Relevant bibliographies by topics / Game Programming

Contents

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

Academic literature on the topic 'Game Programming'

Author: Grafiati
Published: 4 June 2021
Last updated: 28 July 2024

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Journal articles on the topic "Game Programming"

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Coulom, Rémi. "GAME PROGRAMMING FORUM." ICGA Journal 31, no. 3 (September 1, 2008): 178. http://dx.doi.org/10.3233/icg-2008-31309.

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Tanaka, Tetsuro. "Special Issue: Game Programming." Journal of Information Processing 21, no. 1 (2013): 16. http://dx.doi.org/10.2197/ipsjjip.21.16.

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Sung, Kelvin, Michael Panitz, Scott Wallace, Ruth Anderson, and John Nordlinger. "Game-themed programming assignments." ACM SIGCSE Bulletin 40, no. 1 (February 29, 2008): 300–304. http://dx.doi.org/10.1145/1352322.1352241.

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Perry, Lynellen D. S. "Book Reviews: game programming." XRDS: Crossroads, The ACM Magazine for Students 3, no. 2 (November 1996): 26–27. http://dx.doi.org/10.1145/332132.332145.

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Espinosa-Avila, Eduardo, Pablo Padilla Longoria, and Francisco Hernández-Quiroz. "Game theory and dynamic programming in alternate games." Journal of Dynamics & Games 4, no. 3 (2017): 205–16. http://dx.doi.org/10.3934/jdg.2017013.

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Lehrer, Ehud, and Dov Monderer. "Discounting versus Averaging in Dynamic Programming." Games and Economic Behavior 6, no. 1 (January 1994): 97–113. http://dx.doi.org/10.1006/game.1994.1005.

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Yunus Anis, Yunus, Artin Bayu Mukti, and Sri Mulyani. "Perancangan Game Sederhana Perancangan Game Sederhana Menggunakan Scratch Programming Sebagai Media Pembelajaran Visual Bagi Anak Usia Dini." Bulletin of Information Technology (BIT) 4, no. 3 (September 26, 2023): 320–27. http://dx.doi.org/10.47065/bit.v4i3.769.

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This study aims to design a simple game using Scratch Programming as a visual programming language learning media for early childhood. This article describes the implementation stages of game design and the evaluation of learning media carried out. The literature review reviews the advantages of Scratch Programming as a learning medium for children and previous related research. In the implementation of game design, game concepts are designed using Scratch Programming, and simple game examples are generated. Evaluation of learning media is carried out to collect evaluation data from participants using relevant methods. The results of the evaluation of learning media and the discussion of research findings provide information about the effectiveness of game design using Scratch Programming. The results of this study indicate that designing simple games using Scratch Programming can be an interesting and effective learning medium for young children in learning visual programming languages. The implication of this research is further development in game design and the use of visual programming languages in early childhood education. Suggestions for further research are to involve more participants and explore more complex programming concepts.
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Kazimoglu, Cagin, Mary Kiernan, Liz Bacon, and Lachlan MacKinnon. "Understanding Computational Thinking before Programming." International Journal of Game-Based Learning 1, no. 3 (July 2011): 30–52. http://dx.doi.org/10.4018/ijgbl.2011070103.

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This paper outlines an innovative game-based approach to learning introductory programming that is grounded in the development of computational thinking at an abstract conceptual level, but also provides a direct contextual relationship between game-play and learning traditional introductory programming. The paper proposes a possible model for, and guidelines in support of, this games-based approach contextualized by an analysis of existing research into the issues of learning programming and game based learning approaches. Furthermore, the proposed game-based learning model focuses not only on procedural and applied knowledge and associated skills acquisition in computational thinking, but also provides contextualised theoretical knowledge on Computer Science concepts. By way of illustration, the authors introduce a game prototype currently being developed to combine a puzzle solving game-play that uses Computer Science concepts as the game elements.
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Enns, Mack. "Becoming Official." Journal of Sound and Music in Games 4, no. 2 (2023): 46–69. http://dx.doi.org/10.1525/jsmg.2023.4.2.46.

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This article addresses technological and aesthetic intersections between DJing and modern video game audio modding, with the aim of elucidating a technological context that allows game scorers without programming backgrounds to practice audio design and programming for video games. Game audio modding is a form of music remix that depends on access to game audio programming and design technologies that are embedded in game code. Though modern audio modders still require access to this code to create advanced audio mods, game audio programming and design technologies have grown in accessibility, such as the audio middleware program FMOD Studio, the design and functionality of which resembles technologies used by DJs. In fact, DJs are uniquely suited to modern game audio modding, and hence game audio design and programming, as these activities necessitate looping and transitioning between musical themes, as well as designing and programming such techniques in relation to gameplay, resulting in a kind of gameplay-automated DJ for modded scores. To elucidate this point, this article will use video game music composed by Lena Raine, and its accompanying audio programming project file designed and programmed by Kevin Regamey and Power-Up Audio, for the 2018 multiplatform two-dimensional platformer game Celeste, as an instructive example.
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Coulom, Rémi. "THE 12th GAME PROGRAMMING WORKSHOP." ICGA Journal 31, no. 1 (March 1, 2008): 38–41. http://dx.doi.org/10.3233/icg-2008-31106.

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Dissertations / Theses on the topic "Game Programming"

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Johnsen, Andreas Lyngstad, and Georgy Ushakov. "[Lecture Games] Python programming game." Thesis, Norges teknisk-naturvitenskapelige universitet, Institutt for datateknikk og informasjonsvitenskap, 2011. http://urn.kb.se/resolve?urn=urn:nbn:no:ntnu:diva-13582.

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Pythia is a programming game that allows the player to change pieces of theirenvironment through use of the programming language Python. The idea is that thegame could be used as a part of teaching simple programming to first year universitystudents. The game should be fun enough for the students to keep playing, teachenough for it to earn a place as a teaching tool, and it should be usable by allstudents. It should also be possible for a teacher to create their own content for thegame.Pythia was implemented by extending the Python-interpreter Jython and building a game around it. The game was rendered using a simple hardware accelerationlibrary. A simple story was invented and there was some research on learning andprogramming in games.A set of levels was made, matching the story and introducing puzzles related tosimple programming. These levels were used in testing to collect data on usability,entertainment, and learning. There were also tests of the performance of the gameon several systems, and an evaluation was made on creating content for the game.The game has potential for being used to teach programming to first yearstudents, as testers found it to be both fun and educational. We do not know if itwould be possible to use it, as it does not currently run on thin clients. If studentscan run it, we feel that it should be possible for teachers to create puzzles thatemulate the teaching goal.
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Areizaga, Ander. "Programming learning games : Identification of game design patterns in programming learning games." Thesis, Högskolan i Skövde, Institutionen för informationsteknologi, 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:his:diva-17230.

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There is a high demand for program developers, but the dropouts from computer science courses are also high and course enrolments keep decreasing. In order to overcome that situation, several studies have found serious games as good tools for education in programming learning. As an outcome from such research, several game solutions for programming learning have appeared, each of them using a different approach. Some of these games are only used in the research field where others are published in commercial stores. The problem with commercial games is that they do not offer a clear map of the different programming concepts. This dissertation addresses this problem and analyses which fundamental programming concepts that are represented in commercial games for programming learning. The study also identifies game design patterns used to represent these concepts. The result of this study shows topics that are represented more commonly in commercial games and what game design patterns are used for that. This thesis identifies a set of game design patterns in the 20 commercial games that were analysed. A description as well as some examples of the games where it is found is included for each of these patterns. As a conclusion, this research shows that from the list of the determined fundamental programming topics only a few of them are greatly represented in commercial games where the others have nearly no representation. This shows potential spots for future research in games for programming teaching.
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Pantaloni, Tommaso. "Game programming: Grafica 3d." Bachelor's thesis, Alma Mater Studiorum - Università di Bologna, 2014. http://amslaurea.unibo.it/6595/.

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Tesi riguardante la creazione di tutte le risorse grafiche necessarie ad un videogioco tridimensionale in prima persona con Blender e Unity3D. Gli argomenti trattati sono: prgettazione, 3D modeling, texturing e shading.
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Muaweyah, Amer. "Game skeletons in Game Maker for the course Design and Programming of Computer Games." Thesis, Linköping University, Department of Computer and Information Science, 2009. http://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-50777.

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This report is written as a summary of the solution to the problem that the staff for the course TDDD23 at the Swedish university Linköpings universitet wanted two computer game skeletons. One for a scrolling shooter game and one for a strategy game. The games the staff wanted were to be like two existing games. The scrolling shooter was to be like the scrolling shooter from the tutorial GM Tutorial Scrolling Shooter[1]. The strategy game was to be like an existing game called Ancient War[2]. There were some additional requirements that the games had to fulfill. The games were created using Game Maker. It is an easy to use program for creating small computer games. The result of the project was two game skeletons. One for a scrolling shooter game and one for a strategy game. The skeletons were according to the requirements stated.

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Sasso, Michele. "Game programming: sviluppo di un gioco." Bachelor's thesis, Alma Mater Studiorum - Università di Bologna, 2014. http://amslaurea.unibo.it/6596/.

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Jintanawan, Jaturon. "The development of situational simulation game programming." Online version, 2001. http://www.uwstout.edu/lib/thesis/2001/2001jintanawanj.pdf.

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Maggiore, Giuseppe <1985&gt. "Casanova: a language for game development." Doctoral thesis, Università Ca' Foscari Venezia, 2013. http://hdl.handle.net/10579/3046.

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In this work we present Casanova, a programming language. Its novelty lies in the fact that it was designed with an exclusive focus on making games. The goal of Casanova is to change the landscape of game development, by show-ing how programming languages, and not game engines and game development sys-tems, are the real frontier to explore in order to make game development truly easier. In this work we do not just show Casanova. We also present an extensive eval-uation of our own experience in using the current implementation of Casanova in order to build games and simulations. We conclude that Casanova is not just capable of making games, but that it also makes it easier to create games and to avoid bugs and common pitfalls.
In questo lavoro presentiamo Casanova, un linguaggio di programmazione. La novità sta nel fatto che è stato progettato con un focus esclusivo sul realizzare videogiochi. L'obiettivo di Casanova è quello di cambiare lo sviluppo di giochi, mostrando come linguaggi di programmazione, e non motori di gioco e sistemi di sviluppo del gioco siano la vera frontiera da esplorare al fine di rendere più facile lo sviluppo di giochi. In questo lavoro non ci limitiamo a mostrare Casanova. Presentiamo anche una valutazione approfondita della nostra esperienza nell'utilizzo dell'implementazione corrente di Casanova per costruire giochi e simulazioni. Concludiamo che Casanova non è solo in grado di supportare la realizzazione di giochi, ma anche che rende più facile evitare errori e difficoltà comuni.
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Wu, Penn Pinlung. "Development of a Career-Oriented Instructional Design Model for Game Programming." NSUWorks, 2012. http://nsuworks.nova.edu/gscis_etd/339.

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This dissertation proposal begins with a discussion about how the education of game programmers was not meeting the needs of the game industry. With this problem identified, this study proceeded to verify the existence of disparities of current game programming curricula. The findings from the literature review were able to: (a) justify the need to develop a career-oriented instructional design model for education of game programming; (b) identify the disparities that caused the mismatch of instructional content between academia and the game industry; (c) review research that contributed to the identification of three disparities: curriculum objectives and structure, instructional content, and curriculum orientation; (d) discuss theories and models of instructional design, student engagement, and related pedagogies; and (e) explore how these theories and models might be instrumental in improving education of game programming. The results obtained from the literature review were also used to formulate guidelines for investigating the status of currently available curricula in game programming. The research design and the research methods utilized by this study to examine the research questions are also described in detail. Four research questions were used to guide the study with the goal of identifying or forming a guiding principle for developing an instructional design model for a career-oriented education of game programming professionals. The results of this study indicated that all of the investigated game programming curricula had not yet produced graduates whom the game companies are interested in hiring as game programmers and that educational institutions had missed an opportunity to equip students with the proper programming skills for the game industry. Furthermore, this study identified that an accreditation standard as well as an industry-accepted instructional design model was not yet available to reflect the personnel hiring requirements of the game industry. The curriculum and coursework must be career-oriented and instructional content must center on game programming. Game programming pedagogy must lead to development of core competencies. In reviewing these findings, the guiding principles for developing an instructional design model became clear. The contribution of this study was to present an immediately applicable instructional design model that could be used as a basis by schools to create or fine tune their game programming curricula. The completed model is provided as an attachment to this dissertation. This proposed instructional design model is intended to provide an initial basis towards a solution to minimize the disparities between academia and the game industry in educational areas of curriculum orientation, curriculum objectives and structure, and instructional content. As with any problem solution, future study and analysis should be done in order to optimize and standardize a game programming curriculum that will be accepted by the game industry as well as accredited by a mutually accepted accreditation body.
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Jonsson, Jenna. "Game Development : Using UML Class Diagram." Thesis, Södertörns högskola, Institutionen för naturvetenskap, miljö och teknik, 2013. http://urn.kb.se/resolve?urn=urn:nbn:se:sh:diva-19253.

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In my thesis I have planned the structure of a game that I have developed together with two developers and an art director. The structure of the game is planned using class diagram. Class diagram is included in UML and can be used in many areas, one area is programming. Other fields where class diagram can be useful are enterprise information systems. The report shows the advantages and disadvantages of using class diagram when developing games. Examples are shown of how it can be used and how I have used it in my work. The outcome shows that using class diagram can facilitate the development of a game with a complicated structure. Another advantage is that it improves the communication between all participants in a project.
I mitt examensarbete har jag planerat strukturen för ett spel som jag har tagit fram tillsammans med två utvecklare och en art director. Spelets struktur planeras med klassdiagram. Klassdiagram ingår i UML och kan användas inom många områden, ett av områdena är programmering. Fler användningsområden är företags informationssystem. Syftet med rapporten är att visa på fördelar och nackdelar med att använda klassdiagram. Rapporten visar exempel på hur det kan användas och hur jag har använt mig av det i mitt arbete. Resultatet visar att klassdiagram kan underlätta programmeringen av ett spel med en komplicerad struktur. Andra fördelar är att det förbättrar kommunikationen mellan samtliga deltagare i ett projekt.
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McKee-Scott, Jamie. "A study of an educational game for learning programming." Thesis, University of British Columbia, 2015. http://hdl.handle.net/2429/53704.

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Introductory, first-year programming classes are challenging for many students. Unlike other first year science courses, computer science is not required for entry to most first-year science programs, and students struggle with bug hunting and code planning, especially if they have never programmed before. This thesis introduces the development of a web-based educational game, called Code Age, as a tool for supporting the learning of basic programming concepts. Code Age is a mini-game style game designed to be used at the students convenience, and currently consists of three minigames related to introductory programming concepts encountered throughout the process of learning programming. A pilot study was designed to evaluate the prototype in terms of using mini-games for learning, finding the correct measures for evaluating engagement, and continuing the project. The pilot study consisted of a heuristic evaluation and usability study. The heuristic evaluation found few usability errors in the software, which did not impact the results and analysis of the usability study. The usability study contained three questionnaires, the Intrinsic Motivation Inventory, an engagement pre/post-test, and a usability questionnaire. The IMI showed that students found value and enjoyment from the game. The engagement questionnaire was adapted from the NSSE and its results showed promise, despite the fact that the study did not have enough participants and the adapted questions were too course-oriented. Suggestions for modified questions are proposed. The usability study demonstrated that student opinion of the mini-games was diverse, but a wide variety of games is necessary to maintain engagement and throughout these games, the balance between conceptual and physical challenge must be given much attention. The pilot study ultimately concluded that the engagement questionnaire needed revision, the mini-games were a good choice, and the system was intuitive and easy to use despite the usability errors. Finally, the study showed that even the students who did not care for Code Age itself felt that games are useful to help learning and to help learning programming.
Graduate Studies, College of (Okanagan)
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Books on the topic "Game Programming"

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Somberg, Guy, ed. Game Audio Programming. Boca Raton : Taylor & Francis, CRC Press, 2016.: CRC Press, 2016. http://dx.doi.org/10.1201/9781315368696.

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Henno, Jaak. Game programming coursebook. Tallinn]: TTU Press, 2011.

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Yii, Sylvia Wan Fei. Othello game programming. Oxoford: Oxford Brookes University, 2001.

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Szymczyk, Mark. Mac game programming. [S.l.]: Premier Press, 2002.

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Harbour, Jonathan S. Beginning game programming. 3rd ed. Boston, MA: Course Technology/Cengage Learning, 2010.

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A, DeLoura Mark, ed. Game programming gems. Rockland, Mass: Charles River Media, 2000.

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Linux game programming. Roseville, Calif: Prima Tech, 2001.

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A, DeLoura Mark, ed. Game programming gems. Hingham, Mass: Charles River Media, 2001.

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A, DeLoura Mark, ed. Game programming gems. Boston, Mass: Charles River Media, 2007.

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Meigs, Tom. Ultimate game design: Building game worlds. New York: McGraw-Hill/Osborne, 2003.

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Book chapters on the topic "Game Programming"

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Pérez Castaño, Arnaldo. "Game Programming." In Practical Artificial Intelligence, 549–88. Berkeley, CA: Apress, 2018. http://dx.doi.org/10.1007/978-1-4842-3357-3_15.

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Meyer, Jeanine. "Word Guessing Game." In Programming 101, 259–88. Berkeley, CA: Apress, 2022. http://dx.doi.org/10.1007/978-1-4842-8194-9_9.

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Matelski, Marilyn J. "Game Shows." In Daytime Television Programming, 23–30. London: Routledge, 2023. http://dx.doi.org/10.4324/9781032621890-3.

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Bohrer, Brandon, and André Platzer. "Constructive Game Logic." In Programming Languages and Systems, 84–111. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-44914-8_4.

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AbstractGame Logic is an excellent setting to study proofs-about-programs via the interpretation of those proofs as programs, because constructive proofs for games correspond to effective winning strategies to follow in response to the opponent’s actions. We thus develop Constructive Game Logic, which extends Parikh’s Game Logic (GL) with constructivity and with first-order programs à la Pratt’s first-order dynamic logic (DL). Our major contributions include: 1. a novel realizability semantics capturing the adversarial dynamics of games, 2. a natural deduction calculus and operational semantics describing the computational meaning of strategies via proof-terms, and 3. theoretical results including soundness of the proof calculus w.r.t. realizability semantics, progress and preservation of the operational semantics of proofs, and Existential Properties on support of the extraction of computational artifacts from game proofs. Together, these results provide the most general account of a Curry-Howard interpretation for any program logic to date, and the first at all for Game Logic.
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van Toll, Wouter, Arjan Egges, and Jeroen D. Fokker. "Game Programming Basics." In Learning C# by Programming Games, 25–40. Berlin, Heidelberg: Springer Berlin Heidelberg, 2019. http://dx.doi.org/10.1007/978-3-662-59252-6_3.

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Egges, Arjan. "Game Programming Basics." In Swift Game Programming for Absolute Beginners, 17–27. Berkeley, CA: Apress, 2015. http://dx.doi.org/10.1007/978-1-4842-0650-8_2.

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Egges, Arjan. "Game Programming Basics." In Building JavaScript Games, 19–28. Berkeley, CA: Apress, 2014. http://dx.doi.org/10.1007/978-1-4302-6539-9_2.

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Suvak, Janine. "Game Programming 101." In Learn Unity 3D Programming with UnityScript, 27–60. Berkeley, CA: Apress, 2014. http://dx.doi.org/10.1007/978-1-4302-6587-0_2.

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Egges, Arjan, Jeroen D. Fokker, and Mark H. Overmars. "Game Programming Basics." In Learning C# by Programming Games, 27–41. Berlin, Heidelberg: Springer Berlin Heidelberg, 2013. http://dx.doi.org/10.1007/978-3-642-36580-5_3.

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Millington, Ian. "Programming Game AI." In AI for Games, 901–25. Third edition. | Boca Raton : Taylor & Francis, a CRC title, part of the Taylor & Francis imprint, a member of the Taylor & Francis Group, the academic division of T&F Informa, plc, [2019]: CRC Press, 2019. http://dx.doi.org/10.1201/9781351053303-13.

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Conference papers on the topic "Game Programming"

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Vasilateanu, Andrei, Sebastian Wyrazic, and Bujor ionel Pavaloiu. "A SCIENCE FICTION SERIOUS GAME FOR LEARNING PROGRAMMING LANGUAGES." In eLSE 2016. Carol I National Defence University Publishing House, 2016. http://dx.doi.org/10.12753/2066-026x-16-082.

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The paper presents a serious game, implemented as a software application, aimed towards beginner programmers with the purpose of teaching programming languages fundamentals. The application is a top-down 2D game combining elements from the shooter and strategy (particularly tower defense) genres, with high-level visual programming elements, giving it an educational component. The user creates the scripts in a visual manner, creating the flow of scripting elements then programming each element. Serious games are games which are designed and developed without having entertainment as their main purpose. Instead, their primary purpose is to educate, train, or inform their audience. The meaning of the term has evolved in the last few years and currently it is usually assumed that serious games are video games, rather than physical, non-digital games. Digital game-based learning is a subset of serious games having as a main purpose to educate the player through the use of video games. Video games manage to keep the players interested, even if they find themselves in challenging situations, and this is on account of the intrinsic motivation they achieve to maintain on the players. What makes learning an intrinsically motivating process is similar to what makes a video game intrinsically motivating, this being challenge, curiosity, fantasy and control. Contextualization, personalization, and choice improve the intrinsic motivation of a learner, thus increasing their degree of engagement in the learning process and ameliorating their learning performance. These three properties are often present in most video games. This compatibility between video games and learning makes integrating the one to the other an easier accomplishment. While some other serious games aimed at programming exist, such as RoboCode, CodeCombat, Kernel Panic, CoLoBoT, CeeBot, CodeSpells, there is still much room for innovation, and our application explores new features and modes of play, focusing more on the program structure and logic than on the syntax.
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White, David R., Shin Yoo, and Jeremy Singer. "The Programming Game." In GECCO '15: Genetic and Evolutionary Computation Conference. New York, NY, USA: ACM, 2015. http://dx.doi.org/10.1145/2739482.2764655.

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Nilsson, Henrik, and Ivan Perez. "Declarative Game Programming." In the 16th International Symposium. New York, New York, USA: ACM Press, 2014. http://dx.doi.org/10.1145/2643135.2643160.

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Stoffova, Veronika. "EDUCATIONAL COMPUTER GAMES IN PROGRAMMING TEACHING AND LEARNING." In eLSE 2019. Carol I National Defence University Publishing House, 2019. http://dx.doi.org/10.12753/2066-026x-19-004.

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Computer games are at present very popular for all ages of users, computers and other digital devices that allow them to play. Creation and implementation of didactic computer games and the desire to create their own games is enough motivation for both high school, college and university students learn programming. The article describes the problem and project teaching of programming at the college and university, where the theme of the project is the implementation of didactic computer game of their choice. The project can be realized as an individual or group project. Programming environment or programming language to implement the computer game is freely selectable. Students can work in any higher programming language with a rich graphics library, or they can use a programming environment that supports computer games creation. Depends on the skill of the programmers/developers/team members how to share the work. Can be individually addressed by the individual functional parts of the game, or work can be divided into separate layers. Each team member is engaged with him in what is good, for what who has better conditions to be successful and achieve a good result. E.g. one focuses on graphic design of game, next to the algorithms that express check compliance with the rules of the game, next member of team developing winning strategies, other looks at how the game stopped and resumed, how increases the difficulty level of the game as power play value and how the achieved good performance. Solving the project students learn to work in a team and practically use the knowledge from the field of software engineering.
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De Almeida Ferreira, David, and Cidcley Teixeira De Souza. "Game patterns: patterns for game programming." In the 8th Latin American Conference. New York, New York, USA: ACM Press, 2010. http://dx.doi.org/10.1145/2581507.2581518.

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Vanhatupa, Juha-Matti. "Game engines in game programming education." In the 11th Koli Calling International Conference. New York, New York, USA: ACM Press, 2011. http://dx.doi.org/10.1145/2094131.2094156.

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Stoffova, Veronika. "COMPUTER GAMES IN PROGRAMMING TEACHING AND LEARNING." In eLSE 2020. University Publishing House, 2020. http://dx.doi.org/10.12753/2066-026x-20-009.

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Computer games are nowadays very popular among various generations especially for children and youth. Creation and implementation of own games are challenging to learn the programming for both, high school and university students. The article describes the problem and project teaching and learning of programming at the university, where the theme of the project is "the implementation of didactic computer game of their choice." The project can be implemented as an individual work, in pairs or in group of students. Programming environment or programming language to implement the computer game is freely selectable. Students can work in any higher programming language with a rich graphics library, or they can use a programming environment that supports computer games creation. Depends on the skill of the developer team members how to share the work. Can be individually addressed by the individual functional parts of the game, or work can be divided into separate layers. Each team member is engaged with him in what is good, for what who has better conditions to be successful and achieve a good result. E.g. one focuses on graphic design of game, next to the algorithms that express check compliance with the rules of the game, other member of team developing winning strategies or looks at how the game stopped and resumed, how increases the difficulty level of the game as power play value and how the achieved good performance. Solving the project students learn to work in a team and spontaneously and intuitively use the knowledge from the field of software engineering. It is their first experience in creating a software application together
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Mayer, Mikaël, and Viktor Kuncak. "Game programming by demonstration." In the 2013 ACM international symposium. New York, New York, USA: ACM Press, 2013. http://dx.doi.org/10.1145/2509578.2509583.

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Zhu, Jichen, Katelyn Alderfer, Anushay Furqan, Jessica Nebolsky, Bruce Char, Brian Smith, Jennifer Villareale, and Santiago Ontañón. "Programming in game space." In FDG '19: The Fourteenth International Conference on the Foundations of Digital Games. New York, NY, USA: ACM, 2019. http://dx.doi.org/10.1145/3337722.3337749.

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Sung, Kelvin, Michael Panitz, Scott Wallace, Ruth Anderson, and John Nordlinger. "Game-themed programming assignments." In the 39th SIGCSE technical symposium. New York, New York, USA: ACM Press, 2008. http://dx.doi.org/10.1145/1352135.1352241.

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Reports on the topic "Game Programming"

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Моісеєнко, Наталя Володимирівна, Михайло Вікторович Моісеєнко, Владислав Сергійович Кузнецов, Богдан Альбертович Ростальний, and Арнольд Юхимович Ків. Teaching computer game development with Unity engine: a case study. CEUR Workshop Proceedings, September 2023. http://dx.doi.org/10.31812/123456789/8486.

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Computer game development is a popular and engaging topic that can motivate students to learn various aspects of software engineering, such as design, programming, testing, and teamwork. However, there is a lack of research on how to effectively teach this topic in the context of secondary education. In this paper, we present our experience of designing and delivering a course on computer game development for master’s students in the specialty 014.09 Secondary education (Informatics) at the Kryvyi Rih State Pedagogical University. We describe the objectives, content, software tools, and teaching methods of the course, as well as the challenges and outcomes of its implementation. We also evaluate the course using a framework proposed by Ritzhaupt based on student feedback and learning outcomes. Our results show that the course was successful in achieving its goals and enhancing students’ knowledge and skills in game development. We also identify some areas for improvement and provide recommendations for future iterations of the course. We conclude that Unity Engine is a suitable platform for teaching game development in secondary education, as it offers a low barrier to entry, a rich set of features, a cross-platform compatibility, and a wide adoption in the game industry. We also argue that a team-based approach is beneficial for fostering collaboration and creativity among students.
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Semerikov, Serhiy O., Mykhailo M. Mintii, and Iryna S. Mintii. Review of the course "Development of Virtual and Augmented Reality Software" for STEM teachers: implementation results and improvement potentials. [б. в.], 2021. http://dx.doi.org/10.31812/123456789/4591.

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The research provides a review of applying the virtual reality (VR) and augmented reality (AR) technology to education. There are analysed VR and AR tools applied to the course “Development of VR and AR software” for STEM teachers and specified efficiency of mutual application of the environment Unity to visual design, the programming environment (e.g. Visual Studio) and the VR and AR platforms (e.g. Vuforia). JavaScript language and the A-Frame, AR.js, Three.js, ARToolKit and 8th Wall libraries are selected as programming tools. The designed course includes the following modules: development of VR tools (VR and Game Engines; physical interactions and camera; 3D interface and positioning; 3D user interaction; VR navigation and introduction) and development of AR tools (set up AR tools in Unity 3D; development of a project for a photograph; development of training materials with Vuforia; development for promising devices). The course lasts 16 weeks and contains the task content and patterns of performance. It is ascertained that the course enhances development of competences of designing and using innovative learning tools. There are provided the survey of the course participants concerning their expectations and the course results. Reduced amounts of independent work, increased classroom hours, detailed methodological recommendations and increased number of practical problems associated with STEM subjects are mentioned as the course potentials to be implemented.
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Oelrich, I. C., and C. D. Farmer. A Linear Programming Approach to Complex Games: An Application to Nuclear Exchange Models. Fort Belvoir, VA: Defense Technical Information Center, August 2002. http://dx.doi.org/10.21236/ada410210.

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Wang, Zhi, Mark Gehlhar, and Shunli Yao. Reconciling Trade Statistics from China, Hong Kong and Their Major Trading Partners--A Mathematical Programming Approach. GTAP Technical Paper, September 2007. http://dx.doi.org/10.21642/gtap.tp27.

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This paper develops a mathematical programming model to simultaneously estimate re-export markups and reconcile bilateral trade statistics between China, Hong Kong, and their trading partners. The model is applied to sector level trade flows to resolve discrepant reporting in an efficient manner. Adjustments in trade flows are based upon statistical reporters’ reliability information. The program is implemented in GAMS and retains many desirable theoretical and empirical properties. Estimates are used for generating trade flows and markups for Hong Kong’s re-exports used in the forthcoming version 7 GTAP database. The model’s flexibility has potential for expanded use in other regions where re-exports and associated markup cause discrepant trade flows.
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