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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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Wanick, Vanissa, and Chaiane Bitelo. "Exploring the use of participatory design in game design: a Brazilian perspective." International Journal of Serious Games 7, no. 3 (September 25, 2020): 3–20. http://dx.doi.org/10.17083/ijsg.v7i3.358.
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This paper reviews the current body of literature on participatory design (PD) for game design, including participatory design elements, participatory design in education, and the current challenges that game designers and developers encountered. This paper also contains the findings of a survey among game designers in Brazil (N=29) concerning their use of participatory design techniques during the design process in their studios. The survey results show that playtesting is the most common technique that they utilise in order to improve player experience. Several of the respondents admitted that they have considered player participation during other stages of game development. This paper is concluded with a critical overview of the role of participatory design in game design and potential uses for games for learning. The literature and survey-based findings in this paper may be of benefit to game design scholars and designers who are intent on critically analysing the use of participatory design in the game design process.
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Marin-Vega, Humberto, Giner Alor-Hernández, Ramon Zatarain-Cabada, Maria Lucia Barron-Estrada, and Jorge Luis García-Alcaraz. "A Brief Review of Game Engines for Educational and Serious Games Development." Journal of Information Technology Research 10, no. 4 (October 2017): 1–22. http://dx.doi.org/10.4018/jitr.2017100101.
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Gamification is the use of game design elements to enhance the teaching-learning process and turn a regular, non-game activity into a fun, engaging game. Simultaneously, serious games are proposed as an efficient and enjoyable way of conducting cognitive assessment, as they combine a serious intention with game rules and targets. In this scenario, game engines have emerged as information technologies for serious games and educational games development; however, this development has usually been performed without a guide to identifying game attributes to be present in the game. To address this gap, we present an analysis of the most used game engines to identify game and learning attributes supported for serious and educational games development. Findings from this analysis provide a guide of the most popular game engines that offer the largest support for game attributes, which were also classified by game categories.
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Afif, Rizka Lukmana, Kodrat Iman Satoto, and Kurniawan Teguh Martono. "Perancangan PC Game First Person Shooter Menggunakan Unreal Development Kit." Jurnal Teknologi dan Sistem Komputer 2, no. 2 (April 30, 2014): 149–56. http://dx.doi.org/10.14710/jtsiskom.2.2.2014.149-156.
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The development of hardware increasing rapidly has made game developers take advantage of a variety of new resources that can improve their games. Epic games is a mature game developer who managed to make thousands game and delivered to the hands of gamers . A game engine called Unreal Engine is a big secret behind the success of Epic Games . The game engine is free if you just want to learn or just want to create a personal project and the game is not to be in comercial purposes . It is unfortunate that many students don’t even know of the existence of unreal engine , most of them make use of simpler game engine like game maker , rpg maker , fps creator , and so on. Though unreal engine is superior in any aspect other than the game engine , be it graphics , tools , mechanisms of development , flexible in export-import assets , etc . Based on this information , the author had the idea to make a first person shooter game using the unreal engine as the engine game. Before doing the develpment process, the next step is studying the literature of unreal engine and other supporting software such as 3d studio max to create 3D assets , adobe flash to create the menus , adobe photoshop to create a 2D texture and speedtree assets to create the foliage elements . The next thing is to go into the design phase of scenarios , maps, missions , characters and items that will be placed in the game. The next stage is the development and testing phase to test the game that has finished .The results of the design of this game is the realization of a first person shooter game application using unreal engine with features that can support the player 's interest in playing the game . It’s also introducing unreal engine to students who are interested in designing games.
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Putra, Yedija Prima, Erdhi Widyarto Nugroho, and Hendra Prasetya. "Game Design Education "Terjumlah" Using Kinect Sensor." Journal of Business and Technology 1, no. 1 (April 5, 2021): 1. http://dx.doi.org/10.24167/jbt.v1i1.3220.
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At present, the development of the game world is increasing. A lot of which utilize various sensors as input. However, many of these games have no educational value. Therefore, the game titled "Terjumlah" is designed, which has educational value, in this case math material. In the making of the game, collaborated using kinect sensor that can detect the movement of the user, to be more active and interactive.
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Soylucicek, Seza. "New generation console game technologies; Console game application supported with projection mapping." Global Journal of Arts Education 6, no. 4 (June 12, 2017): 120–25. http://dx.doi.org/10.18844/gjae.v6i4.1827.
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AbstractUp to now the relationship between console games and gamers has been restricted by limitations in screen size. The gradual enlargement of these sizes has accommodated for a technological boom in the development of game software programs, some of which have been hugely successful and had broad repercussions across both the gaming and technological landscape. In 2010, Microsoft and their Kinect team released an advertisement using projection mapping technique, which gave users an exciting preview of the future of game technology and provided inspiration for aspiring young game developers. With the help of new techniques, developers had the chance to produce artistically unique projects by creating a variety of different game experiences. Additionally, the enhancement of digital games, their interactive features, and the enlargement of the screens enabled users to experience a completely new level of immersion in their games. Each new development within the industry allows for new avenues of exploration and provides the potential to further refine and enhance successful techniques. Two creative examples of application adaptations are Microsoft’s Illumiroom and RoomAlive projects, which include a game experience which incorporates a large part of the user’s physical environment using reflective techniques. The world of gaming entertainment and the technological advancements which propel it, are constantly improving the experience of its users, and this study, which starts out with aforesaid improvements, further examines the relationship between new generation interactive console games, aesthetic aspects of game interface designs, Microsoft Kinect and Projection Mapping. In light of these, this study discusses the future opportunities of console development, the current industry innovators, and the potential immersive qualities of digital games.
Keywords: console game, game design, graphic design, game experience, game user interface design, projection mapping.
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Classe, Tadeu Moreira de, Renata Mendes De Araujo, Geraldo Bonorino Xexéo, and Sean Siqueira. "The Play Your Process Method for Business Process-Based Digital Game Design." International Journal of Serious Games 6, no. 1 (March 14, 2019): 27–48. http://dx.doi.org/10.17083/ijsg.v6i1.269.
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Serious games have been understood as a useful tool to engage, educate and train individuals in many areas. They are also suitable for the business processes management area where it is expected that business-process-based digital games can bring together players (process actors) to better understand and learn organizational business processes. This paper presents a game design method for the development of serious games which aims to provide business process understanding to players, as well as to allow them to reflect on process challenges and difficulties. The design of serious business process games requires game designers to have business process modeling skills and instructions on how to represent business process elements in the game context. This research was conducted using the Design Science Research Methodology, and addresses the challenge of providing a method for the design of serious business process games. The method receives business process models as input and comprises steps to (i) map business process elements into game design elements, game design and development, and (ii) evaluate games with game designers, process actors, and game players. In order to validate the method, a set of games was built and evaluated with players. The designed games were evaluated as to adequate quality, although fun and entertainment can still be improved, and players´ understanding regarding process increase after games are played
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Szykman, Alexandre Greluk, André Luiz Brandão, and João Paulo Gois. "Development of a Gesture-Based Game Applying Participatory Design to Reflect Values of Manual Wheelchair Users." International Journal of Computer Games Technology 2018 (September 6, 2018): 1–19. http://dx.doi.org/10.1155/2018/2607618.
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Wheelchair users have been benefited from Natural User Interface (NUI) games because gesture-based applications can help motor disabled people. Previous work showed that considering values and the social context of these users improve game enjoyment. However, the literature lacks on studies that address games as a tool to approach personal values of people with physical disabilities. Participatory design encompasses techniques that allow absorbing and reflecting values of users into technologies. We developed a gesture-based game using participatory design addressing values of wheelchair users. To manage the development of our game, we permitted creativity and flexibility to the designers. Our design is aligned to the Game SCRUM and make use of concepts from the Creative Process. The products of each stage of the design that we applied are both a gesture-based game and its evaluation. We tested the enjoyment (immersion, difficult while playing, etc.) of users for the game that we developed thought game-based quantitative and qualitative analyses. Our results indicate that the game was able to provide a satisfactory entertaining experience to the users.
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Aguilar, Stephen J., Caitlin Holman, and Barry J. Fishman. "Game-Inspired Design." Games and Culture 13, no. 1 (August 16, 2015): 44–70. http://dx.doi.org/10.1177/1555412015600305.
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This paper describes research and development around two gameful courses that reimagined their assessment systems to better support student autonomy and promote engagement. We present results from an ongoing classroom-based research study that signals the success of these designs and, in so doing, explore key elements of what we call gameful design: the process of redesigning core elements of a learning environment to better support intrinsic motivation. We describe this process and discuss a set of promising practices for the design of gameful courses. Results from three studies indicate that gameful course design is positively related to students working harder and feeling more in control of their class performance.
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Linderoth, Jonas, and Björn Sjöblom. "Being an Educator and Game Developer: The Role of Pedagogical Content Knowledge in Non-Commercial Serious Games Production." Simulation & Gaming 50, no. 6 (September 15, 2019): 771–88. http://dx.doi.org/10.1177/1046878119873023.
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Background and aim. Previous literature has discussed tensions between the field of game design and the field of education. It has been emphasized that it is important to address this tension when developing game based learning (GBL). In order to find potential ways of approaching this problem, we investigate the development of GBL when performed by those who have both pedagogical content knowledge (PCK) and experience in game development. Method. Two case studies about serious games production were conducted, a game section at a national defense college and a university course in educational game design. The cases, as well as individual development projects within the settings, were analyzed with a focus on the role of PCK during serious games development. Results. While the developers and instructors at the defence college, who designed games for their in-house needs, had both PCK and knowledge about game development, these competencies varied a lot among the participants at the university course. The results show that educational goals added complexity to the design process. By comparison, some studied game projects at the university course avoided this complexity. These projects legitimized their games as educational by suggesting unproven far transfer. In other cases, where the developers did have PCK, the instructional goals where taken as a starting point that guided the whole development process. This lead to games that were designed to match highly specific educational contexts. The developers, instructors and teachers in both of the settings who used their PCK tended to break a number of established game design heuristics that would have been counter productive in relation to the learning objectives of the games. Conclusions. The paper suggests that there is a need for people with pedagogical content knowledge AND knowledge about game development. Enhancing these dual competencies in game workers could forward the field of GBL.
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McDaniel, Rudy, and Stephen M. Fiore. "Best Practices for the Design and Development of Ethical Learning Video Games." International Journal of Cyber Ethics in Education 2, no. 4 (October 2012): 1–23. http://dx.doi.org/10.4018/ijcee.2012100101.
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This article builds upon earlier research (McDaniel & Fiore, 2010) in which the authors presented case studies focused on the design and development of two original ethical learning video games. Through this case study and a review of relevant literature, the authors explored the content creation of, and theoretical rationale for, the design and development of ethics games. Both games were geared toward an undergraduate student audience as casual learning games to be completed in a few hours of gameplay. To update and expand this original work, the authors reviewed contemporary research on identity, cognition, and self in relation to video game environments as well as literature dealing more specifically with ethics and video games. From this literature base and their applied design experiences, the authors offer ten guidelines as best practices to follow for aspiring ethics game developers.
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Kapralos, Bill, Stephanie Fisher, Jessica Clarkson, and Roland van Oostveen. "A course on serious game design and development using an online problem-based learning approach." Interactive Technology and Smart Education 12, no. 2 (June 15, 2015): 116–36. http://dx.doi.org/10.1108/itse-10-2014-0033.
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Purpose – The purpose of this paper is to describe a novel undergraduate course on serious game design and development that integrates both game and instructional design, thus providing an effective approach to teaching serious game design and development. Very little effort has been dedicated to the teaching of proper serious game design and development leading to many examples of serious games that provide little, if any, educational value. Design/methodology/approach – Organized around a collection of video clips (that provided a brief contextualized overview of the topic and questions for further exploration), readings, interdisciplinary research projects and games, the course introduced the principles of game and instructional design, educational theories used to support game-based learning and methods for evaluating serious games. Discussions and activities supported the problems that students worked on throughout the course to develop a critical stance and approach toward implementing game-based learning. Students designed serious games and examined potential issues and complexities involved in developing serious games and incorporating them within a teaching curriculum. Findings – Results of student course evaluations reveal that the course was fun and engaging. Students found the course fun and engaging, and through the successful completion of the final course project, all students met all of the course objectives. A discussion regarding the techniques and approaches used in the course that were successful (or unsuccessful) is provided. Research limitations/implications – It should be noted that a more detailed analysis has not been presented to fully demonstrate the effectiveness of the course. A more detailed analysis may have included a comparison with, for example, past versions of the course that was not based on an online problem-based learning (PBL) approach, to better quantify the effectiveness of the course. However, such a comparison could not be carried out here, given there was no measure of prior knowledge of students taken before they took course (e.g. no “pre-test data”). Originality/value – Unlike the few existing courses dedicated to serious game design, the course was designed specifically to facilitate a fully online PBL approach and provided students the opportunity to take control of their own learning through active research, exploration and problem-solving alone, in groups and through facilitated class discussions.
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An, Yun-Jo, and Li Cao. "Examining the Characteristics of Digital Learning Games Designed by In-service Teachers." International Journal of Game-Based Learning 7, no. 4 (October 2017): 73–85. http://dx.doi.org/10.4018/ijgbl.2017100104.
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In order to better understand teachers' perspectives on the design and development of digital game-based learning environments, this study examined the characteristics of digital learning games designed by teachers. In addition, this study explored how game design and peer critique activities influenced their perceptions of digital game-based learning environments and learning through game design. Qualitative data were collected from fifty game design documents and participant responses to reflection questions. The analysis of game design documents showed that the majority of the participants designed immersive game-based learning environments where players are required to use higher order thinking and real-world skills as well as academic content to complete missions or solve problems. The results of this study provide important implications for teacher professional development as well as for educational game development.
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Prasad, Sachchida Nand. "A Cooperative Computer Game for Public Efficiency Development." INTERNATIONAL JOURNAL OF COMPUTERS & TECHNOLOGY 13, no. 8 (August 23, 2014): 4760–66. http://dx.doi.org/10.24297/ijct.v13i8.7075.
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This paper presents a design case study of SIDES: Design Interfaces to Develop Effective Public Efficiency. SIDES is a tool designed to help adolescents in Public group therapy, specifically individuals with Asperser’s Syndrome, practice effective group work efficiency using a four-player cooperative computer game that runs on computer games technology. We are represent the design process and evaluation of SIDES conducted over a period of six months with a middle school Public group therapy class. Our findings indicate that computer games are a motivating and supported tool for effective group work among. My target population and reveal different design lessons to inform the development of similar systems.
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Gang, Chai, and Xiao Yu Huang. "A Novel 3D Game Design Method Based on Virtools Platform." Key Engineering Materials 480-481 (June 2011): 956–61. http://dx.doi.org/10.4028/www.scientific.net/kem.480-481.956.
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This paper studies the application of computer games in the popularization of forestry science knowledge and proposes a method of 3D game development based on Virtools platform, which creates 3D models in 3ds max and Maya, and then realizes the game functions in Virtools. This paper designs and develops a 3D game for the popularization of forestry science, gets a better balance between knowledge and game play, and enhances the users' interaction experience by adding the gamepad, which has great reference and practicability value. Computer games will play an increasingly important role in the popularization of forestry science.
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DeVane, Benjamin M., Jeremy Dietmeier, Kristen Missall, Salloni Nanda, Michala Cox, Ben J. Miller, Ethan Valentine, and Deb M. Dunkhase. "Dropping in to game design." Information and Learning Sciences 120, no. 9/10 (October 14, 2019): 663–78. http://dx.doi.org/10.1108/ils-03-2019-0023.
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Purpose This paper aims to present an iterative approach to creating a collaborative design-and-play skatepark videogame for a children’s museum physics exhibit. Intended for children of 5-8 years old and accompanying adults, this interactive tabletop game encourages players to build a skatepark and then skate through it with a skater character. This case study describes the authors’ design perspective shift to make the game’s possibilities for tinkering more “perceptible.” Design/methodology/approach This paper presents a case-based design narrative that draws on the project’s iterative playability testing with parent–child dyads and reflections from the design team’s endeavors. This analysis draws on methodological elements adapted from agile game development processes and educational design-based research. Findings The initial game prototype inhibited the collaborative tinkering of parent–child dyads because it used interface abstractions such as menus, did not orient to the task of tinkering with skatepark design and did not help players understand why their skatepark designs failed. Subsequent game versions adopted blocks as a metaphor for interaction, gave players explicit design goals and models and provided players with more explicit feedback about their skater’s motion. Originality/value Museum games that provide tinkering experiences for children are an emerging medium. Central concerns for those designing such games are presenting multiple modes of play for different players and contexts and clearly and quickly communicating the possible activities and interactions. The design approach in this study offers players the opportunity to – at both short and long timescales – take up game-directed challenges or explore the skatepark physics through self-generated goals.
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SHIMURA, Hideaki, Yosuke MANO, Takashi SUEMURA, Hisano NIKI, Junichi HAMANO, Yoko BANNO, Takashi ARIGA, and Shigeru SATOH. "DEVELOPMENT OF VISUALLY UNDERSTANDING "REBUILDING DESIGN GAME"." AIJ Journal of Technology and Design 5, no. 9 (1999): 219–22. http://dx.doi.org/10.3130/aijt.5.219.
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Gestwicki, Paul, and Fu-Shing Sun. "Teaching Design Patterns Through Computer Game Development." Journal on Educational Resources in Computing 8, no. 1 (March 1, 2008): 1–22. http://dx.doi.org/10.1145/1348713.1348715.
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Chamberlin, Barbara, Jesús Trespalacios, and Rachel Gallagher. "The Learning Games Design Model." International Journal of Game-Based Learning 2, no. 3 (July 2012): 87–110. http://dx.doi.org/10.4018/ijgbl.2012070106.
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Instructional designers in the Learning Games Lab at New Mexico State University have developed a specific approach for the creation of educational games, one that has been used successfully in over 20 instructional design projects and is extensible to other developers. Using this approach, game developers and content experts (a) work collaboratively to ensure educational goals and outcomes are appropriate for the learner and the learning environment, (b) immerse themselves’ in both content and game design, and (c) test extensively throughout development with members of the target audience. The authors describe the model, discuss the implications of this approach for the creation of effective educational games, and share case studies based on the design model in practice.
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Zhang, Hong Tao, Qing Jie Sun, and You Chun Liu. "Mobile Game Development with Flash as the Editor." Applied Mechanics and Materials 644-650 (September 2014): 2898–901. http://dx.doi.org/10.4028/www.scientific.net/amm.644-650.2898.
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In this paper, it is proposed that Flash can replace game editors to develop mobile games. In an actual project, Flash is used as a graphic editing tool and directly produces together with simple ActionScript codes the data needed by game framework from Fla files, indicating that Flash can replace most of expensive commercial editors and has feasibility and practicability in aided design.
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Gabai, Joshua, and Matthew Berland. "The Handwavey Game." International Journal of Designs for Learning 12, no. 1 (April 12, 2021): 34–41. http://dx.doi.org/10.14434/ijdl.v12i1.31264.
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In this design case, we describe The Handwavey Game (Handwavey)—a tabletop, cooperative role-playing game created to study how people can come to converge on novel physical gestures around meaning. In Handwavey, players are novice wizards who cast spells through signaling abstract images with hand movements: success is rewarded in-game and failure has humorous in-game consequences. This case walks through the path of exploration and development from the starting point of a research question to the development of game mechanics and concludes with a set of design recommendations for people interested in designing novel games with specific research or learning meta-goals.
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Kapralos, Bill. "Learning about serious game design and development at the K-12 level." International Journal of Information and Learning Technology 38, no. 3 (May 4, 2021): 316–27. http://dx.doi.org/10.1108/ijilt-01-2021-0003.
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PurposeVery little effort has been dedicated to the teaching of serious game design and development. At the post-secondary level, very few courses dedicated to serious game design and development exist. At the K-12 level, although (entertainment) game design and programming instruction are becoming more widespread, serious game design and development is ignored. This study aims to present a series of lesson plans that allow K-12 teachers to introduce students to serious game design and development.Design/methodology/approachThe lesson plans include both a didactic and applied component and are intended to provide students with an introduction to serious games and their design and development while making students aware of the many career paths within this exciting growing domain. They can also be completed entirely remotely lending themselves nicely to online instruction to facilitate the COVID-19 shutdowns and the resulting move to e-learning.FindingsAlthough several high-school teachers and several elementary school children were consulted during the development of the lesson plans, the lesson plans have only recently been made available, and therefore, there is a lack of any teacher or student feedback available regarding their use. Informally, several elementary school children found the lessons to be fun, interesting and informative.Originality/valueThere are currently no existing courses or lesson plans focusing on serious game design and development at the K-12 level, thus making this set of lesson plan novel and unique.
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Wu, Yan, Yanying Zhou, Fan Wang, Haowen Zhang, Bingsheng Chen, and Mengshan Li. "DESIGN AND IMPLEMENTATION OF WECHAT APPLETS AIRCRAFT BATTLE." International Journal of Research -GRANTHAALAYAH 7, no. 8 (August 31, 2019): 175–80. http://dx.doi.org/10.29121/granthaalayah.v7.i8.2019.652.
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With the rise and development of WeChat applets, their convenient features are very popular with users, making their number of users develop rapidly. With the emergence of small games in WeChat applets, more and more non-game players are also attracted. This article is about a classic flight shooting game " Airplane Wars" developed by WeChat developer tools and JavaScript language. It mainly uses canvas drawing and sprite wizard to detect collisions and other functions. It can realize smooth human-computer interaction and animation rendering. It has rich game elements and high playability.
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Kaban, Roberto, Fandy Syahputra, and Fajrillah Fajrillah. "Perancangan Game RPG (Role Playing Game) “Nusantara Darkness Rises”." Journal of Information System Research (JOSH) 2, no. 4 (July 24, 2021): 235–46. http://dx.doi.org/10.47065/josh.v2i4.780.
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Games are generally used for entertainment, so by playing games the players will feel happy. Games can also be used as learning media with the concept of learning while playing. Each game has a set of logical functions and rules that guide the course of the game, as well as targets that must be achieved in each level. Each game has different logic and target functions. RPG(Role Playing Game) is one of the most popular game genres. In RPG games, it allows players to take on the roles of multiple imaginary characters and collaborate to complete in-game challenges. This study aims to create a game with the RPG genre with the theme of Indonesian culture and history. The tools used for designing this game are RPG Maker Mv, which is a special software for creating RPG genre games. In the design stage, the author uses the ADDIE method with stages consisting of Analysis, Design, Development, Implementation, and Evaluation. The result of this research is an RPG game entitled "Nusantara Darkness Risess". It is hoped that with this game, it can attract people's interest to study Indonesian history and culture
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Hemingway, Charlotte, Emmanuel S. Baja, Godafreda V. Dalmacion, Paul Mark B. Medina, Ernest Genesis Guevara, Tyrone Reden Sy, Russell Dacombe, Claire Dormann, and Miriam Taegtmeyer. "Development of a Mobile Game to Influence Behavior Determinants of HIV Service Uptake Among Key Populations in the Philippines: User-Centered Design Process." JMIR Serious Games 7, no. 4 (December 20, 2019): e13695. http://dx.doi.org/10.2196/13695.
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Background Opportunities in digital distribution place mobile games as a promising platform for games for health. However, designing a game that can compete in the saturated mobile games market and deliver persuasive health messages can feel like an insurmountable challenge. Although user-centered design is widely advocated, factors such as the user’s subject domain expertise, budget constraints, and poor data collection methods can restrict the benefits of user involvement. Objective This study aimed to develop a playable and acceptable game for health, targeted at young key populations in the Philippines. Methods Authors identified a range of user-centered design methods to be used in tandem from published literature. The resulting design process involved a phased approach, with 40 primary and secondary users engaged during the initial ideation and prototype testing stages. Selected methods included participatory design workshops, playtests, playability heuristics, and focus group discussions. Subject domain experts were allocated roles in the development team. Data were analyzed using a framework approach. Conceptual frameworks in health intervention acceptability and game design guided the analysis. In-game events were captured through the Unity Analytics service to monitor uptake and game use over a 12-month period. Results Early user involvement revealed a strong desire for online multiplayer gameplay, yet most reported that access to this type of game was restricted because of technical and economic constraints. A role-playing game (RPG) with combat elements was identified as a very appealing gameplay style. Findings guided us to a game that could be played offline and that blended RPG elements, such as narrative and turn-based combat, with match-3 puzzles. Although the game received a positive response during playtests, gameplay was at times perceived as repetitive and predicted to only appeal to casual gamers. Knowledge transfer was predominantly achieved through interpretation of the game’s narrative, highlighting this as an important design element. Uptake of the game was positive; between December 1, 2017, and December 1, 2018, 3325 unique device installs were reported globally. Game metrics provided evidence of adoption by young key populations in the Philippines. Game uptake and use were substantially higher in regions where direct engagement with target users took place. Conclusions User-centered design activities supported the identification of important contextual requirements. Multiple data collection methods enabled triangulation of findings to mediate the inherent biases of the different techniques. Game acceptance is dependent on the ability of the development team to implement design solutions that address the needs and desires of target users. If target users are expected to develop design solutions, they must have adequate expertise and a significant role within the development team. Facilitating meaningful partnerships between health professionals, the games industry, and end users will support the games for health industry as it matures.
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Chang, Benjamin, Shawn Lawson, Kathleen Ruiz, Mei Si, Jeremy Stewart, Emilia Bagiella, Janice L. Gabrilove, and Emma K. Benn. "2515 Cure Quest: Teaching the complexities of drug discovery and development through an adventure game." Journal of Clinical and Translational Science 2, S1 (June 2018): 53. http://dx.doi.org/10.1017/cts.2018.202.
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OBJECTIVES/SPECIFIC AIMS: “Cure Quest” is an adventure quest game for mobile tablets that aims to teach the player about the complexities of discovery and development of new medicines. The game instills a sense of wonderment into the learning process, taking the player to a world of magic where a mysterious condition has affected the land and they must follow the steps of the discovery and development process to find a treatment. METHODS/STUDY POPULATION: The game is being developed through a collaboration between faculty and students at ISMMS and the Games and Simulation Arts and Science Program at Rensselaer Polytechnic Institute. The first target audience is 2nd–3rd year medical students, with the future goal of adapting the game to a broader population. RESULTS/ANTICIPATED RESULTS: The game is currently in development, but the project has yielded insight into the design process for serious games in medicine. We found that for a game of this type it is essential not just to have both designers and subject matter experts, but to enable cross-pollination of modes of thinking. Through multiple design iterations and focus groups, we found that a game design approach rooted in narrative and allegorical abstraction would have a better ability to engage the target audience than one focused only on realistic simulation. When complete, we anticipate that the game will improve understanding of the core concepts in drug discovery. DISCUSSION/SIGNIFICANCE OF IMPACT: If successful, the game-based learning approach can help fill key gaps in current formal medical and scientific training, as well as gaps in understanding among the general public. The design process serves as an informative model of evolving collaborative team science.
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Ma, Xufeng, Junghyen Kim, and Joonki Paik. "Research and Development of Virtual Reality Somatosensory Game based on Unity3D and Exercise Bike." International Journal of Innovative Science and Research Technology 5, no. 7 (August 28, 2020): 1500–1503. http://dx.doi.org/10.38124/ijisrt20jul807.
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Research and development of virtual reality somatosensory game based on Unity3D and exercise bike is conducted in this manuscript. The novelty of the paper is focused on: (1) The game design method is used to realize a game design method based on the exercise bike platform, which is versatile and can be applied to other simulation interactive systems. And try to solve the rigid exercise of sports games, make the exercises vivid and interesting, give full play to the entertainment characteristics of electronic games, and let participants get a virtual and real experience. (2) In program development, using game engine as development tool improves the reuse of code, reduces the difficulty of development and shortens the development cycle. The key technologies of network communication, collision detection and artificial intelligence are studied and applied in fitness bicycle somatosensory game. The performance of the proposed model is validated through the experimental analysis. In the future, the applications will be tested.
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Martins, Raiane Santos, Filipe Raulino, Aquiles Burlamaqui, and Akynara Burlamaqui. "SGDDEdu: A Model of Short Game Design Document for Digital Educational Games." International Journal of Innovation Education and Research 7, no. 2 (February 28, 2019): 167–80. http://dx.doi.org/10.31686/ijier.vol7.iss2.1335.
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The use of games in education has become an increasingly present practice in contemporary society. For so-called "digital natives", learning through electronic games becomes more significant. Digital educational games are often seen as boring, non-motivational, that fail to bring in some essential elements that promote engagement, making the learning goal is not achieved either. Game Design is a game project. It describes how the game should be, defining its mechanics and interactions between player and the virtual world of the game and how they can affect the game environment. In order to document the design of a game, there is the Game Design Document (GDD), whose one of the main objectives, besides registration, is to help in communication between the different production teams of a game, allowing the game designer a broad view of that is being produced. However, because it is a large document that brings in detail all the main elements for the production of a game, it turns out to be little used, especially if the focus is the elaboration of small games, which are the majority of the digital educational games that exist. For these short games, which can often be worked out within a few hours, there are Short Game Design Document (SGDD). The SGDD, unlike GDD, will describe the elements of the game in a simplified way possible, whereas the game to be drawn from it is also a simple game. Thus, the proposal of this work is to elaborate a model of SGDD for educational games (the SGDDEdu), specifying elements of art, sound, mechanics and game programming, as well as educational elements in accordance with the new BNCC (National Curricular Common Base) of Elementary School, so that there is a standardization and better categorization of educational games aligned with the proposed pedagogical objectives and the skills and competences described in each level of education. This work will be developed from the study and analysis of some models of already existing SGDD and the BNCC of Elementary School in general, causing in SGDDEdu. The research will be applied with teachers and educators requesting that they specify an educational game in the SGDDEdu template. With this, we intend to verify if the SGDDEdu has relevance and if it facilitates in the production of digital educational games, providing the teaching and learning process through the games, as well as trying to identify how the NCCB can contribute in the development of educational games.
Keywords: Educational games, Game Design, SGDD, BNCC
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Chang, Benjamin, Shawn Lawson, Kathleen Ruiz, Mei Si, Emilia Bagiella, Emma K. T. Benn, and Janice Lynn Gabrilove. "4403 Cure Quest: Team Science of Game Design for Medical Education." Journal of Clinical and Translational Science 4, s1 (June 2020): 59. http://dx.doi.org/10.1017/cts.2020.205.
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OBJECTIVES/GOALS: “Cure Quest” is an adventure quest game about the process of new drug discovery and development. The player explores a magical island in search of a cure for a mysterious illness, traveling through different lands based on the stages of the drug discovery pipeline. Along the way, they must solve puzzles, decipher clues, and enlist the help of a ‘team science’ group of collaborators. The game uses a fantastical setting and engaging story to communicate the topic through metaphorical representations, instilling a sense of wonderment in the learning process. Real-world science is embedded into fictionalized lands such as the Labyrinth of Target Identification, the Forest of Small Molecule Discovery, the Tree of Biostatistics, the Mountains of FDA Approval and the Desert of Funding. The project represents a novel application of game-based learning to a complex topic not typically addressed through games. The process of designing and developing the game itself uncovers strong parallels between the interdisciplinary game design process and the interdisciplinary team science process. The objective of the game is to communicate high-level concepts of the drug discovery and development process, starting with the principles of ethical research and the motivations behind medical discovery, through the development of a new drug and finally to FDA approval. The goal is to improve understanding of clinical translational science among the different disciplines involved, and to raise overall awareness of the drug discovery process. METHODS/STUDY POPULATION: The game is being developed through a collaboration between faculty and students at ISMMS and the Games and Simulation Arts and Science Program at Rensselaer Polytechnic Institute. The first target audience is 2nd-3rd year medical students, with the future goal of adapting the game to a broader population. The game design is informed by specific learning outcomes, input from players in the target population and an ongoing iterative design process. The game is designed for mobile devices (iOS and Android), with an emphasis on narrative, exploration, and puzzle solving. Future evaluation will be performed through a quasi-experimental design comparing standard lectures with the game on a drug discovery. RESULTS/ANTICIPATED RESULTS: The game is currently in development, but the project has yielded insight into the design process for serious games in medicine. We found that for a game of this type it is essential not just to have both designers and subject matter experts, but to enable cross-pollination of modes of thinking. Through multiple design iterations and focus groups, we found that a game design approach rooted in narrative and allegorical abstraction would have a better ability to engage the target audience than one focused only on realistic simulation. When complete, we anticipate that the game will improve understanding of the core concepts in drug discovery. CureQuest is designed as an episodic game, following the sequence of stages in the drug discovery and development process. In this version of the game, we demonstrate five of the initial episodes: The City of Discovery of Unmet Medical Need; The Labyrinth of Target Identification; the Aquarium of Transgenic Phenotype Expression; the Rival Researcher Gang Quiz Battle; and the Desert of Funding. DISCUSSION/SIGNIFICANCE OF IMPACT: If successful, the game-based learning approach can help fill key gaps in current formal medical and scientific training, as well as gaps in understanding among the general public. The design process serves as an informative model of evolving collaborative team science.
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Annetta, Leonard A., Shawn Holmes, Meng-Tzu Cheng, and Elizabeth Folta. "Measuring Student Perceptions." International Journal of Gaming and Computer-Mediated Simulations 2, no. 3 (July 2010): 24–42. http://dx.doi.org/10.4018/jgcms.2010070102.
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As educational games become more pervasive, the evolution of game design software is inevitable. This study looked at student perceptions of teacher created Serious Educational Games as part of a project striving to create a game development software where teachers and students create games as part of educational activities. The objective was to use evidence from student perceptions to inform further development of the software. A mixed method design ascertained data from 181 male and 178 females from 33 teacher created games. Results indicate that the software is relatively effective by the supporting documentation and training lacked in several areas. This information led to the creation of a commercial game development software set for release in 2010.
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Strode, Aina, and Viktorija Loktionova. "GAME DESIGN FOR INTERACTIVE COMMUNICATION AT ADVERTISING EVENTS OF UNIVERSITY." SOCIETY. INTEGRATION. EDUCATION. Proceedings of the International Scientific Conference 4 (May 21, 2019): 538. http://dx.doi.org/10.17770/sie2019vol4.3859.
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The aim of the article - to study the essence of game design and the possibilities of usage games in the pedagogical-psychological context, to justify the choice of the game as tool of university advertising. Research methods - theoretical - research of literature and internet resources; empirical - interviews of experts. Since the aim of the projected game is to test and supplement the knowledge about Rezekne Academy of Technologies (RTA) and create interest in studying at RTA, the degree of research of the topic has been done by analyzing publications about the place of game in advertising, as a educational tool, as well as scientific articles about game design, its development process. The concept of advertising game includes the substantiation of the content, organizational, constructive and graphical solution.
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Wang, Alf Inge, and Bian Wu. "An Application of a Game Development Framework in Higher Education." International Journal of Computer Games Technology 2009 (2009): 1–12. http://dx.doi.org/10.1155/2009/693267.
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This paper describes how a game development framework was used as a learning aid in a software engineering. Games can be used within higher education in various ways to promote student participation, enable variation in how lectures are taught, and improve student interest. In this paper, we describe a case study at the Norwegian University of Science and Technology (NTNU) where a game development framework was applied to make students learn software architecture by developing a computer game. We provide a model for how game development frameworks can be integrated with a software engineering or computer science course. We describe important requirements to consider when choosing a game development framework for a course and an evaluation of four frameworks based on these requirements. Further, we describe some extensions we made to the existing game development framework to let the students focus more on software architectural issues than the technical implementation issues. Finally, we describe a case study of how a game development framework was integrated in a software architecture course and the experiences from doing so.
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Martin, Sergio, Ivan Ruiz-Rube, Esther López-Martín, Jose L. Calvo, and Rafael Lopez. "Design and Evaluation of a Collaborative Educational Game: BECO Games." Sustainability 12, no. 20 (October 14, 2020): 8471. http://dx.doi.org/10.3390/su12208471.
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This paper describes the design and validation of a game based on a platform for easy deployment of collaborative educational games, named BECO Games platform. As an example of its potential, a learning experience for an Economics subject was created through a collaborative game to understand the concept of common goods. The effectiveness of the game was tested by comparing the performance of Bachelor students who used the platform and those who did not (137 students vs. 92 students). In addition, it was controlled that in previous years when students played the game through forums and an Excel sheet, these differences did not exist. Results indicate that the performance differences between students who participated in the online game and those who did not were greater than in previous years. In addition, a satisfaction survey was delivered to the students to understand their impressions better. This survey assessed student opinion about the platform, about the educational experience, and about their behavior during the game.
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Rushton, Evan, and Seth Corrigan. "Game-Assisted Assessment for Broader Adoption: Participatory Design and Game-Based Scaffolding." Electronic Journal of e-Learning 19, no. 2 (March 31, 2021): 71–87. http://dx.doi.org/10.34190/ejel.19.2.2143.
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21st Century Standards and the Deeper Learning movement emphasize the ability to think critically and solve complex problems, to work well in teams, and to communicate effectively. While traditional classroom activities can meet these objectives, digital games and simulations provide unique affordances. When designed to incorporate formative assessment functions, games and simulations can capture detailed data on learners’ performances and provide learners with immediate feedback. In spite of their strengths, barriers exist to practitioners’ adoption of game-based and simulation-based formative assessments. Adoption can be slowed where product designs do not account for unique local requirements of classrooms and schools. The current work investigates reduction and removal of barriers to adoption of games and simulations among classroom instructors through use of the Integrated BEAR Design System (IBDS). The IBDS provides a design process that accounts for local requirements by engaging practitioners in principled design and development of game-based formative assessments. The paper summarizes the IBDS and a single case in which the IBDS was applied to design a game-based formative assessment for collaborative-problem solving, Little Fish Lagoon. The game is accompanied by a stand-alone chat system, Libra Text, that allows collaborating players to send text messages to each other while they use the game. Study participants were six instructors from six U.S. schools. The participating instructors planned for broad adoption of the multiplayer collaboration game in their local classroom settings. The authors illustrate their use of the IBDS with the participating instructors in order to co-develop formative assessments that fit their local needs using data collected from the Little Fish Lagoon educational game and the Libra Text chat tool. The benefits of the IBDS, its implications for learning designers, potential improvements, and needed future research are discussed. The paper is expected to be of interest to learning and assessment designers working with educational games and simulations, and others interested in barriers to adoption of new technologies in general.
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Gerber, Andreas, Markus Ulrich, Flurin X. Wäger, Marta Roca-Puigròs, João S. V. Gonçalves, and Patrick Wäger. "Games on Climate Change: Identifying Development Potentials through Advanced Classification and Game Characteristics Mapping." Sustainability 13, no. 4 (February 12, 2021): 1997. http://dx.doi.org/10.3390/su13041997.
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The challenges posed to humanity by climate change require innovative approaches. Well-designed games are powerful tools with the potential to support solving climate related challenges. In this article, we present a mapping review study of games that address climate change issues (climate games). In a search and selection process, we identified 115 climate games that were classified by applying a newly developed game typology. This allowed gaining an overview of existing climate games and identifying potentials for future game development. The game classification revealed that the majority of climate games (75%) were designed for learning purposes and addressed heterogeneous target audiences such as students, professionals, or the “general public”. The identified games covered a wide range of characteristics, e.g., regarding the topic addressed, player interaction, game-play, level of abstraction, or the media used for play. Nevertheless, we identified areas where only few or no games were found. These “gaps” provide opportunities where future games could help solving climate challenges and include, amongst others, games designed for professionals to address specific needs and games that create a direct impact outside the game environment. Regarding game design, experimenting with the abstraction of games is currently underexplored and offers potential for future developments.
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Rooney, Pauline. "A Theoretical Framework for Serious Game Design." International Journal of Game-Based Learning 2, no. 4 (October 2012): 41–60. http://dx.doi.org/10.4018/ijgbl.2012100103.
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It is widely acknowledged that digital games can provide an engaging, motivating and “fun” experience for students. However an entertaining game does not necessarily constitute a meaningful, valuable learning experience. For this reason, experts espouse the importance of underpinning serious games with a sound theoretical framework which integrates and balances theories from two fields of practice: pedagogy and game design (Kiili, 2005; Seeney & Routledge, 2009). Additionally, with the advent of sophisticated, immersive technologies, and increasing interest in the opportunities for constructivist learning offered by these technologies, concepts of fidelity and its impact on student learning and engagement, have emerged (Aldrich, 2005; Harteveld et al., 2007, 2010). This paper will explore a triadic theoretical framework for serious game design comprising play, pedagogy and fidelity. It will outline underpinning theories, review key literatures and identify challenges and issues involved in balancing these elements in the process of serious game design.
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Seals, Cheryl, Jacqueline Hundley, and Lacey Strange Montgomery. "Game Design and Development: Using Computer Games As Creative And Challenging Assignments." i-manager's Journal of Educational Technology 5, no. 2 (September 15, 2008): 1–9. http://dx.doi.org/10.26634/jet.5.2.516.
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Колісник, О. В., and Є. П. Гула. "ВТІЛЕННЯ КОНЦЕПТІВ ГЕЙМ-ДИЗАЙНУ ПРИ РОЗРОБЛЕННІ ІГРОВОГО ПРОЕКТУ «МАВКА» В УМОВАХ ЗАПИТІВ СУЧАСНОСТІ." Art and Design, no. 1 (May 13, 2019): 77–86. http://dx.doi.org/10.30857/2617-0272.2019.1.7.
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The purpose of the study is to identify the features of creating a competitive game-design and its implementation in the game project "Mavka", adapted to the modern needs of the target audience, both from the standpoint of artistic and expressive means and technological limitations, and stylistic features caused by the genre of the project. Methodological basis of the study is a comparative method of analysis of successfully implemented game projects, which allowed to reveal the essential characteristics of the latter. The analysis of the functioning of avatars in game design was made possible by the modeling method. Also, the method of system analysis of publications and sociological methods were used, which allow to determine the basic patterns of the development of game content design, its direct influence on the perception of the target audience of the project, the needs and expectations of society. The results of this scientific study have a theoretical significance, which is to determine the influence of the characteristics of the character, his appearance, biography, attributes and game behavior to increase the degree of empathy experienced by the user in relation to the game character within the gameplay, given the modern socio-cultural realities reflected in the game. Also, the article studies the artistic and aesthetic qualities of the project and its general attractiveness for the target audience. The analysis of the main principles of the creation and development of game characters has been carried out, and the main points have been defined in terms of players' needs and game-design abilities. The results provide an opportunity for a deeper understanding of the use of these developments to optimize the process of finding appropriate artistic and expressive means at the development stage of the visual component of the game project, the development domestic video games, as well as mobile games, whose aesthetic, technological and consumer properties will meet the expectations of the target audience and provide decent competition to foreign counterparts.
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Ahn, Seong-Hye, and Su-Mi Song. "Design of Educational Game for Development of Creativity." Journal of the Korea Contents Association 7, no. 9 (September 28, 2007): 1–9. http://dx.doi.org/10.5392/jkca.2007.7.9.001.
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Fedoseev, K., N. Askarbekuly, A. E. Uzbekova, and M. Mazzara. "Application of Data-Oriented Design in Game Development." Journal of Physics: Conference Series 1694 (December 2020): 012035. http://dx.doi.org/10.1088/1742-6596/1694/1/012035.
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Strzalkowski, Tomek, and Carl Symborski. "Lessons Learned About Serious Game Design and Development." Games and Culture 12, no. 3 (October 18, 2016): 292–98. http://dx.doi.org/10.1177/1555412016673524.
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