Relevant bibliographies by topics / Simulation Video Games

Contents

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

Academic literature on the topic 'Simulation Video Games'

Author: Grafiati
Published: 4 June 2021
Last updated: 14 February 2022

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Journal articles on the topic "Simulation Video Games"

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Jimenez, Nadia, Sonia San-Martin, Carmen Camarero, and Rebeca San Jose Cabezudo. "What kind of video gamer are you?" Journal of Consumer Marketing 36, no. 1 (2019): 218–27. http://dx.doi.org/10.1108/jcm-06-2017-2249.

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PurposeThis paper aims to attempt to understand the extent to which the effect of motivations on purchase intention varies for diverse segments of video gamers (depending on their personality).Design/methodology/approachInformation was collected from 511 Spanish video game consumers. Structural equation modeling, clustering and multi-group analysis were then conducted to compare results between segments of gamers.FindingsResults show that hedonic, social and mainly addiction motivations lead to purchase intention of game-related products. Moreover, the authors identify a typology of gamer that gives rise to differences in motivations-purchase intention links: Analysts include individuals who are essentially conscientious, prefer inventive or cognitive and simulation games and whose behavior is more influenced by hedonic and social motivations to play; socializers comprise individuals who are mainly extrovert and emotionally stable gamers and who prefer sports and strategy games. The motivations to play that affect their purchase intentions are mainly social; and sentinels include individuals that are unmindful and introvert, prefer inventive, cognitive, sports and simulation games, and whose social motivations drive their purchase intentions.Originality/valueThere are 2,200 million video gamers around the world, although it is assumed that this vast market is not homogeneous, which has implications for consumer motivations and purchase intention. However, the currently available classifications that address this challenge are rather limited. In this sense, the present paper provides valuable insights into understanding how personality offers a useful variable to segment consumers in the video game industry and how it moderates the effect of motivations on purchase behavior.
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Ortiz, Luz, Héctor Tillerias, Christian Chimbo, and Veronica Toaza. "Impact on the video game industry during the COVID-19 pandemic." Athenea 1, no. 1 (2020): 5–13. http://dx.doi.org/10.47460/athenea.v1i1.1.

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This work presents trends and comparisons that show a change in the consumption and production of video games in times of confinement due to the health emergency. The video game industry has modified its philosophy and adapted its products to the new requirements and trends of consumers who see in this activity a way to appease the psychological and social impact due to quarantine and isolation. There is evidence of a 65% increase in the use of online video games, which has broken a world record. Products that have new aspects and considerations never before proposed by this great industry have been developed and offered, such as thematic games related to the COVID-19 pandemic.
 Keywords: Video game, pandemic, online games, confinement.
 References
 [1]M. Olff, Screening for consequences of trauma–an update on the global collaboration on traumatic stress.European Journal of Psychotraumatology, 2020.
 [2]Z. Li, China’s Digital Content Publishing Industry: The 2019 Annual Report on Investment Insights and Market Trends. Publishing Research Quarterly, 2020.
 [3]R. Agis, An event-driven behavior trees extension to facilitate non-player multi-agent coordination in video games, Expert Systems with Applications, 2020.
 [4]O. Wulansari, Video games and their correlation to empathy: How to teach and experience empathic emotion. Advances in Intelligent Systems and Computing, 2020.
 [5]C. Bachen, Simulating real lives: Promoting Global Empathy and Interest in Learning Through SimulationGames. Sage Journal, 2012.
 [6]S. Fowler, Intercultural simulation games: A review (of the united states and beyond). Sage Journals, 2010.
 [7]G. Chursin, Learning game development with Unity3D engine and Arduino microcontroller. Journal ofPhysics: Conference Series, 2019.
 [8]K. Hewett, The Acquisition of 21st-Century Skills Through Video Games: Minecraft Design Process Modelsand Their Web of Class Roles. Sage Journal, 2020.
 [9]R. Bayeck, Exploring video games and learning in South Africa: An integrative review. Educational TechnologyResearch and Development, 2020.
 [10]K. Hewett, The 21st-Century Classroom Gamer. Games and Culture, 2021.
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Danilovic, Mirceta. "Possibilities and importance of using computer games and simulations in educational process." Zbornik Instituta za pedagoska istrazivanja, no. 35 (2003): 180–92. http://dx.doi.org/10.2298/zipi0335180d.

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The paper discusses if it is possible and appropriate to use simulations (simulation games) and traditional games in the process of education. It is stressed that the terms "game" and "simulation" can and should be taken in a broader sense, although they are chiefly investigated herein as video-computer games and simulations. Any activity combining the properties of game (competition, rules, players) and the properties of simulation (i.e. operational presentation of reality) should be understood as simulation games, where role-play constitutes their essence and basis. In those games the student assumes a new identity, identifies himself with another personality and responds similarly. Game rules are basic and most important conditions for its existence, accomplishment and goal achievement. Games and simulations make possible for a student to acquire experience and practice i.e. to do exercises in nearly similar or identical life situations, to develop cognitive and psycho-motor abilities and skills, to acquire knowledge, to develop, create and change attitudes and value criteria, and to develop perception of other people?s feelings and attitudes. It is obligatory for the teacher to conduct preparations to use and apply simulation games in the process of teaching.
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Sow, Jacob, Abdullah Obaieda, Harsha Raoa, and Tet Khuan Chena. "Simulation of Violence in Video Games and Its Ethics." Mass Communicator: International Journal of Communication Studies 10, no. 3 (2016): 4. http://dx.doi.org/10.5958/0973-967x.2016.00013.2.

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Hofman-Kohlmeyer, Magdalena. "Brand-Related User-Generated Content in Simulation Video Games: Qualitative Research Among Polish Players." Central European Management Journal 29, no. 1 (2021): 61–87. http://dx.doi.org/10.7206/cemj.2658-0845.41.

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Purpose: The article sought to answer research questions regarding investigated branded content generated by players in simulation video games. How does the process work in video games? What are the characteristics of branded user-generated content in video games? To what extent players are willing to participate in branded content creation? Methodology: I conducted 20 in-depth interviews among Polish players, with the application of snowball sampling. The study participants were adult users of chosen simulation video games: The Sims, Second Life, and Euro Truck Simulator 2. Findings: We can distinguish content based on game mechanism, official add-ons, or game modding. Players frequently check some brands from a set offered by game developers and create content (e.g. in The Sims users can design house interiors with IKEA furniture). Some players are not satisfied by what a game offers and generate content based on modding (e.g. DHL trucks or McDonald’s restaurants inside the Euro Truck Simulator 2). In this respect, the article refers to Smith’s, Fischer’s, and Yongjian’s content dimensions. Branded game modifications described by respondents are characterized by a high level of similarity towards real brands and positive brand sentiment (valence). I noted no statement about player and marketer (brand) communication in gathered material. The biggest challenge for practitioners in the field of UGC in video games is how to manage brand messages. Practical Implications: Brand-related user-generated content is an important phenomenon in terms of the brand-building process and its impact on brand reception, which all require marketers’ attention. For game developers, such a content is a source of information about customer expectations. Players show their personal expectations by game modding. Originality/Value: Brand-related content generated by users is frequently associated with social media. The scholarship shows a lack of knowledge of branded user-generated content in video games.
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Fernandez-Luque, L., T. Tøllefsen, and E. Brox. "Healthy Gaming – Video Game Design to promote Health." Applied Clinical Informatics 02, no. 02 (2011): 128–42. http://dx.doi.org/10.4338/aci-2010-10-r-0060.

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Summary Background: There is an increasing interest in health games including simulation tools, games for specific conditions, persuasive games to promote a healthy life style or exergames where physical exercise is used to control the game. Objective: The objective of the article is to review current literature about available health games and the impact related to game design principles as well as some educational theory aspects. Methods: Literature from the big databases and known sites with games for health has been searched to find articles about games for health purposes. The focus has been on educational games, persuasive games and exergames as well as articles describing game design principles. Results: The medical objectives can either be a part of the game theme (intrinsic) or be totally dispatched (extrinsic), and particularly persuasive games seem to use extrinsic game design. Peer support is important, but there is only limited research on multiplayer health games. Evaluation of health games can be both medical and technical, and the focus will depend on the game purpose. Conclusion: There is still not enough evidence to conclude which design principles work for what purposes since most of the literature in health serious games does not specify design methodologies, but it seems that extrinsic methods work in persuasion. However, when designing health care games it is important to define both the target group and main objective, and then design a game accordingly using sound game design principles, but also utilizing design elements to enhance learning and persuasion. A collaboration with health professionals from an early design stage is necessary both to ensure that the content is valid and to have the game validated from a clinical viewpoint. Patients need to be involved, especially to improve usability. More research should be done on social aspects in health games, both related to learning and persuasion.
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Maggiorini, Dario, Laura Anna Ripamonti, and Federico Sauro. "Unifying Rigid and Soft Bodies Representation: The Sulfur Physics Engine." International Journal of Computer Games Technology 2014 (2014): 1–12. http://dx.doi.org/10.1155/2014/485019.

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Video games are (also) real-time interactive graphic simulations: hence, providing a convincing physics simulation for each specific game environment is of paramount importance in the process of achieving a satisfying player experience. While the existing game engines appropriately address many aspects of physics simulation, some others are still in need of improvements. In particular, several specific physics properties of bodies not usually involved in the main game mechanics (e.g., properties useful to represent systems composed by soft bodies), are often poorly rendered by general-purpose engines. This issue may limit game designers when imagining innovative and compelling video games and game mechanics. For this reason, we dug into the problem of appropriately representing soft bodies. Subsequently, we have extended the approach developed for soft bodies to rigid ones, proposing and developing a unified approach in a game engine: Sulfur. To test the engine, we have also designed and developed “Escape from Quaoar,” a prototypal video game whose main game mechanic exploits an elastic rope, and a level editor for the game.
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Clyde, Jerremie, and Glenn Wilkinson. "The Siren Song of Digital Simulation." International Journal of Virtual and Personal Learning Environments 2, no. 2 (2011): 46–58. http://dx.doi.org/10.4018/jvple.2011040105.

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This paper contrasts the importance of procedural rhetoric for the use of games in university and college level historical education with the use of history themed digital simulations. This paper starts by examining how history functions as a form of disciplinary knowledge and how this disciplinary way of knowing things is taught in the post secondary history course. The manner in which history is taught is contrasted with its evaluation to better define what students are actually expected to learn. The simulation is then examined in light of learning goals and evaluation. This demonstrates that simulations are a poor fit for most post secondary history courses. The more appropriate and effective choice is to construct the past via procedural rhetoric as a way to use digital video games to make the historical argument.
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Torres, Carlos. "Simular problemas sociales con videojuegos. Algunas claves para el diseño de videojuegos críticos." kepes 12, no. 12 (2015): 193–226. http://dx.doi.org/10.17151/kepes.2015.12.12.10.

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Dickmeis, Anne, and Keith Roe. "Genres matter: Video games as predictors of physical aggression among adolescents." Communications 44, no. 1 (2019): 105–29. http://dx.doi.org/10.1515/commun-2018-2011.

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Abstract The purpose of this article is to investigate whether competition hypothesis (Anderson and Carnagey, 2009) contributes to the General Aggression Model when video game genre is entered into the relationship between video game use and self-reported physical aggression. A pre-test (n=93) taken randomly from the research sample employed categorized the game genres as violent and/or competitive. 1,170 adolescents (ages 12–18) completed the written survey. Online shooter games and fight’em up games, categorized as both violent and competitive, were positively related to self-reported physical aggression, while simulation games manifested a negative relationship. Video game genres such as strategy, sports, offline shooter, racing, adventure, puzzle, and platform games were not significantly related to physical aggression. The results support the hypothesis that the presence of both competition and violence in games increases the probability of physical aggression. This study shows that (1) video game genres can be used to predict physical aggression in a non-causal way and (2) that there is support for an interaction effect of the competition hypothesis and the violence hypothesis.
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Dissertations / Theses on the topic "Simulation Video Games"

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Craighead, Jeff David. "Improving ad-hoc team performance using video games." [Tampa, Fla] : University of South Florida, 2009. http://purl.fcla.edu/usf/dc/et/SFE0003000.

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Wood, Kevin R. "Simulation Video Games as Learning Tools: An Examination of Instructor Guided Reflection on Cognitive Outcomes." Digital Archive @ GSU, 2011. http://digitalarchive.gsu.edu/msit_diss/77.

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Simulation video games potentially offer students the opportunity to participate in activities designed to bring about higher order thinking. Gee (2005b, 2007) elucidates that without the guidance of instructors, humans involved in a simulation experience have a high probability of finding creative but spurious patterns and generalizations that send learners down miseducative paths. The focus of this study is an examination of the function of instructor guided reflection and prior participant interest and exposure to video games in promoting affective and cognitive learning during participant use of single and multiplayer simulation video games in the classroom. One hundred twenty- eight students enrolled in World History classes at a suburban high school located in the Southeastern United States participated in this research study. Participants completed a survey of their interest and prior exposure to video games, played a tutorial of the simulation video game, played a single player or multiplayer version of the game with or without instructor guided reflection, and completed a posttest of reasoning and knowledge ability. The researcher used independent samples t tests, analysis of variance, and descriptive statistical analysis in combination with qualitative methods outlined by Miles and Huberman (1994) to analyze the data. Thomas (2003) described the mixed methodology used to analyze and interpret the data in this research study. Quantitative analysis of the data revealed that participants who engaged in both reflection and multiplayer groups scored significantly higher on posttest of reasoning ability at the .05 level. Furthermore, qualitative analysis revealed that participants in the multiplayer and reflection treatment groups were more likely to be engaged in the lesson, participate in more cognitive discussions, and made more connections to the large context of the lesson. Participants with a high level of prior interest in video games scored significantly higher on a posttest of reasoning ability at the .05 level of significance and were more likely to participate actively during the lesson. The findings from this study suggest the need for teaching educators to utilize reflective and collaborative practices in the incorporation of digital technology in the classroom.
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Tiitto, Markus. "THERAPEUTIC VIDEO GAMES AND THE SIMULATION OF EXECUTIVE FUNCTION DEFICITS IN ADHD." UKnowledge, 2019. https://uknowledge.uky.edu/pharmacy_etds/101.

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Attention Deficit Hyperactivity Disorder (ADHD) is a neurodevelopmental disorder characterized by difficulty paying attention, impulsivity, and hyperactivity. Diagnosis of ADHD rose 42% from 2003–2004 to 2011–2012. In 2011, 3.5 million children were treated with drugs. Optimizing therapy can take a year, and may not be completely effective. A clinical trial is currently being conducted of a device/drug combination using the computer game Minecraft, to determine how certain activities affect executive function, working memory, and restraint in patients diagnosed with ADHD. The human subjects’ responses are being modeled using artificial neural networks (ANNs), an artificial intelligence method that can be utilized to interpret highly complex data. We propose using ANNs to optimize drug and Minecraft therapy for individual patients based on the initial NICHQ Vanderbilt assessment scores. We are applying ANNs in the development of computational models for executive function deficiencies in ADHD. These models will then be used to develop a therapeutic video game as a drug/device combination with stimulants for the treatment of ADHD symptoms in Fragile X Syndrome. As a first step towards the design of virtual subjects with executive function deficits, computational models of the core executive functions working memory and fluid intelligence were constructed. These models were combined to create healthy control and executive function-deficient virtual subjects, who performed a Time Management task simulation that required the use of their executive functions to complete. The preliminary working memory model utilized a convolutional neural network to identify handwritten digits from the MNIST dataset, and the fluid intelligence model utilized a basic recurrent neural network to produce sequences of integers in the range 1-9 that can be multiplied together to produce the number 12. A simplified Impulsivity function was also included in the virtual subject as a first step towards the future inclusion of the core executive function inhibition.
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Fernandez, Vara Clara. "The tribulations of adventure games integrating story into simulation through performance/." Diss., Atlanta, Ga. : Georgia Institute of Technology, 2009. http://hdl.handle.net/1853/31756.

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Thesis (Ph.D)--Literature, Communication, and Culture, Georgia Institute of Technology, 2010.<br>Committee Chair: Murray, Janet H.; Committee Member: Bolter, Jay; Committee Member: Montfort, Nick; Committee Member: Nitsche, Michael; Committee Member: Pearce, Celia. Part of the SMARTech Electronic Thesis and Dissertation Collection.
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Hallros, Per, and Niklas Pålsson. "SIMULATING A SYSTEM : Using video games as tools to promote self-directed learning." Thesis, Uppsala universitet, Institutionen för speldesign, 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-447884.

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As a response to finding innovative ways of using games as tools for learning we explore the design process of creating a game system meant to promote self-directed learning. This thesis explores what design pillars a game system needs to follow when making a game that is meant to promote self-directed learning through reflection on cause and effect relations. We use a theoretical framework based on procedural rhetoric and self-directed learning in video games to inform our design process when creating an eco-adapted game system that provides experimentation opportunities. We adapt an ecosystem as a simulated real life context for our game environment and identify the major design pillars that video games looking to promote self-directed learning needs to consist of. The major pillars we found most important were; 1, activate participation, to engage the player by allowing them to experiment with different perspectives and the game state. 2, avoid correlating rhetorical arguments, to not influence players as they set their own goals when playing in an informal setting. 3, provide observational clarity, to let players learn how the actions they perform affect the actors and events in the game system. 4, enable trial and error, to give players time to explore multiple approaches in a safe environment where they can fail and try again without penalties. This thesis focuses primarily on the design process and documentation around the creation of a game system that adapts self-directed learning principles as a central design directive. In our design documentation we provide an open discussion of our design process around the decisions, findings, and implementations that make our simulation.<br>Som ett svar på att hitta innovativa sätt att använda spel som verktyg för lärande undersöker vi designprocessen för skapandet av ett spelsystem som är avsett att främja självstyrd inlärning. Denna uppsats undersöker vilka designpelare ett spelsystem behöver följa när man skapar ett spel som är avsett att främja självstyrd inlärning genom reflektion över orsaks- och påverkansrelationer. Vi använder ett teoretisk ramverk baserat på procedurell retorik och självstyrd inlärning i datorspel för att informera vår designprocess när vi skapar ett eko-adapterat spelsystem som ger experimenteringsmöjligheter. Vi anpassar ett ekosystem som en simulerad verklig omgivning till vår spelmiljö och identifierar viktiga designpelare som datorspel som vill främja självstyrd inlärning behöver bestå av. De huvudsakliga pelarna som vi fann viktigast är; 1, aktivera deltagande, för att engagera spelarna genom att låta dem experimentera med olika perspektiv och spelets tillstånd. 2, undvik korrelerande retoriska argument, för att inte påverka spelarna när de sätter sina egna mål medan de spelar i en informell miljö. 3, ge observationsklarhet, så att spelarna lär sig hur handlingarna de utför påverkar aktörerna och händelserna i spelsystemet. 4, möjliggör försök och misstag, för att ge spelarna tid att utforska flera tillvägagångssätt i en säker miljö där de kan misslyckas och försöka igen utan straff. Denna uppsats fokuserar främst på designprocessen och dokumentationen kring skapandet av ett spelsystem som tillämpar självstyrda inlärningsprinciper som ett centralt designdirektiv. I vår designdokumentation ger vi en öppen diskussion om vår designprocess kring de beslut, resultat och implementeringar som utgör vår simulering.
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Dymek, Mikolaj. "Industrial Phantasmagoria : Subcultural Interactive Cinema Meets Mass-Cultural Media of Simulation." Doctoral thesis, KTH, Industriell ekonomi och organisation (Avd.), 2010. http://urn.kb.se/resolve?urn=urn:nbn:se:kth:diva-13084.

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The video game industry has in three decades gone from a garage hobby to a global multi-billion euro media industry that challenges the significantly older and established cultural industries. After decades of explosive growth the industry surprisingly finds itself in a crisis – in terms of sales, future trajectories and creative paradigms. The global gaming culture receives substantial attention from society, media and academia – but the industry itself appears in comparison as an enigmatic terra incognita with astonishingly little dedicated research. This thesis aims to amend this situation by presenting a study at the cross-section of the video game industry, game studies, literary theory, cultural industries and business studies. It deals with the following question: how does the global game industry relate to its own product, in terms of communication and media dimensions, and what are the (business) consequences, in terms of production, strategy and commercial/creative innovation, of this relationship? This study’s departure point is constituted by a comprehensive description of the industry’s structure, dynamics and processes, based on extensive interviews with industry professionals. It is followed by an examination and comparison of the game industry with other media/cultural industries in relation to their economy and business dynamics. With inconclusive answers regarding the medium-industry relation, this study proceeds by exploring literary theories from the field of game studies, in order to gain insights into the dynamics of medium and industry. Literary theories from ludology and narratology provide rewarding perspectives on this inquiry, since it is found that the ontological dichotomy of simulation vs. respresentation present in the interpretational realm of the game medium is also reflected in the industry and its dynamics. This has pivotal consequences for the analysis of the game industry. This study concludes by positing the current critical condition of the industry as an extremely decisive moment in its history: will it become a truly universal mass-medium, or will it continue down its subcultural path? Subcultural “interactive cinema” meets mass-cultural media of simulation – how will the industry evolve?<br>QC20100708
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Lewis, Joshua. "A COMMON COMPONENT-BASED SOFTWARE ARCHITECTURE FOR MILITARY AND COMMERCIAL PC-BASED VIRTUAL SIMULATION." Doctoral diss., University of Central Florida, 2006. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/2301.

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Commercially available military-themed virtual simulations have been developed and sold for entertainment since the beginning of the personal computing era. There exists an intense interest by various branches of the military to leverage the technological advances of the personal computing and video game industries to provide low cost military training. By nature of the content of the commercial military-themed virtual simulations, a large overlap has grown between the interests, resources, standards, and technology of the computer entertainment industry and military training branches. This research attempts to identify these commonalities with the purpose of systematically designing and evaluating a common component-based software architecture that could be used to implement a framework for developing content for both commercial and military virtual simulation software applications.<br>Ph.D.<br>Other<br>Engineering and Computer Science<br>Modeling and Simulation
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Lennartsson, Joel. "Data Oriented Interactive Water : An Interactive Water Simulation For PlayStation 3." Thesis, Linköpings universitet, Institutionen för systemteknik, 2012. http://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-78935.

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In this report, a method for simulating interactive height-field based water on a parallel architecture is presented. This simulation is designed for faster than real time applications and is highly suitable for video games on current generation home computers. Specifically, the implementation proposed in this report is targeted at the Sony PlayStation 3. This platform requires code to be both highly parallelized and data oriented in order to take advantage of the available hardware which makes it an ideal platform for evaluating parallel code. The simulation captures the dispersive property of water and is scalable from small collections of water to large lakes. It also uses dynamic Level Of Detail to achieve constant performance while at the same time presenting high fidelity animated water to the player. This report describes the simulation method and implementation in detail along with a performance analysis and discussion.
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Branum, Craig E. "esc." ScholarWorks@UNO, 2015. http://scholarworks.uno.edu/td/1960.

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My artwork is about the impact of the digital revolution on every aspect of life, such as relationships, war, and self image. I explore this in the creation of sculptures that represent abstracted globes or video game worlds, digital animations concerning the virtual and simulated, and prints as allegories for embodied post-human experience. The visual themes of my work are bitmapped patterns, early computer graphics, and twenty-sided dice.
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Lemaitre, Juliette. "Vers une simplification de la conception de comportements stratégiques pour les opposants dans les jeux vidéo de stratégie." Thesis, Compiègne, 2017. http://www.theses.fr/2017COMP2343/document.

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Cette thèse aborde la problématique de la création d’intelligences artificielles (IA) contrôlant la prise de décision haut-niveau dans les jeux de stratégie. Ce type de jeux propose des environnements complexes nécessitant de manipuler de nombreuses ressources en faisant des choix d’actions dépendant d’objectifs à long terme. La conception de ces IA n’est pas simple car il s’agit de fournir une expérience pour le joueur qui soit divertissante et intéressante à jouer. Ainsi, le but n’est pas d’obtenir des comportements d’IA imbattables, mais plutôt de refléter différents traits de personnalités permettant au joueur d’être confronté à des adversaires diversifiés. Leur conception fait intervenir des game designers qui vont définir les différentes stratégies en fonction de l’expérience qu’ils souhaitent créer pour le joueur, et des développeurs qui programment et intègrent ces stratégies au jeu. La collaboration entre eux nécessite de nombreux échanges et itérations de développement pour obtenir un résultat qui correspond aux attentes des designers. L’objectif de cette thèse est de proposer une solution de modélisation de stratégies accessible aux game designers en vue d’améliorer et de simplifier la création de comportements stratégiques. Notre proposition prend la forme d’un moteur stratégique choisissant des objectifs à long terme et vient se placer au dessus d’un module tactique qui gère l’application concrète de ces objectifs. La solution proposée n’impose pas de méthode pour résoudre ces objectifs et laisse libre le fonctionnement du module tactique. Le moteur est couplé à un modèle de stratégie permettant à l’utilisateur d’exprimer des règles permettant au moteur de choisir les objectifs et de leur allouer des ressources. Ces règles permettent d’exprimer le choix d’objectifs en fonction du contexte, mais également d’en choisir plusieurs en parallèle et de leur donner des importances relatives afin d’influencer la répartition des ressources. Pour améliorer l’intelligibilité nous utilisons un modèle graphique inspiré des machines à états finis et des behavior trees. Les stratégies créées à l’aide de notre modèle sont ensuite exécutées par le moteur de stratégie pour produire des directives qui sont données au module tactique. Ces directives se présentent sous la forme d’objectifs stratégiques et de ressources qui leur sont allouées en fonction de leurs besoins et de l’importance relative qui leur a été donnée. Le module stratégique permet donc de rendre accessible la conception du niveau stratégique d’une IA contrôlant un adversaire dans un jeu de stratégie<br>This PhD thesis addresses the topic of creating artificial intelligence (AI) to control high-level decision-making in strategy games. This kind of game offers complex environments that require the manipulation of a large number of resources by choosing actions depending on long-term goals. This AI design is not simple because it is about providing to the player a playful and interesting experience. Hence, the aim is not to create unbeatable behaviors, but rather to display several personality traits allowing the player to face diverse opponents. Its creation involves game designers who are responsible of defining several strategies according to the experience they want to provide to the player, and game developers who implement those strategies to put them into the game. The collaboration between them requires many exchanges and development iterations to obtain a result corresponding to game designers’ expectations. The objective of this PhD thesis is to improve and simplify the creation of strategical behaviors by proposing a strategy model intelligible to game designers and that can be interfaced easily with developers’ work. For game designers, a strategy model has been created to allow them to express rules guiding the choice of goals and their allocated resources. These rules make it possible for game designers to express which goal to choose according to the context but also to choose several of them and give them relative importance in order to influence the resource distribution. To improve intelligibility we use a graphical model inspired from finite state machines and behavior trees. Our proposition also includes a strategy engine which executes the strategies created with the model. This execution produces directives that are represented by a list of selected strategical goals and the resources that have been allocated according to the importance and needs of each goal. These directives are intended for a tactical module in charge of their application. The developers are then responsible for the implementation of this tactical module. Our solution enables game designers to directly design the strategical level of an AI and therefore facilitates their cooperation with game developers and simplifies the entire creation process of the AI
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Books on the topic "Simulation Video Games"

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Gameplay mode: War, simulation, and technoculture. Univ Of Minnesota Press, 2011.

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Hanshaw, Carol Ann. Mastering Genesis sports games. Compute Books, 1993.

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1966-, Novak Jeannie, ed. Game development essentials: Game simulation development. Thomson / Delmar Learning, 2008.

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Sandler, Corey. Inside Madden NFL '94. Brady Pub., 1993.

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Inc, Nintendo of America, ed. Pups: The official Nintendogs companion. Nintendo of America, 2006.

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Cohen, Mark L. The Sims house party expansion pack: Prima's official strategy guide. Prima Games, 2001.

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Gee, James Paul. Women and gaming: The Sims and 21st century learning. Palgrave Macmillan, 2010.

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Gee, James Paul. Women and gaming: The Sims and 21st century learning. Palgrave Macmillan, 2009.

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Elisabeth, Hayes, ed. Women and gaming: The Sims and 21st century learning. Palgrave Macmillan, 2010.

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Beal, Scott A. Training effectiveness evaluation of the Full Spectrum Command game. U.S. Army Research Institute for the Behavioral and Social Sciences, 2004.

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Book chapters on the topic "Simulation Video Games"

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Ivanov, Martin, Helmut Wittenzellner, and Marcin Wardaszko. "Video Game Monetization Mechanisms in Triple A (AAA) Video Games." In Simulation Gaming Through Times and Disciplines. Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-72132-9_33.

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Gerber, Andreas, Markus Ulrich, and Patrick Wäger. "Review of Haptic and Computerized (Simulation) Games on Climate Change." In Simulation Gaming Through Times and Disciplines. Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-72132-9_24.

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AbstractClimate change imposes tremendous, complex challenges on humanity. Thoughtfully designed games can support solving them. This article presents a review of climate games and thereby updates the review conducted by Reckien and Eisenack in 2011. It provides an overview of published climate games and reveals the development of the field over the last years. A total of 119 climate games were found whereof 52 were already part of the review of 2011. The broad variety of discovered games indicates a lively community and different settings where such tools are being applied. A substantial number of games addressed topics such as international climate conferences, global impacts of global decisions, and effects of individual decisions on their local environment. Other topics, however, were largely absent. They included - amongst others - the connection between climate change and health, and games that bride local and global levels. Furthermore, the game types “video games” and “alternate reality games” were not applied frequently. Both, the absent topics and the scarcely used game types open up possibilities to develop the field. Forty-six per cent of the games listed by Reckien and Eisenack seem to have disappeared and could not be found for this review, an observation that may need further attention.
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Tan, Timothy Ter Ming, and Aik-Ling Tan. "360° Video for Immersive Learning Experiences in Science Education." In Virtual and Augmented Reality, Simulation and Serious Games for Education. Springer Singapore, 2021. http://dx.doi.org/10.1007/978-981-16-1361-6_13.

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Nae, Andrei. "The verisimilar representation and simulation of masculinity in crisis in Silent Hill 2." In Immersion, Narrative, and Gender Crisis in Survival Horror Video Games. Routledge, 2021. http://dx.doi.org/10.4324/9781003019022-7.

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Konstantinos, Tsomis, Koukouris Georgios, Damianos P. Sakas, Nasiopoulos K. Dimitrios, and D. S. Vlachos. "Modeling and Simulation for the Development of Innovative Ideas for Video Games in Smartphones." In Strategic Innovative Marketing. Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-56288-9_45.

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Zhang, Xuemin, Bin Yang, and Yongna Li. "Impact of 3D/VR Action Video Games on Players’ Cognition, Problem Solving and Its Implications in Simulation Training." In Hybrid Learning. Springer Berlin Heidelberg, 2010. http://dx.doi.org/10.1007/978-3-642-14657-2_40.

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Parong, Jocelyn, Claire Holman, Emma Cunningham, C. Shawn Green, and Daphne Bavelier. "Video Games and Higher Cognition." In Using Cognitive and Affective Metrics in Educational Simulations and Games. Routledge, 2021. http://dx.doi.org/10.4324/9780429282201-1.

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Ren, Hua, and Xinyu Zhang. "Efficient Facial Reconstruction and Real-time Expression for VR Interaction Using RGB-D Videos." In Virtual and Augmented Reality, Simulation and Serious Games for Education. Springer Singapore, 2021. http://dx.doi.org/10.1007/978-981-16-1361-6_14.

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Ueda, Yuki, and Junichi Hoshino. "Reorientation Method to Suppress Simulator Sickness in Home Video Game Using HMD." In Entertainment Computing – ICEC 2017. Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-66715-7_42.

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Ahern, Terence C., and Angela Dowling. "Games, Models, and Simulations in the Classroom." In Cases on Digital Game-Based Learning. IGI Global, 2013. http://dx.doi.org/10.4018/978-1-4666-2848-9.ch019.

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Games, models, and simulations have been suggested as an effective classroom activity for the middle school. This chapter describes the use of a teacher created simulation targeted to one unit of the science curriculum. The authors found the key feature in playing games in the classroom is for each student to commit to the effort of playing the game. Given the cultural importance of video games, students understand the underlying requirements of playing games. Once the students commit wholeheartedly to playing the game they are able to engage their imagination and creativity while understanding that “failure” is simply a part of the game. The key to the authors’ success was the use of a whole class scaffolding technique that allowed the teacher and her students an opportunity to play.
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Conference papers on the topic "Simulation Video Games"

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"Ethical Issues of Simulation Video Games." In 2th European Conference on Game Based Learning. ACPI, 2019. http://dx.doi.org/10.34190/gbl.19.060.

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Knob, Paulo, Victor Flavio de Andrade Araujo, Rodolfo Migon Favaretto, and Soraia Raupp Musse. "Visualization of Interactions in Crowd Simulation and Video Sequences." In 2018 17th Brazilian Symposium on Computer Games and Digital Entertainment (SBGames). IEEE, 2018. http://dx.doi.org/10.1109/sbgames.2018.00037.

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Juliani, Arthur, Ahmed Khalifa, Vincent-Pierre Berges, et al. "Obstacle Tower: A Generalization Challenge in Vision, Control, and Planning." In Twenty-Eighth International Joint Conference on Artificial Intelligence {IJCAI-19}. International Joint Conferences on Artificial Intelligence Organization, 2019. http://dx.doi.org/10.24963/ijcai.2019/373.

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The rapid pace of recent research in AI has been driven in part by the presence of fast and challenging simulation environments. These environments often take the form of games; with tasks ranging from simple board games, to competitive video games. We propose a new benchmark - Obstacle Tower: a high fidelity, 3D, 3rd person, procedurally generated environment. An agent in Obstacle Tower must learn to solve both low-level control and high-level planning problems in tandem while learning from pixels and a sparse reward signal. Unlike other benchmarks such as the Arcade Learning Environment, evaluation of agent performance in Obstacle Tower is based on an agent's ability to perform well on unseen instances of the environment. In this paper we outline the environment and provide a set of baseline results produced by current state-of-the-art Deep RL methods as well as human players. These algorithms fail to produce agents capable of performing near human level.
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Akharas, Ismail, Michael P. Hennessey, and Eric J. Tornoe. "Simulation and Visualization of Dynamic Systems in Virtual Reality Using SolidWorks, MATLAB/Simulink, and Unity." In ASME 2020 International Mechanical Engineering Congress and Exposition. American Society of Mechanical Engineers, 2020. http://dx.doi.org/10.1115/imece2020-23485.

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Abstract This paper introduces a novel method for playing dynamic animations of rigid body assemblies with internal motions in virtual reality (VR). Through previous research over a decade ago, an inexpensive, relatively straight-forward process has been developed that entailed using SolidWorks, MATLAB/Simulink, and movie player software to permit one to view 2D MP4 files, such as on a laptop, smart phone, etc. Inspired by the usefulness of these previous results, the approach presented here targets a VR environment, clearly representing a technological leap over viewing 2D MP4 files. It’s made possible by recent advances in VR &amp; gaming software (e.g. Unity) along with some unique software interfacing, including use of CADLink, to permit importation of CAD files, such as from SolidWorks, into Unity. Those interested in VR visualization of their dynamic system can use the step-by-step process presented as a manual to guide them through the hardware and software setup and ultimately learn how to use SolidWorks, MATLAB/Simulink, and Unity interactively to visualize their simulations in VR. Another key point is that the analyst has considerable control and access over each step in the process, including the dynamic modeling, unlike that commonly found in large, structured dynamic simulation software packages. As an example to illustrate the process, a dynamic simulation of a classic pendulum/slider system was created using MATLAB/Simulink, which in effect numerically solves the ordinary differential equations of motion. The time-dependent displacement data for both the slider’s lateral movement and the pendulum’s angle, along with a time vector in incremental difference form, was saved as an Excel file. In turn, it was read by a C# script residing within Unity to permit an animation playback scenario of the SolidWorks CAD model of the entire pendulum/slider system (previously brought into Unity via CADLink with some reassembly), viewed more generally as an assembly with internal motions. Unity, a popular open-source piece of VR game development software used to produce both 2D and 3D video games and simulations, then serves as a platform to access the virtual world with the aid of an Oculus Rift (or Quest) VR headset and two hand controllers. In the end, the VR viewer can physically move around in the VR environment while at the same time view the playback motion of the pendulum/slider system from varying vantage points, just as one would expect in the real world. This work significantly advances the typical visualization experience with respect to dynamic system simulation &amp; animation in addition to being widely applicable to generic mechanical assemblies.
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Scrapper, Christopher J., Frederick M. Proctor, and Stephen Balakirsky. "A Simulation Interface for Integrating Real-Time Vehicle Control With Game Engines." In ASME 2007 International Design Engineering Technical Conferences and Computers and Information in Engineering Conference. ASMEDC, 2007. http://dx.doi.org/10.1115/detc2007-34495.

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This paper describes the use of video game engines as simulation environments that aid the development and testing of real-time vehicle controllers. The use of game engines for simulation is surveyed, with relevant technologies noted. The need to switch between different vehicle controllers, game engines and real vehicles gave rise to an integration architecture. The features of the architecture are described, including the execution model, message set and knowledge base. Adaptation of existing controllers, simulations and vehicles to this architecture is discussed. Issues of performance and scalability are addressed. An example is provided to illustrate the concepts.
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Rungjiratananon, Witawat. "Physics simulation R&D at Square Enix." In SIGGRAPH ASIA 2015 R&D in the Video Game Industry. ACM Press, 2015. http://dx.doi.org/10.1145/2818419.2818426.

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Blanco, Silvia, Berta Carrión, and José Luis Lerma. "REVIEW OF AUGMENTED REALITY AND VIRTUAL REALITY TECHNIQUES IN ROCK ART." In ARQUEOLÓGICA 2.0 - 8th International Congress on Archaeology, Computer Graphics, Cultural Heritage and Innovation. Universitat Politècnica València, 2016. http://dx.doi.org/10.4995/arqueologica8.2016.3561.

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The usage of augmented reality (AR) and virtual reality (VR) technologies began to grow when smartphones appeared. Until then, the number of portable devices capable of incorporating these technologies was reduced. Video games are the main field where these technologies are applied, but in other fields such as in archaeology, these technologies can offer many advantages. Ruins reconstruction, ancient life simulation, highly detailed 3D models visualisation of valuable objects from the past or even user free movement in missing places are just some examples found in literature.This paper reviews the latest visualisation technologies and their applicability to the rock art field. The main purpose is to disseminate rock art paintings through AR and VR applications. After the image-based three-dimensional (3D) modelling is obtained, an interactive visit to a shelter for displaying rock art paintings is presented. This is one of examples developed in this paper that pretends to apply the revised AR and VR techniques. In addition, an example of AR is developed that can be easily adapted to further applications displaying rock art paintings.
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Faust, Josh, Cheryl Simon, and William Smart. "A Video Game-Based Mobile Robot Simulation Environment." In 2006 IEEE/RSJ International Conference on Intelligent Robots and Systems. IEEE, 2006. http://dx.doi.org/10.1109/iros.2006.281757.

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Weinel, Jonathan, and Stuart Cunningham. "Simulating Auditory Hallucinations in a Video Game." In AM '17: Audio Mostly 2017. ACM, 2017. http://dx.doi.org/10.1145/3123514.3123532.

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Wasfy, Tamer M., Hatem M. Wasfy, and Jeanne M. Peters. "On-Line University Physics Course Using Intelligent Virtual-Tutors, Virtual-Reality and Advanced Multimedia." In ASME 2009 International Design Engineering Technical Conferences and Computers and Information in Engineering Conference. ASMEDC, 2009. http://dx.doi.org/10.1115/detc2009-86755.

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A web-based self-paced university physics course, called the Virtual Physics Lab (VPL) is described. The VPL delivers both the lecture and lab components of a physics course using interactive virtual-reality simulations, high-end multimedia lectures and 2D/3D mini-games/exercises. The VPL’s interactive simulations are delivered in a video-game-like 3D photo-realistic virtual environment using real-time models to simulate typical physics experiments performed in the lab part of the physics course such as: frictional motion of a block on an inclined plane, vibrations of a mass-spring system and impact of particles. Students can change in real-time the parameters of the experiments and observe the effect on the experiment’s response and measurements. The multimedia lectures are delivered using a multimodal combination of speech and highlighted text delivered by near-photorealistic intelligent animated lip and gesture synched virtual tutors. The multimedia lectures include synchronized interactive 2D/3D animated illustrations and movies. A search engine and a hierarchical expert system allow the virtual tutors to answer natural-language questions and execute natural-language commands given by the student. Exercises in the form of mini-games that use relevant physics principles are used to increase the students’ interest in the material being taught and to test the student’s comprehension. The VPL’s interactivity and visually stimulating instruction will result in faster assimilation, deeper understanding, and higher memory retention by the students than traditional classroom/text-book instruction.
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