Relevant bibliographies by topics / Video game designer

Contents

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

Academic literature on the topic 'Video game designer'

Author: Grafiati
Published: 4 June 2021
Last updated: 31 January 2023

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Journal articles on the topic "Video game designer"

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Gow, Jeremy, and Joseph Corneli. "Towards Generating Novel Games Using Conceptual Blending." Proceedings of the AAAI Conference on Artificial Intelligence and Interactive Digital Entertainment 11, no. 3 (June 24, 2021): 15–21. http://dx.doi.org/10.1609/aiide.v11i3.12824.

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We sketch the process of creating a novel video game by blending two video games specified in the Video Game Description Language (VGDL), following the COINVENT computational model of conceptual blending. We highlight the choices that need to be made in this process, and discuss the prospects for a computational game designer based on blending.
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Shedko, I. I. "Video Game Art Styles." Art & Culture Studies, no. 4 (December 2021): 382–95. http://dx.doi.org/10.51678/2226-0072-2021-4-382-395.

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The article examines the graphic styles that have arisen in the video game industry due to the technical features and development of this media. These styles are widely used and starting to go beyond the industry into the field of contemporary art. Despite the fact that pixel art is mainly used in the creation of video games, it has already become an independent form of visual style. Contemporary artists such as the Russian digital artist and designer under the pseudonym Uno Morales and the artist Natalya Struchkova turn to the pixel style when creating their works. Like the pixel art, voxel graphics has moved into the category of the game visual style, which employs an impressive community of digital artists. Low рoly graphics have modified from the main graphics of three-dimensional games, which look technically imperfect, into the category of an artistic style that forms a recognizable, attractive and unique geometric aesthetics of the image. We can trace the transformation of video game graphics, which have arisen as a result of technical constraints, into separate art styles: pixel art, voxel art, low рoly style, the minimalist style of the first classic video games. These styles are gradually becoming an independent visual unit that does not depend on the video game product as a whole.
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Capasso-Ballesteros, Italo Felipe, and Fernando De la Rosa-Rosero. "Semi-automatic construction of video game design prototypes with MaruGen." Revista Facultad de Ingeniería Universidad de Antioquia, no. 99 (March 27, 2020): 9–20. http://dx.doi.org/10.17533/udea.redin.20200369.

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Machinations Ruleset Generator (MaruGen) is a semi-automatic system for the generation of mechanics, rules, spaces (environments), and missions for video games. The objective of this system is to offer an expression mechanism for the video game designer role based on the definition of rules, and the ability to explore the concepts of progression and emergence in video games by using a formal, usable, and defined tool to design games with innovative and complex elements, and behaviors defined from combinations of basic elements. Based on the expressed designs and with the participation of programmers and video game artists, MaruGen allows the generation of agile video game prototypes in the Unity game engine. These prototypes can be analyzed by the entire workgroup to look for games with diverse complexities that make them attractive to their users. MaruGen is based on the expression of rules on elements of interest in video games and the rewriting mechanism using L-Systems for the generation of procedural content. MaruGen was evaluated in the construction of the Cubic Explorer video game and tested by gamers and video game developers during the Game Jam Ludum Dare 38.
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Thomas, Christian. "Interview: Acclaimed Game Designer Ryan Kaufman Discusses Telltale Games, Star Wars, Harry Potter, and How Video Games Can Transform Us." Arts 10, no. 3 (July 8, 2021): 46. http://dx.doi.org/10.3390/arts10030046.

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McDaniel, Rudy, and Joseph R. Fanfarelli. "Rhythm and Cues." International Journal of Sociotechnology and Knowledge Development 7, no. 3 (July 2015): 20–37. http://dx.doi.org/10.4018/ijskd.2015070102.

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This essay situates game design and development within the domain of sociotechnical research and reviews the results of a case focusing on the design and development of an original video game level with platformer mechanics. Using a case history methodology with autoethnographic methods, the work studies the context in which small game components are authored and methods by which knowledge is exchanged and applied within rapidly developed software systems. It argues that the designer experience is a critical phenomenon to understand within the study of user experience in video games given the iterative nature of development and the necessity of frequent, in-house playtesting. The video game was designed by the authors and developed using preexisting assets from prior projects. Results suggest ideas for incorporating UX strategies into micro-project management techniques that are useful for small and large projects alike. The work closes by calling for future areas of research in related areas.
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Smith, Nick. "William Higinbotham: Nuclear Pioneer and Games Designer." Engineer 302, no. 7937 (June 2022): 44–45. http://dx.doi.org/10.12968/s0013-7758(22)90574-4.

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Neiva, Eduardo, and Carlo Romano. "The Semiotic Immersion of Video Games, Gaming Technology and Interactive Strategies." Public Journal of Semiotics 1, no. 2 (July 1, 2007): 31–49. http://dx.doi.org/10.37693/pjos.2007.1.8819.

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The paper analyzes the effect of immersion in digital games using the theoretical apparatus of game theory. The paper illustrates interactive operations and the cause and effect relationship between player and designer, explaining the importance of strategic decision-making and pathing in player immersion. It considers the game function of creating a virtual world and proposes the idea that digital games are not just computer-mediated communication to the player. These games are games of “the moment”, like the game Chicken, and played with apparently great emotion, intelligence, and physical dexterity, although represented in software form. The relationship between the player and the computer is one of sign exchange, precisely the one that semiotics calls semiosis. The paper concludes that the personal achievement of individual players (end-users) accounts for the phenomenon of deep immersion in digital games. Not virtuality, but virtuosity is the strong force in digital game playing.
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Qaffas, Alaa A. "An Operational Study of Video Games’ Genres." International Journal of Interactive Mobile Technologies (iJIM) 14, no. 15 (September 11, 2020): 175. http://dx.doi.org/10.3991/ijim.v14i15.16691.

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This paper presents a study of the most successful games during the last 34 last years (1986 – 2019). We observed that the 100 most ranked games are represented by 16 genres (adventure, role-playing, shooter, platform, puzzle, strategy, hack and slash/beat 'em up, real time strategy, turn-based strategy, point-and-click, indie, racing, sport, fighting, arcade and simulator). These genres are then compares to show which genres are more attractive for players. As a result, we observed that 6 genres among the 16 represent the most ranked games (adventure, RPG, shooter, platform, puzzle, and strategy). They represent 0.83 of the successful games. This allowed us to recommend to combining the others genres with the 6 selected genres. Also, we analyzed the evolution of the 16 games genres during the last 34 years. We observed that some genres have a great success until the past decades, but they haven’t a success in this decade. Game designers and researchers in the field of games may rethink about how to add attractive elements in the genres non-successful in this decade. Also, we observed that some genres like the indie games haven’t a great success in the past decades, but they have an important increased success in this decade. This may encourage the decision makers and the game designer to invest on these genres.
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Strode, Aina, and Margarita Romančenko. "INTERDISCIPLINARITY IN DESIGN AS A CHALLENGE FOR PROFESSIONALISM - AN EXAMPLE OF INTERFACE DESIGN." SOCIETY. INTEGRATION. EDUCATION. Proceedings of the International Scientific Conference 5 (May 20, 2020): 808. http://dx.doi.org/10.17770/sie2020vol5.5155.

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The need for diverse knowledge and skills in the work of a designer is a problem in vocational education, which mainly focuses on the artistic aspect of design. The aim of this article is to analyze the specifics of User Interface Design, its relation to User Experience Design, to determine the User Interface designer professional skills and how to acquire them. Research methods – theoretical: literature research; empirical – questionnaire. Exploring educational opportunities in Experience Design and User Interface Design demonstrates the need for Video game Interface study programs, particularly in the Latvian context. As the curriculum is traditionally designed for narrowly focused specialization, it would be appropriate to develop study modules for User Interface Design that include acquiring both graphics, game design and programming skills. The results of the video game developer survey demonstrate the role of practice in improving professional experience.
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Délécraz, Cyril. "Scoring the Original Soundtrack of an Escape Room." Journal of Sound and Music in Games 4, no. 1 (January 1, 2023): 26–71. http://dx.doi.org/10.1525/jsmg.2023.4.1.26.

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Through the example of Nobody – Vis et ressens (Nice, France, 2021), this article sheds light on the musical creation process involved in the conception of an automatized escape room, where participants experience a multimodal experience (sound, light, scenery, video) driven by an original scenario. As the composer, sound designer, and computer music designer, I propose to study Nobody as a playful game. I show how current ludomusicology insights can be used and adapted to a game that is played in a physical space. After first exposing considerations of both technical and aesthetic aspects, I explain the artistic choices made for creating the soundtrack of six interactive puzzles. Through practice-led research of these different mini music games, I analyze how the influence of electronic dance music (EDM) and related club culture are melded together into the development of the plot and its retro-futuristic theme. I show how constraints forced me to adapt the audio content yet also opened a wide range of musical possibilities. The analysis helps clarify how what I call “game music” differs from “background music”. Moreover, the discussion highlights compositional issues that are similar to video game music-making and shows that escape rooms need to be studied further within the field of ludomusicology. Although some of the analytical tools remain valid because of their technical aspect (transition types, typology of music games, transition speed quantization) or their theoretical aspects (ALI model, branching-layering concept, triple lock of synchronization), traditional concepts such as “immersion” or “game feel” need to be questioned for escape room games, as that type of game takes place in a physical space.
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Dissertations / Theses on the topic "Video game designer"

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Bomström, H. (Henri). "Improving video game designer workflow in procedural content generation-based game design:a design science approach." Master's thesis, University of Oulu, 2018. http://urn.fi/URN:NBN:fi:oulu-201812063237.

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The time and money spent on video games are rapidly increasing, as the annual U.S game industry consumer spending has reached 23.5 billion dollars. The cost of producing video game content has grown in accordance with the consumer demand. Artificial intelligence (AI) has been suggested as a way to scale production costs with the demand. In addition to lowering content production costs, AI enables the creation of new forms of gameplay that are not possible with the current toolbox of the industry. The utilization of AI in game design is currently difficult, as it requires both theoretical knowledge and practical expertise. This thesis improved game designer workflow in PCG-based game design by explicating the necessary theoretical frameworks and practical steps needed to adopt AI-based practices in game design. Game designer workflow in PCG-based game design was improved by utilizing the design science research method (DSR). The constructed artefact was determined to be a method in accordance with the DSR knowledge contribution framework, and it was evaluated by using the Quick & Simple strategy from the FEDS framework. The risks related to artefact construction were assessed in accordance with the RMF4DSR framework. The metrics used to measure the performance of the artefact were determined by employing the GQM framework. Finally, the proposed method was evaluated by following it in constructing a simple PCG-based game with an accompanying AI system. The evaluation was performed by utilizing the FEDS framework in an artificial setting. After gathering and analysing the data from the artefact construction and evaluation, the method was modified to address its shortcomings. The produced design method is the main contribution of this thesis. The proposed method lowers the threshold for adopting PCG-based game design practices, and it helps designers, developers, and researchers by creating concrete and actionable steps to follow. The necessary theoretical frameworks and decision points are presented in a single method that demystifies the process of designing PCG-based games. Additional theoretical knowledge has been contributed by studying the topic from a practical perspective and extracting requirements from an actual design process. The method can be used as a practical cookbook for PCG-based projects and as a theoretical base for further studies on PCG-based game design. Future research tasks include evaluating the proposed method in an organizational context with real users. An organizational context also warrants means to managing risks in PCG-based game design projects. Finally, generator evaluation and explicit guidance on generator control are important future research topics.
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Mader, Stéphanie. "Le "game design" de jeux thérapeutiques : Modèles et méthodes pour la conception du gameplay." Thesis, Paris, CNAM, 2015. http://www.theses.fr/2015CNAM1011/document.

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Cette thèse propose des modèles, méthodes et outils destinés aux game designers de jeux thérapeutiques. Le problème de conception le plus fondamental des jeux thérapeutiques est le gameplay, c'est-à-dire des objectifs de jeu et des actions que le joueur doit effectuer pour atteindre ces objectifs. Dans un jeu thérapeutique, le gameplay doit à la fois produire l'effet thérapeutique et motiver le patient à suivre son protocole. Les problèmes sous-jacents de celui-ci sont l'évaluation médicale et ludique du jeu, et l'échange de connaissances entre game designers et experts santé. Nous proposons une méthode de game design de jeu thérapeutique allant de la définition du problème à l'évaluation. Cette méthode intègre les autres solutions que nous proposons, notamment le modèle player/game/therapy et une méthode de formalisation du gameplay
This PhD thesis explores the field of therapeutic games in order to propose methods and tools for the game designer of such games. The most fundamental design problem of therapeutic games is the gameplay, ie. the game objectives and the actions the player does to address the objectives. In therapeutic game, the gameplay must, at the same time, provide the therapeutic effects and motivate the patient to follow his protocol. The sub-problems of this are 1. the two-fold evaluation (medical and motivation), 2. the exchange of knowledge between game designers and health experts. We propose a therapeutic game design method which begins with the problem definition and ends with the two-fold evaluation. This method integrates the other solutions we propose, particularly the player / game / therapy model and a method to formalize the gameplay
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Asad, Mariam. "Making it difficult: modernist poetry as applied to game design analysis." Thesis, Georgia Institute of Technology, 2011. http://hdl.handle.net/1853/39617.

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The process of reading a modernist poem is just as much a process of deconstructing it: the language is designed to make meaning through inefficient means, like the aforementioned fragmentation and assemblage. The reader must decode the text. This is what I want to extract as a point of entry to my videogame analysis. The process of reading is not unlike the process of playing. Instead of linguistic structures, a player must navigate a game‟s internal rule system. The pleasure for both the reader and player comes from decoding the poem and game, respectively. I am not making claims that relationships between modernist poetry and videogames are inherent or innate. Similarly, I am not providing a framework to apply one medium to the other. Instead I want to investigate how each medium uses its affordances to take advantage of its potential for creative expression. I do not consider poetry or literature to be superior to videogames, nor am I invoking the argument that videogames should imitate earlier media. My goal is to compare specific modernist poems and videogames to see how each medium makes meaning through its respective processes.
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Koffi, Cole Mahoukau. "Video game development with 3D Studio Max and the XNA framework." CSUSB ScholarWorks, 2007. https://scholarworks.lib.csusb.edu/etd-project/3228.

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The purpose of this project on game design and development is to experiment with actual technology tools used in computer games and get experience in three deminsional game development using 3D Studio Max and Microsoft XNA.
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Zagal, José Pablo. "Supporting learning about games." Diss., Georgia Institute of Technology, 2008. http://hdl.handle.net/1853/24814.

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It seems like teaching about games should be easy. After all, students enjoy engaging with course content and have extensive experience with videogames. However, games education can be surprisingly complex. I explore the question of what it means to understand games by looking at the challenges and problems faced by students taking games-related classes. My findings include realizing that extensive prior videogame experience often interferes with students abilities to reason critically and analytically about games, and that students have difficulties articulating their experiences and observations about games. In response to these challenges, my research explores how we can use online learning environments to support learning about games by (1) helping students get more from their experiences with games, and (2) helping students use what they know to establish deeper understanding. I explore these strategies through the design and use of two online learning environments: GameLog and the Game Ontology Wiki. GameLog is an online blogging environment designed to help students reflect on their game playing experiences. The Game Ontology wiki provides a context for students to contribute and participate legitimately and authentically in the Game Ontology Project. The Game Ontology Project is a games studies research project that is creating a framework for describing, analyzing and studying games. GameLog and the Game Ontology Wiki were used in university level games-related classes. Results show that students found that participating in these online learning environments was a positive learning experience that helped them broaden and deepen their understanding of videogames. Students found that by reflecting on their experiences playing games they began to understand how game design elements helped shape that experience. Most importantly, they stepped back from their traditional role of gamers or fans and engaged in reasoning critically and analytically about the games they were studying. With GameLog, I show how blogging about experiences of gameplay can be a useful activity for supporting learning and understanding about games. For the Game Ontology Wiki, I show how it is possible to design learning environments that are approachable to learners and allow them to contribute legitimately to external communities of practice.
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Gartland, Connor. "Making Mori: Emotional Depth and the Art of Video Games." Ohio University Honors Tutorial College / OhioLINK, 2014. http://rave.ohiolink.edu/etdc/view?acc_num=ouhonors1400681933.

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Zagal, José Pablo. "Supporting learning about games." Atlanta, Ga. : Georgia Institute of Technology, 2008. http://hdl.handle.net/1853/24814.

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Thesis (Ph.D.)--Computing, Georgia Institute of Technology, 2008.
Committee Chair: Bruckman, Amy; Committee Member: Guzdial, Mark; Committee Member: Juul, Jesper; Committee Member: Kolodner, Janet; Committee Member: Mateas, Michael.
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El, Mansouri Mériem. "Le jeu vidéo didactique ou serious game : processus de conception, ingénierie didactique et game design." Thesis, Université Côte d'Azur (ComUE), 2019. http://www.theses.fr/2019AZUR2028.

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Cette recherche s’inscrit dans une réflexion interdisciplinaire sur le game design de jeux vidéo didactiques souvent appelés serious games ou jeux sérieux. Nous sommes partis du constat que les jeux vidéo pour apprendre actuellement sur le marché présentaient de nombreuses faiblesses aussi bien ludiques que didactiques. L’analyse de ces jeux et de leurs conceptions a mis en lumière que même si la volonté des concepteurs était d’associer ludique (jeu) et didactique (sérieux) dans un même objet, la dichotomie entre les clichés véhiculés par le jeu et le travail (sérieux) persistait dans les esprits jusqu’à conditionner leur conception. Nous proposons donc une nouvelle approche du game design de ces jeux vidéo, avec une modélisation théorique qui couvre l’ensemble du processus de conception et dont la mise en pratique a pris la forme d’une gestion de projet mixte basée sur la recherche et les pratiques professionnelles dans le domaine du jeu vidéo et des sciences de l’information et de la communication d’une part, et sur la recherche et les pratiques professionnelles dans le domaine de l’enseignement et des sciences de l’éducation d’autre part. Nous développons une ingénierie de conception « inclusive » qui exige des compétences d’enseignant-didacticien et de game designer et dans laquelle l’expérience proposée par le jeu vidéo est issue de la fusion du ludique et du didactique dans un scénario unique de jeu. Enfin nous mettons à l’épreuve notre proposition d’ingénierie basée sur la fusion des expériences ludique et didactique, en réalisant et testant un prototype de jeu vidéo didactique sur le thème de l’alimentation intitulé A table , afin de vérifier si elle est capable de remédier aux faiblesses des jeux sérieux actuellement disponibles
This research is part of an interdisciplinary reflection on the game design of didactic video games often called serious games. Everything started with an observation : video games dedicated to the learning activity which are currently on the market suffer from many weaknesses regarding both their funny and didactic characteristics. The analysis of these games and their conception highlighted that even if the will of the designers was to combine those two aspects in the same object, the dichotomy between the “clichés” conveyed by the game and the work (serious) persisted in the minds subsequently conditioning their design. We therefore suggested a new approach to the game design of these video games, with theoretical modeling that covers the entire design process and whose implementation took the form of a mixed project management based on research and professional practices in the field of video games and information and communication sciences on the one hand, and in the field of education and the sciences of education on the other hand. We developed an "inclusive" design engineering that requires the skills of teacher-didactics specialist and game designer, in which the experience offered by the video game comes from the merging of funny and didactic aspects in a unique game scenario. Finally, we are testing such engineering proposal by making and testing a prototype video game focused on the nutrition field called "A table!", in order to figure out if it is able to remedy the weaknesses of serious games currently available
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Hagström, Anders. "Poetically Man Dwells in Game Space : A Phenomenological Investigation of Video Games as Art." Thesis, Uppsala universitet, Institutionen för speldesign, 2017. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-326132.

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The studies of digital games is a young scientific field notable for its interdisciplinary nature that seeks to unite several epistemological positions in order to properly encompass the wide array of questions raised by the subject matter. During the last two decades strides have been made towards the introduction of a unified game theory, with several of the more recently suggested methods coalescing towards a similar end. This paper posits a phenomenological game theory which circumvents the usual aesthetic arguments for a focus on game as space, and analyses what it means to be in that space. The result of the initial reading of mainly three well-known and critically acclaimed digital games strongly indicates that using Heideggerian phenomenological thought reveals things about games as art that a) reinforces the validity of commonly held beliefs in current game theory, and b) suggests new ways forward for game design to improve games through enhancing the player’s comportment into their spaces by means of phenomenological game theory.
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Lucena, Jesiel Lyncoln. "In a Haystack: A Video Game About Discrimination and Privilege in American Culture." Digital WPI, 2016. https://digitalcommons.wpi.edu/etd-theses/387.

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This Post Mortem discusses the choices made during the design and development process of In a Haystack, a narrative based adventure video game that discusses Privilege and Discrimination in American Society. As a solo project, I created a polished interactive experience that I intend to turn into a published episodic video game series. This document goes over the methodology choices, technical and artistic difficulties, and challenges faced by in pursuit of this goal.
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Books on the topic "Video game designer"

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Video game designer. New York: PowerKids Press, 2014.

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Video game designer. Ann Arbor, MI: Cherry Lake Pub., 2009.

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Video game designer. Ann Arbor, Michigan: Cherry Lake Publishing, 2016.

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Video game designer. New York: Rosen Central, 2000.

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Lund, Bill. A career as a video game designer. Mankato, Minn: Capstone Books, 1998.

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Hutchison, David. From gamer to game designer: The official Far cry 2 map editing guide. Australia: Course Technology, 2008.

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Hutchison, David. From gamer to game designer: The official Far cry 2 map editing guide. Australia: Course Technology, 2008.

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From gamer to game designer: The official Far cry 2 map editing guide. Australia: Course Technology, 2008.

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Steven, Heller. Becoming a digital designer: A guide to careers in Web, video, broadcast, game and animation design. Hoboken, N.J: John Wiley, 2007.

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All in a day's work: Careers using science. Arlington, Va: NSTA Press, 2007.

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Book chapters on the topic "Video game designer"

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Mariotti, Samanta. "What if “Lara Croft” Becomes a Video Game Designer? When Archaeologists “Dig” Serious Games." In Lecture Notes in Computer Science, 395–400. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-63464-3_37.

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Jost, Patrick, and Andreas Künz. "Cards and Roles: Co-designing Privacy Serious Games with an Online Role-Playing Boardgame." In Lecture Notes in Computer Science, 187–97. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-92182-8_18.

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AbstractThe increasing digitalisation of daily routines confronts people with frequent privacy decisions. However, obscure data processing often leads to tedious decision-making and results in unreflective choices that unduly compromise privacy. Serious Games could be applied to encourage teenagers and young adults to make more thoughtful privacy decisions. Creating a Serious Game (SG) that promotes privacy awareness while maintaining an engaging gameplay requires, however, a carefully balanced game concept. This study explores the benefits of an online role-playing boardgame as a co-designing activity for creating SGs about privacy. In a between-subjects trial, student groups and educator/researcher groups were taking the roles of player, teacher, researcher and designer to co-design a balanced privacy SG concept. Using predefined design proposal cards or creating their own, students and educators played the online boardgame during a video conference session to generate game ideas, resolve potential conflicts and balance the different SG aspects. The comparative results of the present study indicate that students and educators alike perceive support from role-playing when ideating and balancing SG concepts and are happy with their playfully co-designed game concepts. Implications for supporting SG design with role-playing in remote collaboration scenarios are conclusively synthesised.
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Redecker, Björn. "Sounding the Atmosphere." In Mental Health | Atmospheres | Video Games, 209–26. Bielefeld, Germany: transcript Verlag, 2022. http://dx.doi.org/10.14361/9783839462645-016.

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Game Sound and Game Music play a crucial role in creating virtual worlds. They are vital parts of digital games, filling them with life and undoubtedly enhancing the experience for players. Furthermore, they are key design elements in the sense that they can greatly support visual efforts to create certain atmospheres in digital games. However, the concept of atmospheres is hard to grasp. It is frequently used but rarely broken down to what it really means or implies. With these difficulties in mind, this paper aims to describe and discuss the interrelationship between sound, music, and atmosphere. It uses examples from the 2D-Adventure Inside (Playdead 2016) to illustrate these complex relations.
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Jost, Patrick, and Monica Divitini. "From Paper to Online: Digitizing Card Based Co-creation of Games for Privacy Education." In Technology-Enhanced Learning for a Free, Safe, and Sustainable World, 178–92. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-86436-1_14.

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AbstractEducation is rapidly evolving from co-located settings to remote and online learning. However, many proven educational tools are designed for collaborative, co-located classroom work. Effective sketching and ideating tools, such as card-based workshop tools, cannot be applied in remote teaching.This paper explores how the paper-based card and playboard metaphor can be digitized for remote student co-creation via video call sessions. Therefore, a card-based toolkit for co-creating educational games is transformed into a digital representation for remote application. In a between-subject trial with two university student groups (n = 61), it is investigated how users perceive ideation/balancing support and applicability of the technology-enhanced card toolset compared to the paper-based variant. Both groups thereby created an analytic game concept for privacy education.The results remarkably revealed that remote co-creation using the technology-enhanced card and playboard in video call sessions was perceived as significantly more supportive for ideation and game concept balancing. Students also felt more confident to apply the digitized card toolset independently while being more satisfied with their created game concepts. The designed educational game concepts showed comparable patterns between the groups and disclosed the students’ preferences on how games for privacy education should be designed and when and where they would like to play them. Conclusively, design implications for digital card ideation toolsets were synthesized from the findings.
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Rainoldi, Mattia, Arne Van den Winckel, Joanne Yu, and Barbara Neuhofer. "Video Game Experiential Marketing in Tourism: Designing for Experiences." In Information and Communication Technologies in Tourism 2022, 3–15. Cham: Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-030-94751-4_1.

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AbstractWhile film and television have a long tradition in tourism marketing, the potential of video games is overlooked. This study unlocks a novel era of marketing by investigating the interplay between experiential factors and in-game experiences, and how they may contribute to one’s intention to visit in-game destinations. By taking Assassin’s Creed Odyssey as the study context, game world dynamics, level of immersion, level of freedom, connection to characters, and sense of realism are identified as the five pillars that shape gaming experiences. Drawing upon experience design, this study lays the groundwork for emerging marketing opportunities using video games for tourism and contributes to the broader field of media-induced tourism literature.
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van der Spuy, Rex. "Making Video Games." In Foundation Game Design with HTML5 and JavaScript, 487–531. Berkeley, CA: Apress, 2012. http://dx.doi.org/10.1007/978-1-4302-4717-3_9.

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Panic-Cidic, Natali. "Digital Fictions: Towards Designing Narrative Driven Games as Therapy." In Mental Health | Atmospheres | Video Games, 77–86. Bielefeld, Germany: transcript Verlag, 2022. http://dx.doi.org/10.14361/9783839462645-008.

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This paper introduces the benefits and possibilities of using digital fiction for narrative-driven games, especially its usage in the project "Writing New Bodies: Critical Co-design for 21st Century Digital-born Bibliotherapy". It addresses body image concerns and consequent psychological problems young women and women identified individuals are facing every day. The goal of "Writing New Bodies" is to develop a narrative-based, interactive story game application that can be used as an intervention method in therapy for body image issues. Digital fiction is an interactive form of storytelling and it only exists in its digital form (Bell et al. 2018, Ensslin et al. 2019, Bell et al. 2010). While some digital fictions are text-based, such as Depression Quest, there are 3D digital fictions such as Wallpaper or Inkubus that are multimodal in their nature (Ensslin et al. 2019). Overall, digital fictions are highly suitable for game developers who want to design narrative-driven projects. This is because they can provide a platform to deal with difficult topics (depression, suicide, body image issues) in an artistically appropriate and matter sensitive way. "Writing New Bodies" is a digital fiction app built in cooperative co-design iterations dealing with such a sensitive topic. First, the author explains what digital fictions are. Second, to point out how digital fiction games can be used in therapy, she introduces the methodology of the "Writing New Bodies" project and bibliotherapy as one of its intended usage options. Finally, she concludes by giving an outlook for further research.
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"So you Want to Be A Video Game Designer?" In Video Game Design, 8–25. Bloomsbury Publishing Plc, 2016. http://dx.doi.org/10.5040/9781474222426.ch-001.

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Cunningham, Carolyn Michelle. "She Designs Therefore She Is?" In Examining the Evolution of Gaming and Its Impact on Social, Cultural, and Political Perspectives, 147–69. IGI Global, 2016. http://dx.doi.org/10.4018/978-1-5225-0261-6.ch007.

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Girls and women play video games in equal number to boys, yet they continue to be under-represented in the video game industry. The goal of this chapter is to examine initiatives that encourage gender equality in video game design. This chapter argues that the process of becoming a video game designer may have the potential to shift girls' notions of identity. Drawing on research on girls and video game design, as well as analyses of informal programs that teach girls video game design, this chapter emphasizes the intersection of design and identity. This chapter offers directions and recommendations for future research, including the need for expanded understandings of the cultural and democratic benefits of video game design for girls.
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Cunningham, Carolyn Michelle. "She Designs Therefore She Is?" In K-12 STEM Education, 74–97. IGI Global, 2018. http://dx.doi.org/10.4018/978-1-5225-3832-5.ch004.

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Girls and women play video games in equal number to boys, yet they continue to be under-represented in the video game industry. The goal of this chapter is to examine initiatives that encourage gender equality in video game design. This chapter argues that the process of becoming a video game designer may have the potential to shift girls' notions of identity. Drawing on research on girls and video game design, as well as analyses of informal programs that teach girls video game design, this chapter emphasizes the intersection of design and identity. This chapter offers directions and recommendations for future research, including the need for expanded understandings of the cultural and democratic benefits of video game design for girls.
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Conference papers on the topic "Video game designer"

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Moshirnia, Andrew. "The Educational Potential of Modified Video Games." In InSITE 2007: Informing Science + IT Education Conference. Informing Science Institute, 2007. http://dx.doi.org/10.28945/3130.

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As the popularity of video game playing has increased, educators have sought to co-opt video games as an instructional tool. However, educational games have made little impact in either the commercial market place or the average game player’s home library. The modification, or modding, of video games using in-game editors may be used by instructors to introduce educational content to professionally designed video games. This paper examines the effectiveness of a modified video game, Civilization IV, in improving the comprehension and retention of historical knowledge of 10th, 11th, and 12th grade students. Students exposed to the modified video game significantly improved their immediate recall of knowledge level history items. Students expressed interest in future educational game playing and felt that they had a better understanding of application level history items. While these results are encouraging, the small sample size of this experiment prevents generalization and necessitates further study.
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Kerac, Jelena, Neda Milić Keresteš, and Sandra Dedijer. "An overview of the user experience in online video game players with colour vision deficiency." In 11th International Symposium on Graphic Engineering and Design. University of Novi Sad, Faculty of technical sciences, Department of graphic engineering and design, 2022. http://dx.doi.org/10.24867/grid-2022-p30.

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This paper aims to give an overview of the user experience in online video game players with colour vision deficiency by exploring the different methods of daltonization tools given within four popular online multiplayer video games. The paper also considers the different options for improving the user experience of players with colour vision deficiency based on the noticed shortcomings of analysed games. The analysis of the potential colour confusing scenes was done for the four popular online multiplayer games: Rust published by the Facepunch studio, Valorant and League of Legends both published by Riot Games and Overwatch, published by Blizzard. The conducted research has shown that Rust has no accessibility settings, Valorant and League of Legends use partial daltonization, while Overwatch is characterised by full daltonization. Detailed analyses of the pros and cons of each daltonization level for each video game were presented along with suggestions for improvement, including the implementation of the proto-patterns method suggested by Molina-López and Medina-Medina (2019). As the result, it was shown that colour, although an essential part of video game design, can and should be a secondary element in video game graphics over which shapes, outlines and text should lead in the clear presentation of the information and reduction of mistakes due to colour vision impairments.
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Banjanin, Bojan, Neda Milić Keresteš, Rastko Milošević, Savka Adamović, and Magdolna Pál. "Video games as a learning tool - potential applications in the graphic engineering and design studies." In 11th International Symposium on Graphic Engineering and Design. University of Novi Sad, Faculty of technical sciences, Department of graphic engineering and design, 2022. http://dx.doi.org/10.24867/grid-2022-p68.

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Throughout this research, evidence has been accumulating on the positive impact of educational games (serious games) on students' learning and achievement and the impact of non-educational games on different psycho-physical traits. Today's dynamic way of life and almost innate familiarity with technology opens many new possibilities for teaching and can facilitate a better understanding of specific topics. There are numerous applications of video games for educational purposes. This paper aims to give insight into these researches and propose potential applications in a Graphic engineering and design studies. There is not much literature describing and discussing applications of video games in this field of study, and only simulations for specific graphics-related processes are commercially available. Significant findings in various applications of video games are listed and discussed. Some game design guides for implementing video game technology as an educational tool in the field of Graphic engineering and design are proposed.
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Li, Peiyi, Peilin Li, John Morris, and Yu Sun. "A Context-Aware and Immersive Puzzle Game using Machine Learning and Big Data Analysis." In 5th International Conference on Computer Science and Information Technology (COMIT 2021). Academy and Industry Research Collaboration Center (AIRCC), 2021. http://dx.doi.org/10.5121/csit.2021.111717.

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Recent years, video games have become one of the main forms of entertainment for people of all ages, in which millions of members publicly show their screenshots while playing games or share their experience of playing games [4]. Puzzle game is a popular game genre among various video games, it challenges players to find the correct solution by providing them with different logic/conceptual problems. However, designing a good puzzle game is not an easy task [5]. This paper designs a puzzle game for players of all age ranges with proper difficulty level, various puzzle mechanics and attractive background setting stories. We applied our games to different players to test play and conducted a qualitative evaluation of the approach. The results show that the pace of puzzle games affects play experience a lot and the difficulty level of the puzzles affects players' feelings to the game.
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Tavares, Amanda C. R., Rosilane Ribeiro da Mota, and Walter Melo. "Self-reflection in Games - The Representation of the Individuation Process in Celeste and Persona 2: Innocent Sin." In Anais Estendidos do Simpósio Brasileiro de Games e Entretenimento Digital. Sociedade Brasileira de Computação, 2021. http://dx.doi.org/10.5753/sbgames_estendido.2021.19640.

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Video games are popular nowadays, possessing the potential to positively impact people by alleviating unpleasant emotions, giving them leisure and empowerment. Understanding psychological factors can aid in building meaningful and engaging gameplay, resulting in more beneficial impacts on players and desirable video games. This work analyzes how the games Persona 2: Innocent Sin and Celeste use core concepts from Analytical Psychology mixed with the Hero’s Journey to build compelling narratives and gameplay. Game designers should not recognize these ideas as fixed rules but as an inspiration to create meaningful video game experiences and, consequently, aid the player’s transformation.
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Luo, Yilin, and Yu Sun. "An Intelligent and Interactive Gaming System to Promote Environment Awareness using Context-Based Storying." In 2nd International Conference on Machine Learning Techniques and NLP (MLNLP 2021). Academy and Industry Research Collaboration Center (AIRCC), 2021. http://dx.doi.org/10.5121/csit.2021.111414.

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Since a child, I loved to play video games, especially platform games such as Metal Slug™, Mega Man™, etc.. Therefore, I was inspired to design my own platform game; with this paper, I have the opportunity to introduce our platform game, which is a “JFF Game” we developed using Unity and Visual Studio 2019.
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Zadeja, Imelda, and Jozef Bushati. "Gamification and serious games methodologies in education." In 11th International Symposium on Graphic Engineering and Design. University of Novi Sad, Faculty of technical sciences, Department of graphic engineering and design, 2022. http://dx.doi.org/10.24867/grid-2022-p66.

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Gamification as a concept was defined for the first time two decades ago, as the use of game elements in a non-game context. Specific game elements like points, challenges, badges and leaderboard are incorporated in the learning process in order to increase motivation, engagement, and satisfaction to students. On the other hand, serious games are interactive video games that have a defined purpose of learning and practicing skills rather than entertainment. Serious games aim to improve problem solving skills, critical thinking and learn specific knowledge through playing video games that are software that have specific learning oriented purpose. The first purpose of this paper is to compare and contrast different aspects of gamification and serious games in the education domain, in order to identify appropriate applicable environments for these two approaches. Another purpose is to identify models and frameworks to apply gamification and serious games that are more effective to increase motivation and engagement to students. The final purpose is to identify in which courses these approaches are more applicable and help to improve the learning process by increasing creativity, motivation, engagement and problem solving skills. Methodology of this research is realized by analyzing different research papers in conferences proceedings and journals in the last two decades for concepts of game based learning, gamification in education and serious games evolved over the years. Also questionnaires are conducted for academic staff of Albania universities to measure perception and identify challenges and strategies of incorporating these approaches in the learning process. We conducted qualitative and quantitative research analysis in order to achieve results to fulfill the purposes of this research in all the aspects. This research represents conclusions and recommendation related approaches to evolve gamification and serious games methodologies in the education system in Albania. The paper aims to suggest practices and some of the most appropriate and effective models to apply gamification and serious games during the learning process.
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Dankov, Yavor, Boyan Bontchev, and Albena Antonova. "Gaming and Learning Analytics for Educational Video Games." In Human Systems Engineering and Design (IHSED 2021) Future Trends and Applications. AHFE International, 2021. http://dx.doi.org/10.54941/ahfe1001168.

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The design and development of educational video games, and the realization of a successful video game project, often requires the research and analysis of data as a key element for success. Increasingly companies are integrating analytics tools into their structures, taking advantage of the analytics capabilities. The focus of this paper is on the analytics instruments developed in the APOGEE software platform for educational video games. The paper presents the workflow of using these instruments in the platform for analysis and evaluation. The integration of the analytics tools into the platform will provide the opportunity to monitor all activities carried out in the platform, to process, analyze, and evaluate all available data, user behavior, and user experience in the platform. This will allow for the formation of an overall assessment of the created educational video games and their contents, and the APOGEЕ platform, including evaluations for learnability, playability, and usability.
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Hiemstra, Djoerd, and Anne Carine Zagt. "Developing Communication Competencies Through E-Learning: The Motivating Potential of Adaptive Video Role Play." In Third International Conference on Higher Education Advances. Valencia: Universitat Politècnica València, 2017. http://dx.doi.org/10.4995/head17.2017.5264.

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Abstract To develop competence through e-learning tools, students must be motivated to use these tools. Hence, we conducted two empirical studies to explore the motivating potential of an adaptive video role playing game (AVR) for training communication competencies. In Study 1 (N = 54), we used a within-person design to examine students’ motivation in three learning conditions: in the classroom, when playing the AVR, and when doing homework. The results showed that, relative to the homework condition, in the AVR condition students were higher in perceived competence, relatedness, intrinsic motivation, and flow. No difference between the classroom condition and the AVR condition were found. In Study 2 (N = 150), we used a randomized experimental design to examine the motivational consequences of using videos (AVR) rather than photos (APR) in the adaptive role playing game. We found that, relative to students in the APR condition, students in the AVR condition were higher in relatedness and flow. No differences in perceived competence, autonomy, and intrinsic motivation were observed. We conclude that an AVR may have considerable motivational benefits relative to common homework assignments, and some motivational benefits relative to an APR. Keywords: e-learning, video role play, games, motivation, flow
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Umbelino, Mateus A. M., and Rosilane Ribeiro da Mota. "Negativity in Play - How Negative Emotions create Meaningful Games." In Anais Estendidos do Simpósio Brasileiro de Games e Entretenimento Digital. Sociedade Brasileira de Computação, 2021. http://dx.doi.org/10.5753/sbgames_estendido.2021.19635.

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Emotions are considered a core component of any media experience, including video games. However, most research regarding video game experiences regularly focus on the positive emotions elicited during play. As research on negatively valenced emotions is still ongoing, recent studies show they can provide more meaningful experiences for players. Therefore, this paper seeks to build upon previous research to emphasize how negatively valenced emotions can benefit the player experience (PX). Accordingly, studies regarding psychological research, essays, and presentations focused on game design are analyzed and discussed. A closing section of this paper serves as an examination of the game Getting Over It With Bennet Foddy, whose thematic and design philosophy complement those explored by this paper.
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Reports on the topic "Video game designer"

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DeJaeghere, Joan, Vu Dao, Bich-Hang Duong, and Phuong Luong. Inequalities in Learning in Vietnam: Teachers’ Beliefs About and Classroom Practices for Ethnic Minorities. Research on Improving Systems of Education (RISE), February 2021. http://dx.doi.org/10.35489/bsg-rise-wp_2021/061.

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Global and national education agendas are concerned with improving quality and equality of learning outcomes. This paper provides an analysis of the case of Vietnam, which is regarded as having high learning outcomes and less inequality in learning. But national data and international test outcomes may mask the hidden inequalities that exist between minoritized groups and majority (Kinh) students. Drawing on data from qualitative videos and interviews of secondary teachers across 10 provinces, we examine the role of teachers’ beliefs, curricular design and actions in the classroom (Gale et al., 2017). We show that teachers hold different beliefs and engage in curricular design – or the use of hegemonic curriculum and instructional practices that produce different learning outcomes for minoritized students compared to Kinh students. It suggests that policies need to focus on the social-cultural aspects of teaching in addition to the material and technical aspects.
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