pipeline. It mainly describes issues with communication within game development teams, problems concerning planning and how the design process affects members of the game development team’s work process and efficiency. It includes an analysis of common problems that I have found during my studies of literature describing the game industry, a short research study of post mortems written by game developers and a survey about game design documentation and communication sent out to game developers and game design students.
Den här uppsatsen behandlar vanliga problem som kan uppstå under spelprojekt. Den är fokuserad kring produktionscykeln och hur industrin behandlar produktionscykelns olika delar. Den beskriver framförallt problem rörande kommunikationen inom team som utvecklar spel, problem kopplade till planering av spelprojekt och hur designprocessen påverkar spelutvecklares arbetsprocesser och effektivitet. Den inkluderar en analys av vanliga problem jag har funnit då jag studerat litteratur som beskriver spelindustrin, en kort studie av post mortems skrivna av spelutvecklare och en undersökning om speldesigndokumentation jag skickat ut till spelutvecklare och spelstudenter.
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Faltin, Elias, and Mikael Ferroukhi. "From conceptual level to playable game : An exemplary investigation of applying game design theory to practice through the process of design and development." Thesis, Uppsala universitet, Institutionen för speldesign, 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-415728.

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The reflective game design theory outlined by Rilla Khaled (2018) argues for designing disruptive experiences to promote reflection within the player. We decided to design and produce a game based on her theory to then engage with Khaled’s theory critically. We define the act of making a game as a three-step process consisting of ideation (influenced by Khaled’s theory), articulation of the design based on a framework (SGDA Framework by Mitgutsch & Alvarado, 2012), and finally the implementation of it (based on principles outlined by Swink, 2009 and Boyer, 2010). We make a theoretical argument for our design decisions, test the game in a user study, and then discuss the successes and shortcomings of our design. To conclude we tie our discoveries to the steps taken in the application of theory into practice. We discover that the best design intentions often cannot reach the player because their interaction with the game is hindered by un-polished implementation. We identify further gaps between theory and practice and are stating what designers should watch out for when making reflective games.
I Rilla Khaled´s (2018) teori Reflective game design theory, argumenterar hon för fördelen med att skapa omvälvande upplevelser i syfte att uppmana spelaren till reflektion. Vi beslöt oss för att designa och utveckla ett spel baserat på hennes teori, för att sedan undersöka och utvärdera teorin. Vi definierar spelutvecklande som en process i tre steg, bestående av ”ideation” (grundat ur Khaleds teori), artikulering av designen baserat på ett ramverk s.k. ”SGDA Framework” ( Mitgutsch & Alvarado, 2012), och slutligen realisering (grundat på principer framtagna av Boyer, 2010 och Swink, 2009). Vi argumenterar för besluten som ligger bakom vår design, utför praktiska test av spelet i en användarstudie och diskuterar sedan framgångar samt eventuell tillkortakommanden med vår design. Slutsatsen består av en redogörelse för hur våra upptäckter står i förhållande till applikationen av teori till praktik. Vi upptäckte att genomtänkta och välmotiverade beslut inom spelutveckling inte alltid når spelaren, då interaktionen mellan spelare och spel hindras av tillkortakommanden i hur dessa beslut tillämpats. Vi identifierade ytterligare klyftor mellan teori och realisering, och konstaterar vad spelutvecklare bör vara uppmärksamma på under utveckling av s.k. ”reflective games”.
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Koffi, Cole Mahoukau. "Video game development with 3D Studio Max and the XNA framework." CSUSB ScholarWorks, 2007. https://scholarworks.lib.csusb.edu/etd-project/3228.

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The purpose of this project on game design and development is to experiment with actual technology tools used in computer games and get experience in three deminsional game development using 3D Studio Max and Microsoft XNA.
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Bentley, T. Mark. "The game studio| Developing literacy through the lens of game design." Thesis, Middle Tennessee State University, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=1597407.

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In this thesis, I propose a curriculum for first year composition (FYC), called the Game Studio curriculum, in which students learn writing through experiences playing, analyzing, and designing games. In Chapter 1, I review the ways in which many students are already learning in video game spaces and argue that the study of games has potential to alter FYC instruction for the better. In Chapter 2, I frame the scholarship behind the Game Studio using James Paul Gee’s What Video Games Have to Teach us About Learning and Literacy and Jesse Schnell’s The Art of Game Design: A Book of Lenses. I also provide context for Middle Tennessee State University’s “Literacy for Life” objectives and discuss how the Game Studio curriculum supplements these objectives. In Chapter 3, I provide a detailed list of introductory projects designed to give both students and instructors a running knowledge of game jargon and game design concepts. In Chapter 4, I provide details for the final two projects, which involve the development of student-designed games. I conclude in Chapter 5 with my reflections on student responses to an exit survey at the end of the Game Studio semester.

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Hung, Cheng-Yu. "Multi-user game development." CSUSB ScholarWorks, 2007. https://scholarworks.lib.csusb.edu/etd-project/3122.

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This project included the development of a multi-user game that takes place in a 3 dimensional world of the computer science department. Basically, the game allows prospective students to meet existing students and faculty in a virtual open house that takes place within the third floor of Jack Brown Hall. Users can walk around Jack Brown Hall and type text messages to chat with each other.
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Kofali, Ozgur. "Development of a Game Portal for Web-based Motion Games." Thesis, Linköpings universitet, Interaktiva och kognitiva system, 2017. http://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-138094.

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The objective of this thesis project focuses on designing and implementing a game portal for web-based motion games whilst achieving high usability. Many systems lack the creativ- ity to design web-usability with all the technical requirements and this study addresses this problem by implementing a front-end system that uses agile methodology with competitive analysis and consumes the back-end system with RESTful architecture by using AngularJS web application framework. Users were involved in the implementation process repetitively and the usability test was done with think aloud protocol and System Usability Scale which involves a questionnaire on paper. It was concluded that a clear and interactive navigation bar made it very useful for users to hover through the website. Having the notifications fixed on the upper right side of the navigation bar made them easily perceived by the users and including all user-related functions under username helped the user reach them easily. It was also concluded that modal view prevented page reloading by gathering users, attention at one point. Adding visual feedback functions such as highlighting the hovered or clicked link were appreciated by the users.
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Wang, Qichao. "Game-Aided Education for Transportation Engineering: Design, Development, and Assessment." Thesis, Virginia Tech, 2017. http://hdl.handle.net/10919/78375.

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Transportation engineering is a wide area that covers different topics including traffic planning, highway design, pavement design, traffic safety, and traffic control. Certain concepts in those topics are challenging and are hard to understand based on textbooks and lectures. In this work, we developed five web games targeting the five topics in transportation engineering education to improve students’ understanding of those hard concepts. The games are hosted in a website server. Students can play these games online after register and login. The server stores the users’ information and their gameplay data. We conducted a Before-and-After study to test the effectiveness of the games in terms of improving the learning outcomes of the students. The results showed that the games could increase the students’ understanding of hard concepts significantly. The developed games can be used in transportation education. This game framework can serve as a reference for other education game developers. We envision that more educational games will be developed by transportation and education communities in the recent future. There will be more than one game for the same topic. We need an approach to select games for different students group. We proposed a gravity model for evaluating the engagement of the students for the educational games. We found that different games have different properties in terms of attracting students’ engagement. The proposed model can be used in the future for selecting educational games for specific students group.
Master of Science
This thesis presents the effort of making computer games for education purpose. I developed five games corresponding to the five areas in transportation engineering courses. The objective of this work is to let the students understand the hard concepts in transportation engineering by playing the developed games. The students can play the games online, and their gameplay data will be recorded as they play. The effectiveness of this work was tested using before-and-after quizzes. We designed a set of quizzes that are within transportation engineering and can be solved using the knowledge learned in the games. We asked the students to do the quizzes and, without any feedback, do the same quizzes again after playing the games. The result showed that their scores improved in general, which means their understanding of transportation engineering was improved. Using the data collected from the gameplay, quizzes, and the students’ course scores, I proposed a gravity model that describes how students were engaged in the games. I found that different games could attract different students.
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Howell, Peter Mark. "Disruptive game design : a commercial design and development methodology for supporting player cognitive engagement in digital games." Thesis, University of Portsmouth, 2015. https://researchportal.port.ac.uk/portal/en/theses/disruptive-game-design(cac71c4d-74b4-491b-a7e2-cb28e1fac235).html.

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First-person games often support the player’s gradual accretion of knowledge of the game’s rules during gameplay. They thus focus on challenging and developing performative skills, which in turn supports the player in attaining feelings of achievement and skills mastery. However, an alternative disruptive game design approach is proposed as an approach that encourages players to engage in higher-order thinking, in addition to performative challenges. This requires players to cognitively engage with the game at a deeper level. This stems from the player’s expectations of game rules and behaviours being disrupted, rather than supported, requiring players to learn and re-learn the game rules as they play. This disruptive approach to design aims to support players in satiating their needs for not only achievement and mastery at a performative level but also, their needs for problem-solving and creativity. Utilising a Research through Design methodology, a model of game space proposes different stages of a game’s creation, from conceptualisation through to the final player experience. The Ludic Action Model (LAM), developed from existing game studies and cognitive psychological theory, affords an understanding of how the player forms expectations in the game as played. A conceptual framework of game components is then constructed and mapped to the Ludic Action Model, providing a basis for understanding how different components of a game interact with and influence the player’s cognitive and motor processes. The Ludic Action Model and the conceptual framework of game components are used to construct the Disruptive Game Feature Design and Development (DisDev) model, created as a design tool for ‘disruptive’ games. The disruptive game design approach is then applied to the design, development, and publication of a commercial game, Amnesia: A Machine for Pigs (The Chinese Room, 2013). This application demonstrated the suitability of the design approach, and the proposed models, for establishing disruptive game features in the game as designed, developing those features in the game as created, to the final resolution in the game as published, which the player will then experience in the game as played. A phenomenological template analysis of online player discussions of the game shows that players tend to evaluate their personal game as played (i.e. their personal play experience) in relation to their a priori game as expected (i.e. the experience that they expected the game to provide). Players reported their play experiences in ways that suggested they had experienced cognitive engagement and higher-order thinking. However, player attitudes towards this type of play experience were highly polarised and seemingly dependent on the correspondence between actual and expected play experiences. The discussion also showed that different methods of disruption have a variable effect on the player experience depending on the primacy of the game feature being disrupted. Primary features are more effectively disrupted when the game’s responses to established player actions are subsequently altered. Secondary game features, only present in some sections, are most effectively disrupted when their initially contextualised behaviour is subsequently altered, or recontextualised. In addition, story-based feature disruption is most effected when the initial encoding stage is ambiguous, thus disrupting players’ attempts to form an initial understanding of them. However, these different methods of disruption may be most effective when used in conjunction with each other.
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Astahovs, Ilja. "Use of design patterns for mobile game development." Thesis, Umeå universitet, Institutionen för datavetenskap, 2012. http://urn.kb.se/resolve?urn=urn:nbn:se:umu:diva-58055.

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Design patterns have been a valuable asset to software developers for a long time. All kind of software, including games, benefit from re-using the well known solutions to the common problems. Building a game from scratch requires a carefully made design and this is where design patterns come handy. However, the approach to game development has changed lately. The importance to learn the design patterns has been de-emphasized as frameworks and complete game engines emerge. Many design approaches provided by them are used out the box, often taken as some kind of standard. The purpose of this paper is to show how some of the classical design patterns can be used in game development and how some of the modern technologies adopt them. To research the importance of design patterns in game development, a small mobile game project has been done. As problems arose, a number of potentially useful design patterns were identified and analyzed. Those design patterns were practically applied to the project and their potential use with other related technologies was discussed. The paper emphasizes the important role of design patterns in game development and gives some insights into how design patterns are implemented in some of the modern middleware.
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Books on the topic "Game design and development"

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Saunders, Kevin. Game development essentials: Game interface design. 2nd ed. Australia: Delmar, Cengage Learning, 2013.

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Hall, Rick. Game Development Essentials: Online Game Development. Clifton Park, NY: Delmar/Cengage Learning, 2008.

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Game development with Unity. Boston, MA: Course Technology, 2012.

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Game development essentials: An introduction. 3rd ed. Clifton Park, N.Y: Delmar, 2012.

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Joe, Hogue, ed. iPhone game development. Beijing: O'Reilly, 2010.

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Jeannie, Novak, ed. Game development essentials: Game QA & testing. Clifton Park, N.Y: Delmar/Cengage Learning, 2010.

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Jeannie, Novak, ed. Mobile game development. Clifton Park, NY: Delmar/Cengage Learning, 2012.

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Unreal Development Kit Game Design Cookbook. Birmingham: Packt Publishing, Limited, 2012.

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Rafael, Chandler, ed. Fundamentals of game development. Sudbury, Mass: Jones and Bartlett Publishers, 2010.

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1966-, Novak Jeannie, ed. Game development essentials. Clifton Park, NY: Thomson Delmar Learning, 2007.

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Book chapters on the topic "Game design and development"

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Breault, Michael. "The Game Development Process." In Narrative Design, 63–73. Boca Raton, FL: CRC Press, 2020.: CRC Press, 2020. http://dx.doi.org/10.1201/9780429200762-9.

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Breault, Michael. "Game Development as a Craft." In Narrative Design, 25–30. Boca Raton, FL: CRC Press, 2020.: CRC Press, 2020. http://dx.doi.org/10.1201/9780429200762-4.

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Rosenfield Boeira, Julia Naomi. "The World Between Design and Build." In Lean Game Development, 77–87. Berkeley, CA: Apress, 2017. http://dx.doi.org/10.1007/978-1-4842-3216-3_8.

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Stuart, Graeme. "Drawing to a Design." In Introducing JavaScript Game Development, 39–46. Berkeley, CA: Apress, 2017. http://dx.doi.org/10.1007/978-1-4842-3252-1_3.

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McAnlis, Colt, Petter Lubbers, Brandon Jones, Duncan Tebbs, Andrzej Manzur, Sean Bennett, Florian d’Erfurth, et al. "The State of Responsive Design." In HTML5 Game Development Insights, 211–20. Berkeley, CA: Apress, 2014. http://dx.doi.org/10.1007/978-1-4302-6698-3_13.

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Hrehovcsik, Micah M. "Applied Game Design Didactics." In Software Engineering Perspectives in Computer Game Development, 141–59. First edition. | Boca Raton : CRC Press, 2021.: Chapman and Hall/CRC, 2021. http://dx.doi.org/10.1201/b22404-8.

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Sutherland, Bruce. "Useful Design Patterns for Game Development." In C++ Game Development Primer, 17–32. Berkeley, CA: Apress, 2014. http://dx.doi.org/10.1007/978-1-4842-0814-4_2.

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Durlauf, Steven N., and Lawrence E. Blume. "Mechanism Design (New Developments)." In Game Theory, 223–34. London: Palgrave Macmillan UK, 2010. http://dx.doi.org/10.1057/9780230280847_23.

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Jackson, Wallace. "An Introduction to Game Design: Game Design Concepts, Genres, Engines, and Techniques." In Pro Java 9 Games Development, 73–86. Berkeley, CA: Apress, 2017. http://dx.doi.org/10.1007/978-1-4842-0973-8_4.

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Graham, Wayne. "The Plan: Idea to Design." In Beginning Facebook Game Apps Development, 69–79. Berkeley, CA: Apress, 2012. http://dx.doi.org/10.1007/978-1-4302-4171-3_4.

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Conference papers on the topic "Game design and development"

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Rocca, Jason Della, and John Buchanon. "Game development & design." In Educators program from the 30th annual conference. New York, New York, USA: ACM Press, 2003. http://dx.doi.org/10.1145/965106.965127.

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Bayliss, Jessica D., and Kevin Bierre. "Game design and development students." In the 3rd international conference. New York, New York, USA: ACM Press, 2008. http://dx.doi.org/10.1145/1463673.1463675.

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Bringula, Rex P., Argomer S. Alcid, Leonard Benjamin P. Bandril, Anfernee E. De Guzman, and Lance Jasper C. Lopez. "Development of game design guidelines." In 2014 IEEE 2nd International Conference on Technology, Informatics, Management, Engineering & Environment (TIME-E). IEEE, 2014. http://dx.doi.org/10.1109/time-e.2014.7011624.

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Jones, Kevin Anthony. "Serious Game Development: Reverse Cycle Game design first, instructional design second." In Annual International Conference on Computer Games Multimedia & Allied Technologies (CGAT 2016). Global Science & Technology Forum (GSTF), 2016. http://dx.doi.org/10.5176/2251-1679_cgat16.17.

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Blažič, Andrej, Primoz Cigoj, Tanja Arh, and Borka Blažič. "APPLICABILITY OF THE LEARNABILITY ATTRIBUTES IN SERIOUS GAME DESIGN: THE CASE OF DIGITAL FORENSIC GAME DESIGN." In International Technology, Education and Development Conference. IATED, 2017. http://dx.doi.org/10.21125/inted.2017.1987.

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Rocca, Jason Della, Robin Hunike, Warren Spector, and Eric Zimmerman. "Game development, design and analysis curriculum." In ACM SIGGRAPH 2002 conference abstracts and applications. New York, New York, USA: ACM Press, 2002. http://dx.doi.org/10.1145/1242073.1242076.

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Fairhurst, Stuart R., Logan C. McCool, Kristin M. Scheel, Crystal L. Stien, Charlotte M. Brenteson, Andrew H. Hansen, Gary D. Goldish, Gregory O. Voss, and John E. Ferguson. "Development of a Rehabilitation Game for Individuals With Spinal Cord Injury Using a User-Centered Design Process." In 2018 Design of Medical Devices Conference. American Society of Mechanical Engineers, 2018. http://dx.doi.org/10.1115/dmd2018-6932.

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The use of video games during exercise, exergaming, has been shown to increase energy expenditure without increasing perceived exertion [1]. This suggests that exergaming may be an effective way to engage a patient during rehabilitation and increase adherence to a rehabilitation regime. Existing exergame systems are designed with able bodied users in mind and often combine hand controlled game play while using lower limbs for aerobic exertion, making current systems inaccessible to individuals with spinal cord injuries and others without lower limb function. Our earlier work on increasing exercise accessibility includes developing an ergometer for supine use for patients who have recently had a flap procedure [2]. The goal of the present project was to create an engaging, interactive video game designed for use during arm ergometry by individuals with spinal cord injury (SCI) in either the supine or seated position.
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Noll, John, and Andrew Butterfield. "Teaching Global Software Development through Game Design." In 2016 IEEE 11th International Conference on Global Software Engineering Workshops (ICGSEW). IEEE, 2016. http://dx.doi.org/10.1109/icgsew.2016.21.

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Corral, Luis, Ilenia Fronza, Rosella Gennari, and Alessandra Melonio. "From Game Design with Children to Game Development with University Students." In CHItaly 2015: 11th biannual Conference of the Italian SIGCHI Chapter. New York, NY, USA: ACM, 2015. http://dx.doi.org/10.1145/2808435.2808441.

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Sinha, Ayan, Farrokh Mistree, and Janet K. Allen. "Development of Game Theoretic Protocols for Multilevel Design." In ASME 2010 International Design Engineering Technical Conferences and Computers and Information in Engineering Conference. ASMEDC, 2010. http://dx.doi.org/10.1115/detc2010-28818.

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The effectiveness of the use of game theory in addressing multi-objective design problems has been illustrated. For the most part, researchers have focused on design problems at single level. In this paper, we illustrate the efficacy of using game theoretic protocols to model the relationship between multidisciplinary engineering teams and facilitate decision making at multiple levels. We will illustrate the protocols in the context of an underwater vehicle with three levels that span material and geometric modeling associated with microstructure mediated design of the material and vehicle.
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Reports on the topic "Game design and development"

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Shinar, J. Stochastic Game Approach to Guidance Design. Fort Belvoir, VA: Defense Technical Information Center, November 1987. http://dx.doi.org/10.21236/ada194574.

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Granetto, Paul J., Patricia A. Marsh, Byron B. Harbert, Jeffrey A. Lee, Samuel R. Mensch, Jason T. Hamilton, and William F. Kissler. Financial Management: Development and Management of the Army Game Project. Fort Belvoir, VA: Defense Technical Information Center, August 2005. http://dx.doi.org/10.21236/ada471994.

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Tomlinson, Brian. Total Official Support for Sustainable Development (TOSSD): Game changer or mirage? ActionAid, AidWatch Canada, Oxfam International, March 2021. http://dx.doi.org/10.21201/2021.7390.

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Total Official Support for Sustainable Development, or TOSSD, is a new statistical metric that has been in the making for almost 10 years. It is meant to capture a broad range of global flows of public money in support of sustainable development. These include aid, loans on non-concessional terms, and public funds aimed at mobilising private finance for development. Metrics matter. It is essential to track the resources that the international community is allocating to turn the ambitions of Agenda 2030 and its Sustainable Development Goals (SDGs) into reality. Without such data, it is impossible to determine whether there is progress. ActionAid, AidWatch Canada and Oxfam International are publishing this discussion paper to shed light on how TOSSD works in practice as well as on its ambitions, shortcomings and the contending political perspectives on this new metric. The paper emphasizes that TOSSD could significantly shape the future of development finance.
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Rodríguez Serrano, A., M. Martín-Núñez, and S. Gil-Soldevila. Ludologic design and augmented reality. The game experience in Pokémon Go! (Niantic, 2016). Revista Latina de Comunicación Social, June 2017. http://dx.doi.org/10.4185/rlcs-2017-1185en.

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VanDevender, P., M. Berman, and K. Savage. Prototype prosperity-diversity game for the Laboratory Development Division of Sandia National Laboratories. Office of Scientific and Technical Information (OSTI), February 1996. http://dx.doi.org/10.2172/211604.

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Wilson, Amy. Competency Development Detonator Development and Design. Fort Belvoir, VA: Defense Technical Information Center, September 2007. http://dx.doi.org/10.21236/ada471708.

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Bean, Corliss Bean, and Sara Kramers Kramers. Game On: Sport Participation As A Vehicle For Positive Development For Youth Facing Barriers. Toronto, Ontario Canada: Youth Research & Evaluation eXchange (YouthREX), January 2017. http://dx.doi.org/10.15868/socialsector.33745.

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Smallman, H. S., H. M. Oonk, R. A. Moore, and J. G. Morrison. The Knowledge Wall for the Global 2000 War Game: Design Solutions to Match JOC User Requirements. Fort Belvoir, VA: Defense Technical Information Center, August 2001. http://dx.doi.org/10.21236/ada401033.

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Zavorka, Lukas, Michael Jeffrey Mocko, and Paul E. Koehler. Development of the MARK4 Design. Office of Scientific and Technical Information (OSTI), November 2017. http://dx.doi.org/10.2172/1408858.

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J. Beesley. AGING SYSTEM DESIGN DEVELOPMENT STRATEGY. Office of Scientific and Technical Information (OSTI), February 2005. http://dx.doi.org/10.2172/841254.

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