Journal articles: '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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Linhoff, Joe, and Amber Settle. "Teaching game programming using XNA." ACM SIGCSE Bulletin 40, no. 3 (August 25, 2008): 250–54. http://dx.doi.org/10.1145/1597849.1384338.

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Clairambault, Pierre, Marc De Visme, and Glynn Winskel. "Game semantics for quantum programming." Proceedings of the ACM on Programming Languages 3, POPL (January 2, 2019): 1–29. http://dx.doi.org/10.1145/3290345.

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Shanmugam, Ramalingam. "Mathematical programming and game theory." Journal of Statistical Computation and Simulation 90, no. 3 (June 12, 2019): 570. http://dx.doi.org/10.1080/00949655.2019.1628891.

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van den Herik, H. J., A. Plaat, D. N. L. Levy, and D. Dimov. "Plagiarism in game programming competitions." Entertainment Computing 5, no. 3 (August 2014): 173–87. http://dx.doi.org/10.1016/j.entcom.2014.02.002.

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Nadir, Hamid. "Learning game design while playing games." Journal of Technology-Integrated Lessons and Teaching 3, no. 1 (June 25, 2024): 3–20. http://dx.doi.org/10.13001/jtilt.v3i1.8485.

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This course investigated game design competencies of graduate students as they engaged in gameplay and learned about game-related concepts, including gamified approaches, game-based learning (GBL), design thinking, maker technologies, and game designs. Students were introduced to the week's topic beforehand and collaborated on design projects during class sessions. Students played a different game each week, focusing mainly on game mechanics. Through the utilization of foundational readings, video tutorials, discussions, assignments, and guidance from the instructor and a guest speaker, students developed a comprehensive understanding of game design principles. This understanding ultimately led them to design both board and video games. No prior programming or game design experience was necessary.

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Galgouranas, Stefanos, and Stelios Xinogalos. "jAVANT-GARDE: A Cross-Platform Serious Game for an Introduction to Programming With Java." Simulation & Gaming 49, no. 6 (July 23, 2018): 751–67. http://dx.doi.org/10.1177/1046878118789976.

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Background. Programming is widely known to be a cognitively demanding field. Learning programming can be a strenuous task without the proper guidance and methodology. Students often face difficulties in understanding even the most basic and fundamental concepts of programming, leading to their confusion and disappointment. Serious games for programming have the potential to alleviate students’ difficulties with programming. Aim. This article introduces a new serious game named jAVANT-GARDE which aims to educate the player on the basic concepts of programming and object-oriented programming through Java. By design, the game is suitable for everyone, even for players with no previous knowledge of programming. This article aims to present important information regarding the design, implementation and pilot evaluation of jAVANT-GARDE. Method. The game was evaluated by 42 high school students (age 16-17) in terms of perceived player experience and short-term learning. The participants played the game for one hour in the school lab and then answered a questionnaire based on the MEEGA+ framework. Results. Students evaluated positively the game in terms of its usability, confidence in playing the game, challenge, satisfaction, fun, focused attention and relevance. Moreover, the majority of students stated that would prefer learning programming with this game to learning through other teaching methods. Conclusions. The results of the pilot study and students’ replies in the questionnaire are rather positive. This gives us the initiative to proceed with studying the effect of the game in long-term learning of programming concepts.

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Chen, Woei-Kae, and Yu Chin Cheng. "Teaching Object-Oriented Programming Laboratory With Computer Game Programming." IEEE Transactions on Education 50, no. 3 (August 2007): 197–203. http://dx.doi.org/10.1109/te.2007.900026.

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Humble, Niklas, and Peter Mozelius. "Refurbishing the Educational Escape Room for Programming: Lowering the Threshold and Raising the Ceiling." European Conference on Games Based Learning 16, no. 1 (September 29, 2022): 280–89. http://dx.doi.org/10.34190/ecgbl.16.1.603.

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Programming education at university level has often been identified as problematic learning. At the same time, prognosis for future labour market is increased need for professionals with programming and related skills. To meet demands of future society, K-12 schools around the world have integrated programming in the curriculum. However, research show challenges for integrating programming in K-12 education. Challenges include students’ and teachers’ struggle with learning and teaching programming, lack of time to properly incorporate programming in existing teaching and learning, and insufficient support for teachers. This study addresses these challenges by designing, developing, and evaluating an educational game on programming that combines the idea of game-based learning with digital escape rooms. In the game, the player develops knowledge about programming concepts to escape 10 rooms. The study’s main research question was: What are K-12 students’ perceptions of the game and what do they considered to be important design factors for a digital escape room game on computer programming? A design science approach was used for designing, developing, and evaluating a web-based escape room game on programming. This was conducted in a five-step process: 1) Explicating the problem, 2) Defining the requirements, 3) Designing and developing the artefact, 4) Demonstrating the artefact, and 5) Evaluating the artefact. The game was tested and evaluated by 32 K-12 students with a questionnaire during the autumn semester of 2021 and spring semester of 2022. Collected data were then analysed and grouped into categories to answer the study’s aim and research question. Findings of the study show several suggestions for further development and important design factors to consider when developing a digital escape room game. The next steps of research are to combine these findings with evaluations from teachers, and to incorporate this in an updated version of the game.

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Sanjaya, Wahyu, Muhammad Sultan Fauzan, and Tedjo Darmanto. "BELAJAR MENGURUTKAN ANGKA SECARA VISUAL BERBASIS GAME BERBENTUK GAME PUZZLE: SEBAGAI PENDAHULUAN BELAJAR LOGIKA PEMROGRAMAN." EDUSAINTEK: Jurnal Pendidikan, Sains dan Teknologi 11, no. 1 (August 29, 2023): 258–73. http://dx.doi.org/10.47668/edusaintek.v11i1.969.

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As a learning topic in programming, sorting numbers can be visualized as a puzzle game to increase the engagement of learners in learning the logic of programming through a game. In programming, there are several ways in solving a problem that can be represented by several choices to play a game. In this paper, a sorting game as a puzzle game is chosen in the form of a grid with four rows to four columns. There are four ways to play sorting sixteen arbitrary numbers by exchanging a pair of numbers chosen through the swap as a game feature. The number of steps of each choice can be compared, to which one is the most efficient. So as a game-based learning, sorting numbers as a puzzle game can be used to enhance the engagement of learners to learn introductory programming.

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Mohanarajah, Selvarajah, and T. Sritharan. "Shoot2Learn: Fix-and-Play Educational Game for Learning Programming; Enhancing Student Engagement by Mixing Game Playing and Game Programming." Journal of Information Technology Education: Research 21 (2022): 639–61. http://dx.doi.org/10.28945/5041.

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Aim/Purpose: The key objective of this research is to examine whether fix-and-play educational games improve students' performance in learning programming languages. We also quantified the flow experiences of the students and analyzed how the flow contributes to their academic performances. Background: Traditionally, learning the first computer programming language is considered challenging, In this study, we propose the fix-and-play gaming approach that utilizes the following three facts to alleviate certain difficulties associated with learning programming: 1. digital games are computer programs, 2. young students are fond of playing digital games, and 3. students are interested in creating their own games. Methodology: A simple casual game Shoot2Learn was created for learning the fundamentals of branching. A number of errors were intentionally implanted in the game at different levels, and the students were challenged to fix the bugs before continuing the game. During the play, the program keeps records of the student’s academic progress and the time logs at different stages to measure the flow experience of the students. The proposed approach was systematically evaluated using a quasi-experimental design in real classroom settings in two countries, Sri Lanka, and USA. Contribution: The results derived from this research provide empirical evidence that the fix-and-play educational games ease some challenges in learning programming and motivate the students to play and learn. Findings: The results show that the first-year programming students who play the fix-and-play game gain statistically significant improvement in their academic performance. However, the result fails to suggest a significant positive correlation between the flow experience and academic performance. Recommendations for Practitioners: Empowering the students to fix the bugs in the educational games they play will motivate them to stay in the game and learn continuously. However, we have to make sure that the types and timing of bugs do not hinder the flow experience of the players, Recommendation for Researchers: Students normally play industry-level high-quality games. Experience and interest in game-playing differ significantly between students. Gender difference also plays an important role in selecting game genres. We need to identify how to address these issues when resources are not sufficient to provide an individualized gaming experience. Impact on Society: Programming is an essential skill for computer science students. The outcome of this research shows that the proposed approach helps to reduce the disenchantment associated with learning the first programming language. Future Research: Further investigation is necessary to verify whether the AI techniques such as user modeling can be used in educational games to reduce the effects of uncertainty associated with the variations in students' gaming skills and other factors.

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Smith, Adam. "Answer Set Programming in Proofdoku." Proceedings of the AAAI Conference on Artificial Intelligence and Interactive Digital Entertainment 13, no. 2 (June 25, 2021): 118–24. http://dx.doi.org/10.1609/aiide.v13i2.12972.

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Proofdoku is an AI-based game design that extends Sudoku. In addition to playing by the rules of the traditional logic puzzle, players must explain their reasoning. An AI system checks this reasoning and provides hints that guide the player to discover new reasoning patterns for themselves. Co-developing the game design and the AI system, implemented using the technology of Answer Set Programming (ASP), guided us to include features that depend on high-complexity combinatorial search and optimization. We developed Proofdoku to better understand the implications of designing and deploying game systems that depend on ASP for live interaction. This paper offers design tradeoffs and makes suggestions for future deployments of ASP-backed game designs.

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Chiu, Chiung-Fang, and Hsing-Yi Huang. "Guided Debugging Practices of Game Based Programming for Novice Programmers." International Journal of Information and Education Technology 5, no. 5 (2015): 343–47. http://dx.doi.org/10.7763/ijiet.2015.v5.527.

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Sideris, Grigorios, and Stelios Xinogalos. "PY-RATE ADVENTURES: A 2D Platform Serious Game for Learning the Basic Concepts of Programming With Python." Simulation & Gaming 50, no. 6 (September 9, 2019): 754–70. http://dx.doi.org/10.1177/1046878119872797.

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Background. Learning programming is a cognitively demanding field of study accompanied with various difficulties. Although there is a high demand in the market for programmers, software analysts and engineers, a high dropout rate is recorded in relevant fields of study. Serious games are a promising means of engaging students in learning programming by giving them more incentives and making the process of learning programming concepts and languages more entertaining. Aim. This article introduces a new serious game called PY-RATE ADVENTURES, which aims to assist young students in their introduction to the basic programming concepts using Python. The game does not have any prerequisites and is suitable for players with no previous knowledge of programming. This article aims to present important information regarding the analysis, design and pilot evaluation of PY-RATE ADVENTURES. Method. The game was evaluated by 31 people that had recently graduated or were students of an Interdepartmental Programme of Postgraduate Studies in Information Systems. The participants voluntarily played the game and answered a questionnaire based on the MEEGA+ model, after their hands on experience with the game. This questionnaire’s purpose was to evaluate PY-RATE ADVENTURES in terms of perceived player experience and short-term learning. Results. The participants positively evaluated the game almost in all the elements of player experience. Furthermore, the majority of the users consider that the game helped them to learn basic programming concepts in Python and stated that they would prefer to learn programming with this game rather than other teaching methods. Conclusion. The positive results of the pilot evaluation give us the motivation to proceed and evaluate the game with students in secondary education, in order to extract stronger and generalisable conclusions regarding the impact of the game as an educational tool for learning programming concepts.

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Humble, Niklas, Peter Mozelius, and Lisa Sällvin. "Need-Based Game Design: Developing a CT Game Based on Educational Needs." European Conference on Games Based Learning 17, no. 1 (September 29, 2023): 269–77. http://dx.doi.org/10.34190/ecgbl.17.1.1489.

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According to reports and previous research, present and future society show a high need for citizens with technical skills, such as computer programming. The need for technical competent citizens can however be challenging for higher education institutions to accommodate due to low numbers of students in higher education computer science. But also due to the high drop-out rates and low pass rates in introductory programming courses. With that said, it is important to both recruit new students to computer science and to support those who already study the subject, to meet the demands of the present and the future. An approach that has shown great promise in motivating students while still keeping focus on the learning aspects in education, is game-based learning (GBL). To facilitate support in higher education computer science, more specifically courses in fundamental programming, this study had the aim of identifying important design concepts in the development of a need-based educational game on computational thinking (CT). Skills related to programming have commonly been organized as part of the CT concept. To identify the educational needs, e-mail interviews were conducted with teachers that teach higher education courses on computer programming in Swedish universities. Based in an on-going design science project to create a learning game on computational thinking for higher education, the study discusses and compare the identified needs with design theories, such as affordances, emotional design, and sustainable design. The conclusion is a conceptual design of the educational game with a set of recommendations for a need-based game design in educational context.

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Maskeliūnas, Rytis, Audrius Kulikajevas, Tomas Blažauskas, Robertas Damaševičius, and Jakub Swacha. "An Interactive Serious Mobile Game for Supporting the Learning of Programming in JavaScript in the Context of Eco-Friendly City Management." Computers 9, no. 4 (December 17, 2020): 102. http://dx.doi.org/10.3390/computers9040102.

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In the pedagogical process, a serious game acts as a method of teaching and upbringing, the transfer of accumulated experience and knowledge. In this paper, we describe an interactive serious programming game based on game-based learning for teaching JavaScript programming in an introductory course at university. The game was developed by adopting the gamification pattern-based approach. The game is based on visualizations of different types of algorithms, which are interpreted in the context of city life. The game encourages interactivity and pursues deeper learning of programming concepts. The results of the evaluation of the game using pre-test and post-test knowledge assessment, the Technology Acceptance Model (TAM), and the Technology-Enhanced Training Effectiveness Model (TETEM) are presented.

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Muratet, Mathieu, Patrice Torguet, Jean-Pierre Jessel, and Fabienne Viallet. "Towards a Serious Game to Help Students Learn Computer Programming." International Journal of Computer Games Technology 2009 (2009): 1–12. http://dx.doi.org/10.1155/2009/470590.

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Video games are part of our culture like TV, movies, and books. We believe that this kind of software can be used to increase students' interest in computer science. Video games with other goals than entertainment, serious games, are present, today, in several fields such as education, government, health, defence, industry, civil security, and science. This paper presents a study around a serious game dedicated to strengthening programming skills. Real-Time Strategy, which is a popular game genre, seems to be the most suitable kind of game to support such a serious game. From programming teaching features to video game characteristics, we define a teaching organisation to experiment if a serious game can be adapted to learn programming.

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von Wangenheim, Christiane Gresse, and Aldo von Wangenheim. "Teaching Game Programming in Family Workshops." Computer 47, no. 8 (August 2014): 84–87. http://dx.doi.org/10.1109/mc.2014.220.

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Gruenbaum, Peter. "Undergraduates Teach Game Programming Using Scratch." Computer 47, no. 2 (February 2014): 82–84. http://dx.doi.org/10.1109/mc.2014.49.

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Orwant, J. "EGGG: Automated programming for game generation." IBM Systems Journal 39, no. 3.4 (2000): 782–94. http://dx.doi.org/10.1147/sj.393.0782.

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Fowler, Allan, Teale Fristce, and Matthew MacLauren. "Kodu Game Lab: a programming environment." Computer Games Journal 1, no. 1 (May 2012): 17–28. http://dx.doi.org/10.1007/bf03392325.

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Paiva, José Carlos, José Paulo Leal, and Ricardo Queirós. "Fostering Programming Practice through Games." Information 11, no. 11 (October 24, 2020): 498. http://dx.doi.org/10.3390/info11110498.

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Loss of motivation is one of the most prominent concerns in programming education as it negatively impacts time dedicated to practice, which is crucial for novice programmers. Of the distinct techniques introduced in the literature to engage students, gamification, is likely the most widely explored and fruitful. Game elements that intrinsically motivate students, such as graphical feedback and game-thinking, reveal more reliable long-term positive effects, but those involve significant development effort. This paper proposes a game-based assessment environment for programming challenges, built on top of a specialized framework, in which students develop a program to control the player, henceforth called Software Agent (SA). During the coding phase, students can resort to the graphical feedback demonstrating how the game unfolds to improve their programs and complete the proposed tasks. This environment also promotes competition through competitive evaluation and tournaments among SAs, optionally organized at the end by the teacher. Moreover, the validation of the effectiveness of Asura in increasing undergraduate students’ motivation and, consequently, the practice of programming is reported.

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Zhadan, S. S., A. I. Krakova, and A. V. Stopkin. "Using the Unity environment for learning programming." E-learning teXnology 5 (December 15, 2021): 52–59. http://dx.doi.org/10.31865/2709-840052021246295.

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The article discusses the possibility of using computer game development environments when teaching programming. The advantages of using the Unity multi-platform environment over other game development environments have been identified. The historical prerequisites for the emergence and development of various game engines are also given.

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Wynn, Adam, Jingyun Wang, Ruisheng Han, and Ting-Chia Hsu. "Multiplayer Serious Games Supporting Programming Learning." European Conference on Games Based Learning 17, no. 1 (September 29, 2023): 721–29. http://dx.doi.org/10.34190/ecgbl.17.1.1621.

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Computational thinking (CT) is crucial in education for providing a multifaceted approach to problem-solving. However, challenges exist such as supporting teachers' knowledge of CT and students' desire to learn it, particularly for non-technical students. To combat these challenges, Computer Supported Collaborative Learning (CSCL) has been introduced in classrooms and implemented using a variety of technologies, including serious games, which have been adopted across several domains aiming to appeal to various demographics and skill levels. This research focuses on a Collaborative Multiplayer Serious Game (MSG) for CT skill training. The architecture is aimed at young students and is designed to aid in the learning of programming and the development of CT skills. The purpose of this research is to conduct an empirical study to assess the multiplayer game gameplay mechanics for collaborative CT learning. The proposed game leverages a card game structure and contains complex multi-team multi-player processes, allowing students to communicate and absorb sequential and conditional logics as well as graph routing in a 2D environment. A preliminary experiment was conducted with four fourth-graders and eight sixth-graders from a French school in Morocco who have varying levels of understanding of CT. Participants were split into three groups each with two teams and were required to complete a 16-question multiple-choice quiz before and after playing the same game to assess their initial structural programming logics and the effectiveness of the MSG. Questionnaires were collected along with an interview to gather feedback on their gaming experiences and the game’s role in teaching and learning. The results demonstrate that the proposed MSG had a favourable effect on the participants’ test scores as the scores of 4 of the teams increased and 1 remained the same. All students performed well on the sequential and conditional logics, which was significantly better than the achievement of the Bebras test of the graph routing. Furthermore, according to the participants, the game provides an appealing environment that allows players to immerse themselves in the game and the competitive aspect of the game adds to its appeal and helps develop teamwork, coordination, and communication skills.

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Charrieras, Damien, and Nevena Ivanova. "Emergence in video game production: Video game engines as technical individuals." Social Science Information 55, no. 3 (July 9, 2016): 337–56. http://dx.doi.org/10.1177/0539018416642056.

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This article is interested in the creative practices in video game production. More specifically, the research focuses on the ways in which the use of game engines – a toolkit that offers a set of functionalities to automatize the handling of a range of processes (graphics, sound, game physics, networks, artificial Intelligence) – make possible or impossible certain forms of emergences in video games production. The manipulation of objects in these game engines is done according to a certain programming paradigm. Two main programming paradigms currently govern the internal design of game engines: object-oriented/inheritance-based deep-class hierarchical design and component-based data-driven design. We will describe how different programming paradigms lend themselves to certain affordances to explore the ways in which game workers can interface with game engines. We will use the framework developed by Gilbert Simondon on the artisanal and industrial stage or mode of production. This will enable a better understanding of the technogenesis of different kinds of game engines and the ways in which they can be conceptualized as technical individuals enduring through their associated milieus. This way of describing game engines emphasizes non-anthropocentric forms of creativity and specific modalities of emergent techno-human processes that are too often underestimated in various accounts of cultural production processes.

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Chandra, S., B. D. Craven, and B. Mond. "Nonlinear programming duality and matrix game equivalence." Journal of the Australian Mathematical Society. Series B. Applied Mathematics 26, no. 4 (April 1985): 422–29. http://dx.doi.org/10.1017/s033427000000463x.

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Hwang, SunMyung, and Hee Gyun Yeom. "A Mobile Game Algorithm for Programming Education." International Journal of Software Innovation 10, no. 2 (April 2022): 1–10. http://dx.doi.org/10.4018/ijsi.289592.

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Software education currently being implemented is programming education, and the scope of the curriculum is adjusted to suit the level of each school level. In the case of elementary school, experience- and activity-based activities are used to learn problem-solving methods through play and educational programming languages, and in the case of junior high school, the basic concepts and principles of software are understood through education-oriented programming languages and learn to apply to problem solving. In the case of high school, the contents are designed to improve the ability to creatively and efficiently solve problems in other academic fields while learning more advanced contents with advanced contents linked to careers. In this article, we develop an algorithm game using a robot so that students can think of programming and unpacking functions expressed in pictures to solve the problem of losing interest due to difficulties in understanding and applying programming or algorithms

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Zainal Abidin, Nurul Hafizah, Roslah Arsad, Norliana Muslim, and Suraya Masrom. "Computer Game Application for JAVA Programming Language Learning." Mathematical Sciences and Informatics Journal 1, no. 1 (August 31, 2020): 77–89. http://dx.doi.org/10.24191/mij.v1i1.14175.

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Programming is one of the most advanced and valuable skills increasingly adopted by students these days. Learning a programming language is important as it helps to improve the ability to automate, collect, handle, correctly interpret data and information. However, some students have difficulties to internalize the concepts and master the programming skills. Consequently, students tend to perceive programming course as a difficult subject. The objective of this paper is to present the design and implementation of a computer game application that focused on JAVA programming and Bloom’s taxonomy to enhance the students’ understanding. To evaluate the JAVA game application, functional and usability testing have been conducted that involved students from the Diploma of Computer Sciences Program in Universiti Teknologi MARA, Perak, Malaysia. The results were very encouraging as majority of students were satisfied with the JAVA game application by means of programming skill improvement and usability acceptance.

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Maran, Vinícius, Pedro Henrique Unterberger da Costa, Luan Willig Silveira, and Diones De Vargas Dutra. "PacMaze: um jogo de lógica utilizando conceitos de labirintos para um arcade de jogos educativos." Ciência e Natura 42 (February 7, 2020): 41. http://dx.doi.org/10.5902/2179460x40645.

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Computer programming is increasingly present in our daily lives, as a consequence of the number of people interested in this area is increasing proportionally. The intrinsic factor of programming is logical reasoning, where its scarcity results in poor performance for example in mathematics, physics and programming itself. The application of this game is to make the player develop a quick and logical thinking contributing in diverse areas of knowledge through the Ludum pro Bono game platform, a game platform focused on different methods of teaching through games.

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Rahmawanti, Waliya, Rogayah Rogayah, and Nur Azizah. "J2ME-Based 2D Rubber Puzzle Mobile Game." CCIT Journal 14, no. 2 (August 31, 2021): 122–29. http://dx.doi.org/10.33050/ccit.v14i2.957.

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2D Rubix Game is part of an educational game. 2D Rubix Game in addition to being a medium of entertainment, is expected to help users sharpen their brains in managing strategy. 2D rubix game has 4 levels, where the higher the level, the more difficult and many rubix dimensions. 2D rubix game also has a new game menu, save, load game, and highscore. 2D Rubix Game created using the Java programming language with J2ME functions. J2ME is a part of the Java programming language that can be used to create applications for various electronic media. Rubix 2D game has conducted a trial process on the emulator and all menus can run according to their functions

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Denner, Jill, Linda Werner, Shannon Campe, and Eloy Ortiz. "Using Game Mechanics to Measure What Students Learn from Programming Games." International Journal of Game-Based Learning 4, no. 3 (July 2014): 13–22. http://dx.doi.org/10.4018/ijgbl.2014070102.

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Despite the growing popularity of teaching children to program games, little is known about the benefits for learning. In this article, the authors propose that game mechanics can be used as a window into how the children are thinking and describe a strategy for using them to analyze students' games. The study involved sixty 10-14 year old students in the US who spent 10 hours learning to use the Alice programming environment, and 10 hours designing and creating their games, alone or with a partner. Forty games were coded for five game mechanics that require the programmers to think in ways that are dynamic, time dependent, or complex. The results describe the mechanics that students were most and least likely to use, and how these varied depending on whether students worked with a partner or alone. The findings contribute to efforts to assess what novice programmers learn by creating games.

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Wang, Xinyu. "Application of linear programming in two-player zero-sum games." Theoretical and Natural Science 11, no. 1 (November 17, 2023): 238–44. http://dx.doi.org/10.54254/2753-8818/11/20230414.

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Linear programming is a useful optimization tool that has been utilized since the 1940s. It has been studied for a long time, and it can be applied to many different areas and fields. One of these applications is the two-player zero-sum game. In this game, each player has a set of possible strategies that is finite. While one player tries to maximize the net payoff, the other player tries to minimize this payoff. Since the problem involves optimizations, linear programming can be involved. This paper analyzes a famous and classic example of the game the Colonel Blotto Game. This game is a military planning problem. Indeed, Linear programming was first developed to solve complex military and planning problems during wartime. This paper utilizes a payoff matrix and some mathematical models to build the mathematical problem of the Colonel Blotto Game. Then the results can be obtained by converting the mathematical problem into a Python Linprog problem. The paper finds the best strategy for Colonel Blotto to maximize the net payoff and how eliminating certain possible strategies will or will not affect the results. Moreover, the paper provides an understanding of the combination of the two-player zero-sum game and linear programming.

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Mi, Zhewen, and Zunyi Zhang. "The application of Python game algorithm in Rouge games." Applied and Computational Engineering 30, no. 1 (January 22, 2024): 58–63. http://dx.doi.org/10.54254/2755-2721/30/20230071.

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Our project's topic is algorithms for game design, which mainly describes a series of algorithms in the pygame library in Python, such as collisions, mazes, and a series of algorithms with different functions. The following is mainly about the ideas, processes, problems, and solutions encountered by our group's final project. In addition, we learned how to take part in the joint work and Python programming experience and the algorithms in pygame through this study and group cooperation.

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Uiphanit, Thanakorn, Satien Janpla, Thatsanan Chutosri, Pongpisid Liangyoo, Natcha Wattanaprapa, Pongsakorn Kingsuwankul, Wannarat Bunchongkien, Phachaya Chiewchan, Aekkaphob Intarapoo, and Chunyarat Nititerapad. "Code Adventure: An Educational Game for Learning JAVA Programming." International Journal of Interactive Mobile Technologies (iJIM) 17, no. 22 (November 27, 2023): 26–37. http://dx.doi.org/10.3991/ijim.v17i22.42307.

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The purpose of this project is to (1) develop an educational game for learning in a JAVA programming course for undergraduate students, (2) compare the learning achievements of educational games and lectures, and (3) assess learner game acceptance with learning through games. The sample used in this research were 50 first-year undergraduate students in the field of management information systems from the Department of Information Science, S University in Thailand. In game design and development, The researcher developed the game based on the concept of game flow elements, such as challenges, story, fun, beauty, and so on, in order to inspire learners to be engaged in learning through games. The tools used in the research were (1) educational game performance evaluation forms, (2) an educational game for learning JAVA programming concepts, (3) a learning achievement test, and (4) student satisfaction assessment forms. The research results showed that (1) the learning efficiency of the educational game was very good, (2) the academic achievement of learning by the educational game was higher than that of learning by lecture, and (3) the acceptance of learning with computer games by the students was excellent. Additionally, learning through games made it easier for students to absorb the subject and learn more effectively. It has been discovered that learning through games improves learning results for students.

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Preda, Vasile. "On nonlinear programming and matrix game equivalence." Journal of the Australian Mathematical Society. Series B. Applied Mathematics 35, no. 4 (April 1994): 429–38. http://dx.doi.org/10.1017/s0334270000009528.

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AbstractIn the framework of Mond-Weir duality a new equivalence between nonlinear programming and a matrix game is given. Finally, certain conclusions about convex programming with nested maxima and matrix games are also included.

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Gunawan, Dedi, and Fatah Yasin Al Irsyadi. "PEMANFAATAN PEMROGRAMAN VISUAL SEBAGAI ALTERNATIF PEMBUATAN MEDIA BELAJAR BERBASIS GAME DAN ANIMASI." Warta LPM 19, no. 1 (March 1, 2016): 53–63. http://dx.doi.org/10.23917/warta.v19i1.1984.

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Visual programming is the one programming technique in computer Science which aims to give easy understanding in writing code program. The main users of visual programming are students and people who have no experiences in making computer code and lack of computer programming language.Visual programminggives advantages to develop any kind of application software such as game and application related to education. This research was conducted to the teachers who teach Al-Quran for children learning in order to know the benefit of using visualprogramming in terms of creating an animation and game education.Several approach has been applied in this research. The first is surveying the knowledge in computer programming by using questioners. Following that, we provide a training of using visual programming and the last is conduction survey in order to know the progress of learning accuisiton.Based on the questioner’s data,it can be found that visual programming is very useful to introduce computer programming for people who have limited computer background. The data shows that 60% respondent believe that the visual programming is easy to follow, while the rest says it is hard to do. Furthermore, some of the participants are able to create simple education game

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Hansun, Seng. "Scratch Pemrograman Visual untuk Semuanya." Jurnal ULTIMA InfoSys 5, no. 1 (June 1, 2014): 41–48. http://dx.doi.org/10.31937/si.v5i1.218.

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In this modern era, the need to have a more tinkerable, more meaningful, and more social programming language has arisen. One of the programming environments that catch up with this issue is Scratch. In this paper, the author tries to explain Scratch as a visual programming language, its’ basic concepts, and its’ implementations. As an example, one interactive game that has been built using Scratch is shown at the end of this paper. Index terms - game, Scratch, visual programming.

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Kurniawan, Ichwan, Much Rifqi Maulana, and Arochman Arochman. "ANALISIS MEMORY PERFORM BROWSER PADA PENGGUNAAN AUDIO WEB PROGRAMMING." IC-Tech 19, no. 1 (April 30, 2024): 34–38. http://dx.doi.org/10.47775/ictech.v19i1.286.

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Sebuah game dikembangkan dengan melibatkan banyak asset, salah satunya pemanfaatan audio dalam pengembangan game. Pembuatan efek suara dalam sebuah game dilakukan dengan merekamnya secara terpisah dengan proses pengembangan game, hal ini dapat memakan waktu dan sangat tidak efisien untuk diselesaikan. Oleh karena itu, pembuatan efek suara dinamis diperlukan untuk mempersingkat waktu produksi dan menyelesaikan game lebih cepat. Dengan mengkombinasikan audio dengan pemrograman memungkinkan penyajian audio dalam sebuah game dapat disajikan secara dinamis, hal ini dikarenakan dengan algoritma pemrograman audio dapat dikontrol berdasarakan waktu, kejadian dan prilaku tertentu dalam sebuah game. Hasil dari Analisis perform memory browser dalam menjalankan file notasi suara mupun kode frekuensi notasi suara adalah jika dilihat perbadingan rata-rata browser google chorme pada saat penggunaan array memiliki rata-rata 405,92 kb untuk browser google chorme, hal ini menujukkan bahwa terdapat perbedaan yang sanyat besar terhadap penggunaan memory array dalam menjalankan file dan frekuensi. Penggunaan file audio menunjukkan bahwa dalam file load audio membutuhkan memory array yang cukup besar, sedangkan dalam penggunaan frekuensi audio menunjukkan bawah frekuensi load audio tidak membutuhkan memory array yang tidak begitu besar

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Johnson, Claire. "Learning to program with Game Maker." International Journal of Computer Science Education in Schools 1, no. 2 (May 11, 2017): 17. http://dx.doi.org/10.21585/ijcses.v1i2.5.

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Game Maker is widely used in UK secondary schools, yet under-researched in that context. This paper presents the findings of a qualitative case study that explores how authoring computer games using Game Maker can support the learning of basic programming concepts in a mainstream UK secondary setting. Â The research draws on the learning theory of constructionism, which asserts the importance of pupils using computers as â€˜building materialâ€™ to create digital artefacts (Papert, 1980; Harel and Papert, 1991), and considers the extent to which a constructionist approach is suitable for introducing basic programming concepts within a contemporary, game authoring context. Â The research was conducted in a high achieving comprehensive school in South East England. Twenty-two pupils (12 boys; 10 girls; 13-14 years old) completed a unit of work in computer game authoring over an eight-week (16 x 50 minute lessons) period. In planning and developing their games, they worked in self-selected pairs, apart from two pupils (one boy and one girl) who worked alone, by choice. Nine of the ten pairs were the same gender. Data were collected in planning documents, journals and the games pupils made, in recordings of their working conversations, and in pair, group and artefact-based interviews. Findings indicate that as well as learning some basic programming concepts, pupils enjoyed the constructionist-designed activity, demonstrated positive attitudes to their work, and felt a sense of achievement in creating a complex artefact that had personal and cultural significance for them. However, the findings also suggest that the constructionist approach adopted in the research did not effectively support the learning of programming concepts for all pupils. This research arises out of a perceived need to develop accessible, extended units of work to implement aspects of the Computing curriculum in England. It suggests that using Game Maker may offer a viable entry, and identifies the programming concepts and practices which pupils encountered, the difficulties they experienced, and the errors they made when authoring computer games. It also offers recommendations to increase the readiness with which students engage with key programming concepts and practices when using this visual programming software. In so doing it makes a practical contribution to the field of qualitative research in secondary computing education.Â

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Soeda, S. "REPORT ON THE GAME PROGRAMMING WORKSHOP 2002." ICGA Journal 25, no. 4 (December 1, 2002): 264–65. http://dx.doi.org/10.3233/icg-2002-25421.

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Bosch, Robert A. "Integer Programming and Conway's Game of Life." SIAM Review 41, no. 3 (January 1999): 594–604. http://dx.doi.org/10.1137/s0036144598338252.

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Journal articles on the topic 'Game Programming'

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