Relevant bibliographies by topics / Video game development course

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

Academic literature on the topic 'Video game development course'

Author: Grafiati
Published: 4 June 2021
Last updated: 1 February 2022

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Journal articles on the topic "Video game development course"

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Kapralos, Bill, Stephanie Fisher, Jessica Clarkson, and Roland van Oostveen. "A course on serious game design and development using an online problem-based learning approach." Interactive Technology and Smart Education 12, no. 2 (2015): 116–36. http://dx.doi.org/10.1108/itse-10-2014-0033.

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Purpose – The purpose of this paper is to describe a novel undergraduate course on serious game design and development that integrates both game and instructional design, thus providing an effective approach to teaching serious game design and development. Very little effort has been dedicated to the teaching of proper serious game design and development leading to many examples of serious games that provide little, if any, educational value. Design/methodology/approach – Organized around a collection of video clips (that provided a brief contextualized overview of the topic and questions for further exploration), readings, interdisciplinary research projects and games, the course introduced the principles of game and instructional design, educational theories used to support game-based learning and methods for evaluating serious games. Discussions and activities supported the problems that students worked on throughout the course to develop a critical stance and approach toward implementing game-based learning. Students designed serious games and examined potential issues and complexities involved in developing serious games and incorporating them within a teaching curriculum. Findings – Results of student course evaluations reveal that the course was fun and engaging. Students found the course fun and engaging, and through the successful completion of the final course project, all students met all of the course objectives. A discussion regarding the techniques and approaches used in the course that were successful (or unsuccessful) is provided. Research limitations/implications – It should be noted that a more detailed analysis has not been presented to fully demonstrate the effectiveness of the course. A more detailed analysis may have included a comparison with, for example, past versions of the course that was not based on an online problem-based learning (PBL) approach, to better quantify the effectiveness of the course. However, such a comparison could not be carried out here, given there was no measure of prior knowledge of students taken before they took course (e.g. no “pre-test data”). Originality/value – Unlike the few existing courses dedicated to serious game design, the course was designed specifically to facilitate a fully online PBL approach and provided students the opportunity to take control of their own learning through active research, exploration and problem-solving alone, in groups and through facilitated class discussions.
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Phelps, Andrew M., Christopher A. Egert, and Mia Consalvo. "Hack, Slash & Backstab: A Post-Mortem of University Game Development at Scale." International Journal of Designs for Learning 12, no. 1 (2021): 16–33. http://dx.doi.org/10.14434/ijdl.v12i1.31263.

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This article describes the educational, operational, and practical implementation of an upper-division undergraduate studio-style course centered on the subject of game production. Specifically, the article addresses the course organization and processes, the institutional context for the course (i.e., its situated role in the larger curriculum), the overall structure of the course both from a pedagogical and operational point of view, and concludes with substantial reflection and analysis by the authors on what worked effectively and where improvements could be made. The article also provides substantial depth regarding the student experience, the structure of creating muti-disciplinary software development teams within the course, orienting the course around the successful production of a professional-grade XBOX One video game product, and various methods, structures and tools for course organization, communication, software development practice, documentation, etc. This in turn is framed in the larger context of the course as it was offered not only through an academic department, but in parallel with a campus-based games studio and research center. Numerous detailed elements are provided in such fashion as to provide other educators and mentors a relevant, structured, and detailed post-mortem of a large scale, multi-disciplinary effort that engaged students in complex multimedia software production in a professional context. In addition, several elements atypical from more traditional software project courses as they intersect game development including entertainment design, playtesting, marketing, press, public demonstration and performance, audience reception and analytics, commercial platform, etc., and discussed and analyzed.
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Gordillo, Aldo, Enrique Barra, Sonsoles López-Pernas, and Juan Quemada. "Development of Teacher Digital Competence in the Area of E-Safety through Educational Video Games." Sustainability 13, no. 15 (2021): 8485. http://dx.doi.org/10.3390/su13158485.

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There is a clear need to promote motivating and effective training actions for the development of teachers’ digital competence, especially in the area of e-safety. Although educational video game-based learning has proven effective to improve motivation and learning outcomes, the existing evidence about its effectiveness for the development of teachers’ digital competence is very limited. This study examines the use of educational video games in an online course in MOOC format with the aim of developing teachers’ digital competence in the e-safety area. A total of 179 teachers from nonuniversity schools in the region of Castilla y León (Spain) participated in this study. A pre-test and a post-test were used to measure the knowledge acquired by the participants, and a questionnaire was used to measure their perceptions. The obtained results suggest that game-based learning using educational video games is an effective and viable approach to train teachers in the e-safety area of digital competence.
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Zielinski, Dianne. "Can Playing Games Help Students Master Concepts from General Psychology Classes?" International Journal of Game-Based Learning 9, no. 2 (2019): 55–72. http://dx.doi.org/10.4018/ijgbl.2019040104.

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As part of a final project for a general psychology course, students were required to play a game, either digital/video or on a board. Students selected their own games, and were asked to identify psychological principles in their game play. Topics included the brain, sensation and perception, human development, learning, motivation, intelligence, personality, and mental disorders. Students successfully applied all topics to game play, but to varying degrees. Student discussions on the brain and intelligence were well covered. Discussions on personality and psychological disorders issues were relatively poor. Students were able to make connections between concepts and their game-play experiences.
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Kim, Yoon Jeon, and Oleg Pavlov. "Game-based structural debriefing." Information and Learning Sciences 120, no. 9/10 (2019): 567–88. http://dx.doi.org/10.1108/ils-05-2019-0039.

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Purpose The authors developed a pedagogical framework called the game-based structural debriefing (GBSD) to leverage the affordances of video games for teaching systems thinking. By integrating system dynamics visualization tools within a set of debriefing activities, GBSD helps teachers make systems thinking an explicit goal of the gameplay and learning when they use available educational games in the classroom. Design/methodology/approach This study uses a design-based research methodology with the goals of validating GBSD and investigating the utility of GBSD across different contexts as a design source to develop game-based curriculum. Over the course of 12 months, the authors conducted one focus group interview and three design workshops with participating teachers and master teachers. Between the workshops, the team rapidly iterated the framework, as well as curricular materials, in collaboration with the teachers. Findings The authors developed a curriculum unit that integrates systems dynamics visualization tools and a video game for middle school life science ecosystem curriculum. The unit was implemented by the three teachers who participated in the co-design. The implementations confirmed the flexibility of the unit because teachers created additional instructional materials that supplemented the GBSD protocol and addressed the unique limitations and needs of their classrooms. Originality/value GBSD builds on system dynamics, which is a distinct academic discipline and methodology, and it uses its visualization tools, which are not widely used in the systems thinking educational literature. GBSD is also unique, in that it applies these tools within the debriefing activities developed for an off-the-shelf educational game. This paper illustrates how a design framework can be used to support teachers’ thoughtful integration of games in curriculum development.
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Bassiouni, Dina H., and Chris Hackley. "Video games and young children’s evolving sense of identity: a qualitative study." Young Consumers 17, no. 2 (2016): 127–42. http://dx.doi.org/10.1108/yc-08-2015-00551.

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Purpose This paper aims to investigate children’s experience as consumers of video games and associated digital communication technology, and the role this experience may play in their evolving senses of identity. Design/methodology/approach Qualitative depth interviews and discussions were conducted in a convenience sample consisting of 22 children of both genders aged 6-12 years, parents and video games company executives in the southwest of the UK. The fully transcribed data sets amounting to some 27,000 words were analysed using discourse analysis. Findings The findings revealed the heightened importance that the knowledge of video games plays in children’s strategies for negotiating their nascent sense of identity with regard to peer groups, family relationships and gender identity. Video games were not only a leisure activity but also a shared cultural resource that mediated personal and family relationships. Research limitations/implications The study is based on an interpretive analysis of data sets from a small convenience sample, and is therefore not statistically generalisable. Practical implications This study has suggested that there may be positive benefits to children’s video game playing related to aspects of socialisation, emotional development and economic decision-making. An important caveat is that these benefits arise in the context of games as part of a loving and ordered family life with a balance of activities. Social implications The study hints at the extent to which access to video games and associated digital communications technology has changed children’s experience of childhood and integrated them into the adult world in both positive and negative ways that were not available to previous generations. Originality/value This research addresses a gap in the field and adds to an understanding of the impact of video games on children’s development by drawing on children’s own expression of their subjective experience of games to engage with wider issues of relationships and self-identity.
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Cutumisu, Maria, Matthew Brown, Caroline Frayr, and Georg Schmolzer. "GROWTH MINDSET MODERATES THE IMPACT OF NEONATAL RESUSCITATION SKILL MAINTENANCE ON PERFORMANCE IN A SIMULATION TRAINING VIDEO GAME." Paediatrics & Child Health 23, suppl_1 (2018): e22-e22. http://dx.doi.org/10.1093/pch/pxy054.055.

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Abstract BACKGROUND The Joint Commission on Accreditation of Healthcare Organizations (2004) reporting on preventing infant death and injury during delivery identified human errors during neonatal resuscitation as responsible for more than two thirds of perinatal mortality and morbidity. One of the main causes of human error in neonatal resuscitation stems from a lack of practical learning experiences highlighted by the neonatal training paradox of high-acuity, low-occurrence (HALO) situations that arise infrequently. simulation-based medical education (SBME) is resource and cost intensive, and not offered frequently enough for development of competency and for supporting knowledge retention. Therefore, other methods of training to improve knowledge retention and decision-making are needed. We therefore developed a complementary tool to the physical SBME to improve knowledge retention during neonatal resuscitation in the delivery room. Specifically, we developed a game-based neonatal resuscitation training simulator called RETAIN. OBJECTIVES We hypothesized that HCP playing the video game will have an improved mindset and therefore an improved neonatal resuscitation performance. DESIGN/METHODS HCPs trained in NRP, including registered nurses, respiratory therapists, neonatal nurse practitioners, neonatal consultants, and neonatal fellows were recruited from the Royal Alexandra Hospital, a tertiary NICU. Each participant was asked to complete a pre-game questionnaire to obtain demographics (e.g. last Neonatal Resuscitation Course (NRP)-course, years of experience) and assess their neonatal resuscitation knowledge by completing a Resuscitation scenario. Afterwards each participant played the RETAIN simulator, which started with a tutorial before the actual three rounds and there was a countdown for each of the rounds to simulate the stress of a real-world scenario. After completion of the game each participant also completed a Post-game questionnaire to assess the player’s mindset (e.g. How much do you agree with the following statements? You can always change how good you are at your job or You can get better at your job with practice) using a Likert scale (1=Strongly Disagree to 5=Strongly agree). RESULTS We recruited 50 (45 females, 4 males, and 1 not reported) HCP who were all NRP-trained and had completed a NRP refresher course within the last 24 months. Participants needed a mean (SD) 8.47 (8.66) minutes to complete the game. On average, participants reported high levels of growth mindset (with scores ranging from seven to ten), took their latest NRP course more than eight months prior to the current study, and scored 93% in the game (32 was a perfect score). Interestingly, participants who took the NRP course more recently made more mistakes in the simulation game. There was a significant interaction of Last NRP Course and Growth Mindset in predicting Number of Tries (b =.09, S.E.=.04, beta=.32, t=2.25, p=.03), as well as a main effect for Last NRP Course (b= -.08, S.E.=.04, beta=-.30, t=-2.04, p<.05). Thus, participants who took an NRP course recently (i.e., within eight months), before the current study, completed the game in significantly fewer tries when they endorsed more rather than less of a growth mindset. However, participants who endorsed more of a growth mindset performed similarly on the game regardless of when they took the NRP course. CONCLUSION The study examined the relation between HCP task performance and time elapsed since their latest NRP course and found that growth mindset moderates this relation. Specifically, HCP who took the NRP course within the past eight months, those who endorsed a higher growth mindset made fewer mistakes in a simulation game. Some implications include growth mindset interventions and increased opportunities to practice skills in simulation sessions to help HCP achieve better performance after taking a refresher NRP course.
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Shernoff, David J., Ji-Chul Ryu, Erik Ruzek, Brianno Coller, and Vincent Prantil. "The Transportability of a Game-Based Learning Approach to Undergraduate Mechanical Engineering Education: Effects on Student Conceptual Understanding, Engagement, and Experience." Sustainability 12, no. 17 (2020): 6986. http://dx.doi.org/10.3390/su12176986.

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Many game-based instructional designs have demonstrated effectiveness for a variety of educational outcomes, although typically in limited contexts. In this article, we report the results of a four-year study testing the extent to which a game-based learning approach to undergraduate engineering education demonstrating promising results in a university course was transportable to other engineering courses and universities. We evaluated students’ conceptual understanding, emotional engagement (with the Experience Sampling Method), and experience when using the video game, Spumone, for their coursework compared to a textbook-based control condition. Multilevel models and other quantitative analyses showed that the effect of the experimental condition (i.e., game-based) on conceptual understanding and student engagement was not significant. Based on a content analysis of students’ feedback, however, the students reported a positive experience with game-based learning for their assignments overall. Areas of need towards successful implementation of the game-based learning intervention were also examined. This study has important implications for the salience of implementation issues including adequate training and continuing teacher professional development, and ongoing supports for instructors and students to aid in the learning of concepts that the game was intended to teach.
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Voskresenskaia, Tatiana Anatolievna. "Methodical recommendations on the use of computer game sims for the development of foreign language lexical skills." Interactive science, no. 5 (39) (May 27, 2019): 26–28. http://dx.doi.org/10.21661/r-496723.

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This article deals with the problems of teaching modern English to younger schoolchildren, who are also called «digital natives». Children born with «gadgets in their hands» require the use of new means of teaching a foreign language. Using the video game SIMs as an example, the possibility of involving students in the school curriculum, which helps to increase motivation, interest, and increase the authority of a teacher during lessons, is shown. Of course, this requires specific equipment, and most importantly, the teacher's desire to be on the same wavelengthwith the students.
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Ohannessian, Christine McCauley, Michelle Boyd, and Steven Kirsh. "Media and Youth Development: An Overview of Issues, Theory, and Research." Journal of Youth Development 9, no. 1 (2014): 6–13. http://dx.doi.org/10.5195/jyd.2014.68.

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The homes of today’s youth are filled with a variety of media options, ranging from televisions (71%) and video game consoles (50%) in their bedrooms to portable handheld devices (e.g., iPods/mp3 players, 76%) and cell phones (71%) that can accompany youth wherever they go. Of course, youth also have access to centralized media found in homes, such as televisions (99% of homes) and computers with and without Internet access (93% and 84% of homes, respectively). Not surprisingly, youth consume media for about 7.5 hours per day, much of which involves using more than one media at the same time (i.e., multitasking), with adolescents consuming significantly more media than children (Lenhart, 2012; Rideout, Foehr, & Roberts, 2010).
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Dissertations / Theses on the topic "Video game development course"

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Mimoun, Arnaud. "What are the pressures affecting game students during a game production course? : A qualitative research conducted over a small population of undergraduate international game students." Thesis, Uppsala universitet, Institutionen för speldesign, 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-420948.

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The game industry is modern and as such in constant evolution, therefore it needs information on how to better its work practices either it be on a professional level or at a training level. This thesis focuses on game education, specifically on the game students partaking in such education and developing a game as part of a game-based development course. The study investigated what kinds of pressure might be afflicting game students at Uppsala University during their game production courses and what are the effects of such pressures on the work/life balance of the concerned game students. To conduct the data collection, a survey with close and open-ended questions was used to gather information on focused topics but also get the opinion of the respondents on the matter. As a result of the research, it was possible to learn that the game students are pushing themselves to adopt overworking tendencies during their game production course. This behavior would be motivated by the different pressures affecting them during their game production course like the pressure to produce high-quality work. The conclusion reached is that the pressures affecting game students during their game production courses are related to the lack of healthy work habits of game students when working independently on their game productions. The pressures have impacts on the work/life balance of the affected students who often end up sacrificing their well-being in favor of work. This decision can have the opposite effect as work/life balance conflicts can hinder a game student's chances of academic success. To address this issue this thesis recommends game schools to support game students who are working independently by leading them to adopt healthy work habits and helping them to cope with the pressures of their environment.
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Weimar, Rolf. "A simplified game engine for a game development course." Master's thesis, University of Cape Town, 2014. http://hdl.handle.net/11427/9202.

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Includes bibliographical references.<br>The Video Game industry is maturing. Success in the video game industry relies on many things, including marketing, sound business practises, and top notch technical implementation. Games Engines are software systems that facilitate game production. The growth of the game industry has increased the demand for programmers trained in game development technologies. A simplified game engine, designed specifically for the game development courses which service the supply of graduates for the industry, could have many advantages. This dissertation analysed the requirements of such a system. We found that such a game engine would need to be extensible, reusable, modular, be easy to learn, and be open source. It would also need to at least include graphics, audio, networking and path-finding components. Our analysis found that no game engine currently exists that fulfills all these requirements. We designed and implemented a game engine to fulfill all these requirements. Our game engine is built around a module framework, where each task of the game engine is handled by a module. This modular design allows us to easily change functionality by adding, removing or updating modules.
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Almeida, Samuel de Jesus. "Augmenting video game development with eye movement analysis." Master's thesis, Universidade de Aveiro, 2009. http://hdl.handle.net/10773/1199.

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Mestrado em Comunicação Multimédia<br>A indústria dos vídeo jogos é actualmente uma das mais valiosas e lucrativas do género. Como se espera de qualquer membro activo desta indústria, os produtores de vídeo jogos aspiram a obter uma quota desse mercado e das receitas. Hoje, a exigência relativa ao lançamento de vídeo jogos é tal que, por vezes, uma das etapas cruciais do desenvolvimento do produto é preterida – a avaliação da usabilidade – o que resulta em jogos de menor qualidade. Ainda, os vídeo jogos que são avaliados acabam por o ser à custa de métodos que não são totalmente correctos e que não respeitam à unicidade do media. O presente trabalho surge, portanto, com o objectivo de apresentar uma nova metodologia que vá ao encontro do referido problema. A metodologia proposta é uma parte de um estudo empírico que contou com participantes com distintos níveis de experiencia com vídeo jogos e que fez uso de dois instrumentos: um questionário e em segundo lugar, uma tecnologia que não gera consenso – o eye tracking – um método que mensura os movimentos e as posições do olho. Os dados obtidos através dos questionários bem como os resultados do eye tracking foram analisados e serviram de base para o objectivo maior deste estudo: o desenvolvimento de guidelines (linhas orientadoras) que possam assistir na melhoria da concepção e do desenvolvimento de vídeo jogos. ABSTRACT: The video game industry is presently one of the most valuable and lucrative of its kind. As is expected from any active member in this industry, video game developers aspire to secure a share of that market and income. Currently, the demand to deliver video games is such that at times, one of the most important moments of product development is overlooked – usability evaluation – resulting in less enjoyable or playable video games. Furthermore, those that are evaluated are done so at the cost of methods that are not completely accurate and that do not respect the uniqueness of the media. The present study emerges, therefore, with the objective of presenting a new methodology that can challenge the mentioned predicament. The proposed methodology is one part of an empirical study that counted with participants of various gaming experiences and made use of two instruments: a questionnaire and secondly, a technology many have yet to accept – eye tracking – a method capable of measuring eye movement and eye positions. The acquired data from the questionnaires along with eye tracking results were analyzed and served as the basis for the greater objective of this study: the development of guidelines that can assist in the augmentation of video game development.
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Hess, Taryn. "COMPARISON OF LEARNING EXPERIENCES AND OUTCOMES BETWEEN A SERIOUS GAME-BASED AND NON-GAME-BASED ONLINE AMERICAN HISTORY COURSE." Doctoral diss., University of Central Florida, 2010. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/2108.

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The use of online courses continues to increase despite the small amount of research that exists on the effectiveness of online educational environments. The little research that has been conducted has focused on evaluating factors taken into consideration during the adoption of online learning environments. One notable benefit often cited is the ability to incorporate multimedia such as video games. Although game researchers and developers are pushing for the use of video games for educational purposes, there is a lack of research on the effectiveness of serious video games. When paring the increasing use of online educational environments, the push to use serious video games, and the lack of research on the effectiveness of online learning environments and video games, there is a clear need for further investigation into the use of serious video games in an online format. Based on current literature, no other known study has conducted an analysis comparing a serious game-based and non-game based online course; making this a unique study. The purpose of this study was to compare student learning experiences and outcomes between a serious game-based and non-game based online American History course. The data sources were data provided from Florida Virtual School (FLVS) and student and teacher interviews. Random samples of 92 students were statistically analyzed. A group of 8 students and 4 teachers were interviewed. FLVS data provided were analyzed using an independent t-test and the Mann-Whitney test and the student and teacher interview were analyzed using thematic analysis. Results of an independent t-test revealed that there was a significant (p < .01) difference in the mean number of days necessary to complete the course (MGB = 145.80, SDGB = 50.64, MNGB = 112.63, SDNGB = 49.60). The Mann-Whitney results indicated a significant difference between course performance and the type of American history course (Z = -5.066, p < .01); students in the serious game-based online course had an A average whereas students in the non-game-based online course had a B average. The thematic analysis of the relationship between student performance and motivation in both courses indicated that students and teachers of the game-based online course provided more reasons for student motivation than the students and teachers in the non-game-based online course. The thematic analysis of what aspects do students perceive as helpful and/or hindering to their learning indicated that students and teachers of the game-based online course provided more desirable, more helpful, less undesirable, and less hindering aspects for their course than the students and teachers in the non-game-based online course. As a result of the unique nature of this study, the findings provide new information for the fields of research on online learning, serious video gaming, and instructional design as well as inform instructional-designers, teachers, education stakeholders, serious video game designers, and education researchers.<br>Ph.D.<br>Other<br>Education<br>Education PhD
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Holmgren, Hailey Elizabeth. "For the Love of a Game: The Effects of Pathological Video Game Use on Romantic Relationship Satisfaction." BYU ScholarsArchive, 2017. https://scholarsarchive.byu.edu/etd/6900.

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Media use may have the potential to influence romantic relationships, depending on the context of media use. For example, pathological media use, which includes symptoms of addiction such as relapse, withdrawal, and conflict with family and friends over media use, may be particularly damaging to romantic relationships. Additionally, research shows that pathological video game use can negatively influence factors of mental health, including depression. The current study includes 183 heterosexual couples from the Eastern United States. Both members of each couple completed online surveys answering questions regarding pathological media use, depression, and relationship satisfaction. Results showed that male pathological video game use was not associated with female romantic relationship satisfaction. Additionally, male pathological video game use was associated with increased levels of male depression, and male depression was associated with increased levels of female relationship satisfaction. However, male depression did not mediate the relation between male pathological video game use and female relationship satisfaction. Discussion focuses on the implications of pathological video game use on mental health, as well as problems within the sample, measurement, and short-term longitudinal study design.
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Williams, Walter K. "Video Game Development Strategies for Creating Successful Cognitively Challenging Games." ScholarWorks, 2018. https://scholarworks.waldenu.edu/dissertations/4762.

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The video game industry is a global multibillion dollar industry with millions of players. The process of developing video games is essential for the continued growth of the industry, and developers need to employ effective strategies that will help them to create successful games. The purpose of this explorative qualitative single case study was to investigate the design strategies of video game developers who have successfully created video games that are challenging, entertaining, and successful. The technology acceptance model served as a conceptual framework. The entire population for this study was members of a video game development team from a small successful video game development company in North Carolina. The data collection process included interviews with 7 video game developers and analysis of 7 organizational documents. Member checking was used to increase the validity of the findings from the participants. Through the use of triangulation, 4 major themes were identified in the study: the video game designer has a significant impact on the development process, the development process for successful video games follows iterative agile programming methods, programming to challenge cognition is not a target goal for developers, and receiving feedback is essential to the process. The findings in this study may benefit future video game developers and organizations to develop strategies for developing successful games that entertain and challenge players while ensuring the viability of the organization. Findings may influence society as they demonstrate where the points of interest should be directed concerning the impact of video games upon behavior of the players.
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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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Blomqvist, Samuel, and Björn Detterfelt. "Real Time Integrated Tools for Video Game Development : a usability study." Thesis, Linköpings universitet, Interaktiva och kognitiva system, 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-167066.

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The video game industry can be ruthless. As a developer, you usually find yourself working in the popular third-party development tools of the time. These tools however might not provide the best usability and quality of life one desires. This can lead to a lot of frustration for the developer, especially when the development enters a crunch period of long and hard work. We believe some of the frustration can be avoided, and we believe this can be done by creating effective, functional and user-friendly integrated development tools specialized for the development environment. In this master's thesis we investigated just that, how integrated game development tools can be designed to be usable in terms of effectiveness and learnability. The investigation was performed by designing and implementing an integrated game development tool. The development of the tool was performed iteratively with user testing between every iteration to find usability defects, allowing the tool to be refined and improved throughout the development process. To finish off the development process, there was a final user test where professional video game developers tried out the tool and then answered a System Usability Scale questionnaire. The System Usability Scale score and task completion rate showed that the final state of the tool can be considered highly usable in terms of effectiveness and averagely usable in terms of learnability. This suggests that involving user testing in the development process is vital for ensuring good usability in the end product.
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Lee, Alger Y. J. "Innovation and Strategy in Video games development : A multiple case study of Taiwan' Video game industry." Thesis, University of Manchester, 2010. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.509836.

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This thesis aims to address a major research gap in contemporary innovation and competition research by exploring the nature of innovation and competition in the videogame development (VGD) industry, which is considered a significant part of the creative service industries in the contemporary "experience economy". Based on an in-depth, chronological and multiple-case study, this thesis finds that the industry has experienced a radical "paradigm-shift" - transforming itself from producing simple products into supplying complex product systems (CoPS). This radical transformation consists of numerous incremental innovations across the whole industry over time. Despite finding that the precise nature of VGD innovation varies from case to case and firm to firm with a high degree of idiosyncrasy, this thesis demonstrates the significance and function of content innovation in the VGD innovation and competition process. This thesis also finds that, before the rise of the online format, videogame can be characterised as craft-like/simple product but then videogame should be characterised as craft-like/complex service system. However, in terms of the production method, the VGD industry follows the managerial pattern of traditional manufacturing industries as a great deal of formalisation and modularisation takes place within these multiple-CoPS project-based firms. In terms of competitive strategy, this thesis finds that the process and content of strategic management in the VGO industry do not resemble those described in either the rationalist approach or the Competitive Forces approach. In other words, the conventional wisdom of innovation and strategic management research can not offer a satisfactory account of all these aforementioned changes; and only a multifaceted innovation perspective and the dynamic capabilities approach (DCA) can truly capture the phenomenon taking place over the last few years. However, the DCA still needs further elaboration to be non-tautological.
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Smith, Jamie McClellan. "The Relationship Between Video Game Use and Couple Attachment Behaviors in Committed Romantic Relationships." BYU ScholarsArchive, 2013. https://scholarsarchive.byu.edu/etd/3606.

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This study examines whether the single or shared leisure activity of video gaming or a report of it as a problem is negatively related to couple attachment behaviors (accessibility, responsiveness, and engagement). The model suggests that individual frequency of violent video game use, individual frequency of nonviolent video game use, and couple video game use frequency predict negative couple attachment behaviors. In addition, video game playing that is perceived as a problem in the relationship serves as a mediator variable in the model. Data were collected using the Relationship Evaluation questionnaire (RELATE). The sample includes 2,112 couples who reported seriously dating, engagement, or marriage. The measures include assessing couple attachment behaviors and questions assessing video game use rates. Results indicated that male's violent video game use predicted the female's attachment behaviors, while the female's nonviolent video game use predicted the male's attachment behaviors. The male's violent video game use and the female's nonviolent video game use predicted his/her perception and their partner's perception that video games were a problem in the relationship, and their perception predicted less attachment behaviors, which was a fully mediated relationship for both. The female's view that video games were a problem negatively predicted both her and her partner's attachment behaviors, while the male's view only predicted his attachment behaviors. Future research directions and clinical implications for couples are discussed.
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Books on the topic "Video game development course"

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Styhre, Alexander. Indie Video Game Development Work. Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-45545-3.

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

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Brusca, Victor G. Introduction to Video Game Engine Development. Apress, 2021. http://dx.doi.org/10.1007/978-1-4842-7039-4.

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Jeannie, Novak, ed. Game development essentials. Delmar/Cengage Learning, 2010.

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Moore, Michael E. Game development essentials: Game industry career guide. Delmar/Cengage Learning, 2010.

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Game development essentials: An introduction. 3rd ed. Delmar, 2012.

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Saulter, Joseph. Introduction to video game design and development. McGraw-Hill, 2007.

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Game development essentials: An introduction. 2nd ed. Thomson/Delmar Learning, 2008.

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Bethke, Erik. Game development and production. Wordware Pub., 2002.

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Ahlquist, John. Game development essentials: Game artificial intelligence. Thomson/Delmar Learning, 2008.

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Book chapters on the topic "Video game development course"

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Schoenau-Fog, Henrik, Lise Busk Kofoed, Nanna Svarre Kristensen, and Lars Reng. "Developing Production-Oriented, Problem-Based and Project-Work Courses - The Case of Game Development in a Video Conference Setting." In Lecture Notes of the Institute for Computer Sciences, Social Informatics and Telecommunications Engineering. Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-06134-0_40.

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Cooper, Jonathan. "The Game Development Environment." In Game Anim Video Game Animation Explained. A K Peters/CRC Press, 2019. http://dx.doi.org/10.1201/b22299-2.

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Brusca, Victor G. "Game Screens." In Introduction to Video Game Engine Development. Apress, 2021. http://dx.doi.org/10.1007/978-1-4842-7039-4_14.

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Bowman, Nicholas David, Joseph Wasserman, and Jaime Banks. "Development of the Video Game Demand Scale." In Video Games. Routledge, 2018. http://dx.doi.org/10.4324/9781351235266-13.

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Fernández, Agustín Pérez. "Video Game Development in Argentina." In Gaming Globally. Palgrave Macmillan US, 2013. http://dx.doi.org/10.1057/9781137006332_6.

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Brusca, Victor G. "Game Screen Classes." In Introduction to Video Game Engine Development. Apress, 2021. http://dx.doi.org/10.1007/978-1-4842-7039-4_8.

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Brusca, Victor G. "PongClone Game Screen." In Introduction to Video Game Engine Development. Apress, 2021. http://dx.doi.org/10.1007/978-1-4842-7039-4_18.

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Brusca, Victor G. "Game Build Introduction." In Introduction to Video Game Engine Development. Apress, 2021. http://dx.doi.org/10.1007/978-1-4842-7039-4_15.

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Styhre, Alexander. "Who Is an Indie Developer? Sorting Out the Categories." In Indie Video Game Development Work. Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-45545-3_4.

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Styhre, Alexander. "The Ethnographer’s Dilemma: To Understand a World That Is Not Your Own While Avoiding to Misrepresenting It." In Indie Video Game Development Work. Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-45545-3_1.

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Conference papers on the topic "Video game development course"

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Palomo-Duarte, Manuel, Juan Manuel Dodero, José Tomás Tocino, Antonio García-Domínguez, and Antonio Balderas. "Competitive evaluation in a video game development course." In the 17th ACM annual conference. ACM Press, 2012. http://dx.doi.org/10.1145/2325296.2325371.

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"Designing a Multi-Campus Game Development Course With Hybrid Synchronous and Asynchronous Learning Environments Using Video Conference Systems." In 2th European Conference on Game Based Learning. ACPI, 2019. http://dx.doi.org/10.34190/gbl.19.140.

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Stephenson, Ben, Mark James, Nigel Brooke, and John Aycock. "An Industrial Partnership Game Development Capstone Course." In SIGITE/RIIT 2016: The 17th Annual Conference on Information Technology Education and the 5th Annual Conference on Research in Information Technology. ACM, 2016. http://dx.doi.org/10.1145/2978192.2978214.

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Abidin, Zainul, Sulthoni, and Susilaningsih. "Development of Game Based Learning Biology Course." In 1st International Conference on Information Technology and Education (ICITE 2020). Atlantis Press, 2020. http://dx.doi.org/10.2991/assehr.k.201214.323.

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Politowski, Cristiano, Fabio Petrillo, Gabriel Cavalheiro Ullmann, Josias de Andrade Werly, and Yann-Gaël Guéhéneuc. "Dataset of Video Game Development Problems." In MSR '20: 17th International Conference on Mining Software Repositories. ACM, 2020. http://dx.doi.org/10.1145/3379597.3387486.

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Holliday, Mark A. "Incremental game development in an introductory programming course." In the 33rd annual. ACM Press, 1995. http://dx.doi.org/10.1145/1122018.1122049.

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Ivanov, Lubomir. "A GAME DEVELOPMENT COURSE FOR NON-CS MAJORS." In International Conference on Education and New Learning Technologies. IATED, 2017. http://dx.doi.org/10.21125/edulearn.2017.0621.

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Hideg, Christopher L., and Debatosh Debnath. "A Programming Course Using Video Game Design with Platform Projects." In 2018 IEEE International Conference on Electro/Information Technology (EIT). IEEE, 2018. http://dx.doi.org/10.1109/eit.2018.8500103.

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Lopez, Ximena, and Carlo Fabricatore. "Fostering Students' Creativity through Video Game Development." In 2012 IEEE 12th International Conference on Advanced Learning Technologies (ICALT). IEEE, 2012. http://dx.doi.org/10.1109/icalt.2012.123.

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Schmalz, Marc, Aimee Finn, and Hazel Taylor. "Risk Management in Video Game Development Projects." In 2014 47th Hawaii International Conference on System Sciences (HICSS). IEEE, 2014. http://dx.doi.org/10.1109/hicss.2014.534.

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Reports on the topic "Video game development course"

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Frantseva, Anastasiya. The video lectures course "Elements of Mathematical Logic" for students enrolled in the Pedagogical education direction, profile Primary education. Frantseva Anastasiya Sergeevna, 2021. http://dx.doi.org/10.12731/frantseva.0411.14042021.

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The video lectures course is intended for full-time and part-time students enrolled in "Pedagogical education" direction, profile "Primary education" or "Primary education - Additional education". The course consists of four lectures on the section "Elements of Mathematical Logic" of the discipline "Theoretical Foundations of the Elementary Course in Mathematics" on the profile "Primary Education". The main lecture materials source is a textbook on mathematics for students of higher pedagogical educational institutions Stoilova L.P. (M.: Academy, 2014.464 p.). The content of the considered mathematics section is adapted to the professional needs of future primary school teachers. It is accompanied by examples of practice exercises from elementary school mathematics textbooks. The course assumes students productive learning activities, which they should carry out during the viewing. The logic’s studying contributes to the formation of the specified profile students of such professional skills as "the ability to carry out pedagogical activities for the implementation of primary general education programs", "the ability to develop methodological support for programs of primary general education." In addition, this section contributes to the formation of such universal and general professional skills as "the ability to perform searching, critical analysis and synthesis of information, to apply a systematic approach to solving the assigned tasks", "the ability to participate in the development of basic and additional educational programs, to design their individual components". The video lectures course was recorded at Irkutsk State University.
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