Relevant bibliographies by topics / Video game programming

Contents

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

Academic literature on the topic 'Video game programming'

Author: Grafiati
Published: 4 June 2021
Last updated: 6 February 2022

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Journal articles on the topic "Video game programming"

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

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This article is interested in the creative practices in video game production. More specifically, the research focuses on the ways in which the use of game engines – a toolkit that offers a set of functionalities to automatize the handling of a range of processes (graphics, sound, game physics, networks, artificial Intelligence) – make possible or impossible certain forms of emergences in video games production. The manipulation of objects in these game engines is done according to a certain programming paradigm. Two main programming paradigms currently govern the internal design of game engines: object-oriented/inheritance-based deep-class hierarchical design and component-based data-driven design. We will describe how different programming paradigms lend themselves to certain affordances to explore the ways in which game workers can interface with game engines. We will use the framework developed by Gilbert Simondon on the artisanal and industrial stage or mode of production. This will enable a better understanding of the technogenesis of different kinds of game engines and the ways in which they can be conceptualized as technical individuals enduring through their associated milieus. This way of describing game engines emphasizes non-anthropocentric forms of creativity and specific modalities of emergent techno-human processes that are too often underestimated in various accounts of cultural production processes.
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Muratet, Mathieu, Patrice Torguet, Jean-Pierre Jessel, and Fabienne Viallet. "Towards a Serious Game to Help Students Learn Computer Programming." International Journal of Computer Games Technology 2009 (2009): 1–12. http://dx.doi.org/10.1155/2009/470590.

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Video games are part of our culture like TV, movies, and books. We believe that this kind of software can be used to increase students' interest in computer science. Video games with other goals than entertainment, serious games, are present, today, in several fields such as education, government, health, defence, industry, civil security, and science. This paper presents a study around a serious game dedicated to strengthening programming skills. Real-Time Strategy, which is a popular game genre, seems to be the most suitable kind of game to support such a serious game. From programming teaching features to video game characteristics, we define a teaching organisation to experiment if a serious game can be adapted to learn programming.
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Sevin, Rebecca, and Whitney Decamp. "From Playing to Programming: The Effect of Video Game Play on Confidence with Computers and an Interest in Computer Science." Sociological Research Online 21, no. 3 (August 2016): 14–23. http://dx.doi.org/10.5153/sro.4082.

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Research on the effects of playing video games has been limited by a preoccupation with possible negative repercussions. Nevertheless, research has shown that video games can have positive effects on young players’ social lives. The existing body of research, however, has largely ignored the more computer-related aspects of video game play and its effects. This study provides empirical evidence to support theoretical arguments about the relationship between playing video games and computers. The type of scientific thinking encouraged by video games and the technological abilities needed to play video games is suggested to result in an increase in players’ confidence with computers and interest in computer science. These potential relationships are examined using data from over 1,000 undergraduate students to empirically assess the relationship between video game play and: 1) confidence with computers, and 2) interest in computer science. The results indicate that game play is statistically significant as a predictor of confidence and interest. In comparison to the other predictors in the model, the strength of the effect from playing video games is relatively very strong. The findings suggest that exposure to video games as a recreational technology help inform players’ abilities with non-recreational technology and build an interest in technology in general.
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WEINTROP, David, and Uri WILENSKY. "Situating Programming Abstractions in a Constructionist Video Game." Informatics in Education 13, no. 2 (October 13, 2014): 307–21. http://dx.doi.org/10.15388/infedu.2014.19.

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Akpinar, Yavuz, and Ümit Aslan. "Supporting Children’s Learning of Probability Through Video Game Programming." Journal of Educational Computing Research 53, no. 2 (August 24, 2015): 228–59. http://dx.doi.org/10.1177/0735633115598492.

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Torres-Toukoumidis, Angel, Juan Pablo Salgado Guerrero, Sheila Peñalva, and Paola Carrera. "Global Game Jam in Latin-America, a Collaborative Videogame Learning Experience." Social Sciences 9, no. 3 (March 11, 2020): 28. http://dx.doi.org/10.3390/socsci9030028.

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Videogame production events, particularly the Global Game Jam (GGJ), is an activity par excellence aimed at the development of the world’s largest games, enhancing the form of personal expression, critical thinking, and appropriation of new media through collaborative work. The general objective is to explore the development process within the context of the GGJ, calculating the correlation between level of education and source of inspiration, the correlation between level of education and purpose of the game to be designed in the Global Game Jam and the correlation between level of education and skills. The main source of inspiration is defined by game genre, game mechanics, or other video game, in addition the purpose of the game is mainly due to learning a technical skill, enjoy doing it, and generate satisfaction in the players. Finally, the skills that prevail are 2D Design, Programming, and 3D Design. People with a high level of knowledge have the same passion as those who have just started in the multidisciplinary field of the development of video games motivated by creating an original game that has a good script and provides them a life experience.
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Thomas Courtier, Devlyn, and John DeLooper. "Hosting a Super Smash Bros. Tournament at the Hudson County Community College Library." Library Hi Tech News 34, no. 1 (March 6, 2017): 11–16. http://dx.doi.org/10.1108/lhtn-10-2016-0048.

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Purpose The purpose of this paper is to describe how the Hudson County Community College Library hosted a Super Smash Bros. for Wii U Tournament as part of its Fall 2015 and Spring 2016 programming, and discuss what it learned from hosting the event. Design/methodology/approach This paper details how a community college library planned, hosted and learned from its experience running a Super Smash Bros. for the Wii U Tournament. It will also describe how the library continued to use this experience to plan additional video game-based programming. Findings The Super Smash Bros. for the Wii U Tournament was generally well received by student attendees. However, student feedback revealed a preference for less-competitive “friendly” events instead of tournaments. Students also requested the option of having several games available instead of one. Originality/value Thus far, there has been little research on academic or community college libraries organizing video game-based programming and activities event. There have also been few studies about whether gaming events work better in libraries as tournaments or “free play” activities.
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Díaz, Jaime, Jeferson Arango López, Samuel Sepúlveda, Gabriel Mauricio Ramírez Villegas, Danay Ahumada, and Fernando Moreira. "Evaluating Aspects of Usability in Video Game-Based Programming Learning Platforms." Procedia Computer Science 181 (2021): 247–54. http://dx.doi.org/10.1016/j.procs.2021.01.141.

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Meier, Cecile, Jose Luis Saorín, Alejandro Bonnet de León, and Alberto Guerrero Cobos. "Using the Roblox Video Game Engine for Creating Virtual tours and Learning about the Sculptural Heritage." International Journal of Emerging Technologies in Learning (iJET) 15, no. 20 (October 19, 2020): 268. http://dx.doi.org/10.3991/ijet.v15i20.16535.

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This paper describes an experience to incorporate the realization of virtual routes about the sculptural heritage of a city in the classroom by developing a simulation of the urban environment using a video game engine. Video game engines not only allow the creation of video games but also the creation and navigation of in-teractive three-dimensional worlds. For this research, Roblox Studio has been used, a simple and intuitive program in which no previous programming skills are required. During the 2018/2019 academic year, a pilot experience was carried out with 53 secondary school students who were given the task of designing a virtual environment in which they had to include 3D models of the sculptural her-itage of the city of Santa Cruz de Tenerife. Before starting the experience, the par-ticipants answered a questionnaire to obtain a previous idea of the students' knowledge about the creation of video games. Once the activity was finished and in order to evaluate the result of the activity, the participants answered a final questionnaire. The students emphasized that after the activity they are more aware of the sculptural heritage of Santa Cruz and that they consider themselves capable of creating their own interactive worlds with Roblox.
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Ariffin, Mazeyanti Mohd, Nurshazlyn Mohd Aszemi, and Mohammad Syazran Mazlan. "CodeToProtect©: C++ Programming Language Video Game for Teaching Higher Education Learners." Journal of Physics: Conference Series 1874, no. 1 (May 1, 2021): 012064. http://dx.doi.org/10.1088/1742-6596/1874/1/012064.

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Dissertations / Theses on the topic "Video game programming"

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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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Douglas, Brady D. "Using Video Game Development as a Stepping Stone into the World of Technology." Ashland University Honors Theses / OhioLINK, 2018. http://rave.ohiolink.edu/etdc/view?acc_num=auhonors1525247444242345.

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Hannah, Jason. "Design pattern usage in designing web services for a video game inventory application /." View PDF document on the Internet, 2005. http://library.athabascau.ca/drr/download.php?filename=scis/JasonHannah.PDF.

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Kuoppa, Andreas. "Design Decisions for Indie Development of Educational Video Games : A Case Study." Thesis, Luleå tekniska universitet, Institutionen för system- och rymdteknik, 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:ltu:diva-74576.

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Educational video games – especially for the PC market – do not seem to perform as well commercially as games from other genres. We argue that there is room for independent – ’indie’ – developers to break into the marketplace, by identifying certain niches and innovating on the genre. This would generate commercial value for such actors and knowledge value for the players. Design decisions of high importance made during development of an educational video game demo at the small Swedish company Toleap Consulting AB were analysed in the pursuit of contributing to effective indie development of such games. Three main problems that arose during development were identified, and three design decisions where implemented to combat these respective problems; (1) Interpreted educational game pattern utilising XML, (2) Function-based game views and (3) Community created assets, open source, and no costly dependencies. In our case, the formulated design decisions effectively solved our problems, and we argue that they generalise. If a developer creating a similar game (educational video game) in a similar situation (independent development with limited resources) encounters one or more of these problems, the suggested design decisions may help the developer solve the problems, in turn making more educational video games available on the market, generating the aforementioned commercial and knowledge values.
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Mendel, Oskar, and Jesper Bergström. "SIMD Optimizations of Software Rendering in 2D Video Games." Thesis, Linnéuniversitetet, Institutionen för datavetenskap och medieteknik (DM), 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-88989.

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Optimizing rendering is one of the greatest challenges faced by game developers. Most game engines make use of hardware rendering which uses technology specifically built for rendering. Before such hardware existed, game developers had to rely on the CPU to render their games. This is known as software rendering. Software rendering is not commonly used nowadays but has been seen in cases such as a backup for when the end users machine does not support the hardware based renderer of the application. Since the CPU is not purposely built for rendering, unlike the GPU, the developer has to perform optimizations to make the renderer more efficient in terms of speed. In this thesis, we present an approach which is a subset of parallel programming called Single Instruction, Multiple Data. This technique operates on vector based registers which means operations can be performed on multiple pieces of data at once. This is applied to an already built game engine in order to optimize its rendering. The results show a speed-up of 90.5% and a framerate increase from 30 frames per second to 133 frames per second within the rendering routine.
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Courtney, Joshua. "Using Ant Colonization Optimization to Control Difficulty in Video Game AI." Digital Commons @ East Tennessee State University, 2010. https://dc.etsu.edu/honors/147.

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Ant colony optimization (ACO) is an algorithm which simulates ant foraging behavior. When ants search for food they leave pheromone trails to tell other ants which paths to take to find food. ACO has been adapted to many different problems in computer science: mainly variations on shortest path algorithms for graphs and networks. ACO can be adapted to work as a form of communication between separate agents in a video game AI. By controlling the effectiveness of this communication, the difficulty of the game should be able to be controlled. Experimentation has shown that ACO works effectively as a form of communication between agents and supports that ACO is an effective form of difficulty control. However, further experimentation is needed to definitively show that ACO is effective at controlling difficulty and to show that it will also work in a large scale system.
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Gançarski, Pierre. "Le controle de l'interactivite et du temps dans la production d'animation." Université Louis Pasteur (Strasbourg) (1971-2008), 1988. http://www.theses.fr/1988STR13217.

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Etude des concepts entrant dans la definition d'un systeme destine a realiser des animations simples a scenario interactif. L'idee de base consiste a associer un acteur a chacun des intervenants d'une animation et a conserver le scenario dans son integralite. Ce scenario est un programme qui gere l'ensemble des evenements reconnus par l'animation ainsi que certains types de liens entre acteurs ou de contraintes appliquees a ceux-ci. Ce programme est mis sous forme d'un systeme reactif. La structure du systeme realise, ses differents composants et son implantation sont decrits en esterel et c**(++)
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Begel, Andrew B. (Andrew Brian). "Bongo--a kids' programming environment for creating video games on the Web." Thesis, Massachusetts Institute of Technology, 1997. http://hdl.handle.net/1721.1/43517.

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Thesis (M. Eng.)--Massachusetts Institute of Technology, Dept. of Electrical Engineering and Computer Science, 1997.
Includes bibliographical references (leaves 86-87).
by Andrew B. Bengel.
M.Eng.
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Goeringer, Tyler. "Massively Parallel Reinforcement Learning With an Application to Video Games." Case Western Reserve University School of Graduate Studies / OhioLINK, 2013. http://rave.ohiolink.edu/etdc/view?acc_num=case1373073319.

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Gregg, Elizabeth Anne. "Teaching Critical Media Literacy Through Videogame Creation in Scratch Programming." Digital Commons at Loyola Marymount University and Loyola Law School, 2014. https://digitalcommons.lmu.edu/etd/199.

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Critical media literacy (Kellner & Share, 2005) may better equip children to interpret videogame content and to create games that are nonviolent and socially just. Videogames are growing in popularity in classrooms. Yet educators and parents have concerns about the violent and stereotypical content they include. An earlier study based on the curriculum Beyond Blame: Challenging Violence in the Media (Webb, Martin, Afifi, & Kraus, 2009) examined the value of a media awareness curriculum. In this mixed-method study, I explored the effectiveness of a critical media literacy program that incorporated collaboratively creating nonviolent or sociallyjust games in teaching fourth-grade students the factors of awareness of violence, marketing, and critical media literacy. Qualitative data collected from teacher reflection notes, student journals, Scratch projects, and interviews revealed the positive effects of the program. Quantitative data supported these conclusions. This highlights the need for schools to engage students in computer programming as a means to learn academics, while educating students in critical media literacy to better enable them to navigate wisely the media saturated world in which they live. In learning programming, students engage in collaborative work, their interactions helping them to collectively create meaning for the symbols they create. Set in a framework of critical media literacy and symbolic interactionism (Blumer, 1969; Mead, 1934), this study provides an innovative model for teaching computer programming and critical media literacy skills to students.
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Books on the topic "Video game programming"

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Video game programmer. Pleasantville, NY: Gareth Stevens Pub., 2010.

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Video game design. New York: Cavendish Square, 2015.

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Beginning game programming. Boston, MA: Thomson/Course Technology, 2005.

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

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Beginning game programming. 2nd ed. Boston, MA: Thomson/Course Technology, 2007.

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Video game design foundations. Tinley Park, Ill: Goodheart-Willcox Company, 2011.

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Jozefowicz, Chris. Video game developer. Pleasantville, NY: Gareth Stevens Pub., 2010.

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

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Ploor, D. Michael. Video game design foundations. Tinley Park, Ill: Goodheart-Willcox Company, 2011.

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

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Book chapters on the topic "Video game programming"

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van der Spuy, Rex. "Programming Foundations: How To Make A Video Game." In Foundation Game Design with ActionScript 3.0, 1–55. Berkeley, CA: Apress, 2012. http://dx.doi.org/10.1007/978-1-4302-3994-9_1.

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Sakakibara, Ami, and Hiroshi Hosobe. "A Video Game-Like Approach to Supporting Novices in Learning Programming." In Learning and Collaboration Technologies: Games and Virtual Environments for Learning, 84–93. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-77943-6_6.

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Kerfs, Jeremy. "Adding Sound Effects, Music, and Video." In Beginning Android Tablet Games Programming, 69–86. Berkeley, CA: Apress, 2011. http://dx.doi.org/10.1007/978-1-4302-3853-9_4.

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Frade, Miguel, F. Fernandez de Vega, and Carlos Cotta. "Modelling Video Games’ Landscapes by Means of Genetic Terrain Programming - A New Approach for Improving Users’ Experience." In Lecture Notes in Computer Science, 485–90. Berlin, Heidelberg: Springer Berlin Heidelberg, 2008. http://dx.doi.org/10.1007/978-3-540-78761-7_52.

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"Programming Foundations: How to Make a Video Game." In Foundation Game Design with Flash, 3–29. Berkeley, CA: Apress, 2009. http://dx.doi.org/10.1007/978-1-4302-1822-7_1.

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Madill, Leanna, and Kathy Sanford. "Video-Game Creation as a Learning Experience for Teachers and Students." In Handbook of Research on Effective Electronic Gaming in Education, 1257–72. IGI Global, 2009. http://dx.doi.org/10.4018/978-1-59904-808-6.ch072.

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This chapter explores changing conceptions of learning brought about by technological changes and opportunities and examines more closely the understanding of video game creation as a learning experience. Based on the first year of a three-year ethnographic research study of the educative value and potential of video games within a school setting, this chapter examines the powerful learning and teaching practises in classes of information technology and programming in which video game creation has been used as entry points into learning programming skills. Observations, interviews, and video recordings coupled with students’ articulation of their process were used to examine the depth of students’ learning and revealed the development of their multi-literacy skills, social skills, and their learning process awareness. Suggestions within this chapter include how a social constructivist classroom involving technology and popular culture can be developed and valued.
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Bulut, Ergin. "Game Testers as Precarious Second-Class Citizens." In A Precarious Game, 122–40. Cornell University Press, 2020. http://dx.doi.org/10.7591/cornell/9781501746529.003.0007.

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This chapter focuses on another group of marginalized actors in the game industry: game testers. As a means of getting one's foot in the industry, video game testing constitutes an arena of “cruel optimism.” Video game testing is a decidedly temporary position appealing mostly to young people with fewer occupational skills than the core creatives. Testers endure extreme precarity in hopes of garnering the symbolic capital they gain in the industry, a permanent position, or new job in one of development's other disciplines, such as design, art, or programming. The chapter coins the term “degradation of fun” to illuminate the process through which the joy derived from testing is diminished due to precarity, instrumentalized play, and surveillance in the workplace.
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Peixoto de Queirós, Ricardo Alexandre. "A Survey on Game Backend Services." In Advances in Game-Based Learning, 1–13. IGI Global, 2017. http://dx.doi.org/10.4018/978-1-5225-1034-5.ch001.

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The industry of video games is one of the fastest growing sectors in the worldwide economy. One of the key factors to increase engagement and player retention, was the use of various common game concepts such as leaderboards and achievements. The massive use of this approach and the impressive growth of players led to the concept of gamification as a service, later materialized in Game Backend as a Service (GBaaS). Instead of replicating the implementation of the game features in each version of the game for several platforms, GBaaS adhere to a service oriented architecture providing cross-platform game services that lets you easily integrate popular gaming features such as achievements, leaderboards, remote storage and real-time multiplayer in games. This chapter surveys several GBaaS based on the features they offer and on their openness for the integration with computer programming environments.
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Burns, Melissa. "Perspectives on Middle School Esports." In Advances in Game-Based Learning, 210–28. IGI Global, 2021. http://dx.doi.org/10.4018/978-1-7998-7069-2.ch012.

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Competitive video games, or esports, have been making their way into high schools across Canada, though most middle school students have been left out of the game. This chapter will examine the identity and role of the various shared stakeholders at the middle years level, highlight the benefits of scholastic esports for middle school learners, and examine obstacles that may hinder the implementation of such programming, leaning on the experience of one such program in central Canada. The author will examine data collected over a span of four years on the impact of both coed and girls-only gaming environments in middle schools and how to support young female learners through gaming. Finally, this chapter will highlight the current landscape of K-12 scholastic esports with recommendations on how and why scholastic esports should have a place in Canadian schools.
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Paiva, José Carlos, José Paulo Leal, and Ricardo Alexandre Peixoto de Queirós. "Design and Implementation of an IDE for Learning Programming Languages Using a Gamification Service." In Advances in Game-Based Learning, 295–308. IGI Global, 2017. http://dx.doi.org/10.4018/978-1-5225-1034-5.ch014.

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This chapter presents the architecture and design of Enki, an Integrated Development Environment (IDE) for learning programming languages on Massive Open Online Courses (MOOCs). This environment can be used as a tool by a Learning Management System (LMS) and a typical LMS such as Moodle can launch it using the Learning Tool Interoperability (LTI) API. Student authentication tokens are passed via LTI, thus integrating Enki in the single sign-on domain of the academic institution. The proposed tool has a web user interface similar to those of reference IDEs, where the learner has access to different integrated tools, from viewing tutorial videos, to solving programming exercises that are automatically evaluated. Enki uses several gamification strategies to engage learners, including generic gamifications services provided by Odin and the sequencing of educational resources. The course content (videos, PDFs, programming exercises) is progressively disclosed to the learner as he successfully completes exercises. This is similar to what happens in a game, where new levels are unlocked as the previous are completed, thus contributing to the sense of achievement.
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Conference papers on the topic "Video game programming"

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Doerschuk, Peggy, Valerie Juarez, Jiangjiang Liu, Daniel Vincent, Kathlyn Doss, and Judith Mann. "Introducing programming concepts through video game creation." In 2013 IEEE Frontiers in Education Conference (FIE). IEEE, 2013. http://dx.doi.org/10.1109/fie.2013.6684879.

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Pantoja, Maria. "Designing a New Video Game App as an aid for Introduction to Programming classes that use C Programming Language." In Third International Conference on Higher Education Advances. Valencia: Universitat Politècnica València, 2017. http://dx.doi.org/10.4995/head17.2017.4606.

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This paper describes the use and development of a mobile application as an aid for an introduction to programming class in C, for first year engineering students. One of the biggest problems in teaching programming, and in particular in C is the concept of memory allocation and pointers. To help visualizing these concepts we developed an application in the form of a video game that works on both Android and iOS devices. The paper is inspired Digital Game Based Learning (DGBL) pedagogical theory, studying the kind of learning that happens when playing computer and video games, how to use this medium as a tool for learning, and how to design games for learning. Research has shown benefits in using mobile applications to better engage students and help them learn at their own pace and levelWe did some preliminary performance testing on students from two different groups. One group of computer engineering students and another one of non-engineering majors, both groups learning to program, with no previous knowledge of programming, to evaluate the benefits of the application. The results of this test show that there is an improvement in the students understanding in C, and we also noted a very positive attitude of students toward using something as familiar to them as mobile phones to help them understand the material.
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Puerta-Cortés, Diana Ximena, Jennifer Karina Hernández, Ana María Olaya, José Tovar, and Daniel Varela. "Training the working memory in older adults with the “Reta tu Memoria” video game." In INNODOCT 2019. Valencia: Universitat Politècnica de València, 2019. http://dx.doi.org/10.4995/inn2019.2019.10219.

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The objective of this study was to train the visuospatial and semantic working memory of a sample of Colombian older adults through the design of a serious game. The sample was composed of 20 older adults whose ages ranged from 50 to 77 years and showed signs of normal ageing. The sample belonged to the Edad de Oro group from the Universidad de Ibagué in Colombia. Participation in this study was voluntary, and the socio-demographic data and Mini-Mental state examination questionnaires were administered. The video game’s creative process was developed over six months by a team made up of psychologists and systems engineers. The video game was created using 2D Construct3 game editor, and the use of JavaScript programming language and an advanced knowledge of HTML were required. Before training, two pilot sessions were carried out to adjust the video game structure. After that, the procedure was applied to the sample for 20 sessions. The time spent and errors made in the video game’s five levels were registered. The results show values of significant effect size. In conclusion, the Latin American samples help corroborate the central training hypothesis. Training through video games leads to improved visuospatial and semantic working memory performance.
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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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Hideg, Christopher, and Debatosh Debnath. "An introductory programming course using video game design and unity©." In 2017 IEEE International Conference on Electro Information Technology (EIT). IEEE, 2017. http://dx.doi.org/10.1109/eit.2017.8053405.

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Paliokas, Ioannis, Christos Arapidis, and Michail Mpimpitsos. "PlayLOGO 3D: A 3D Interactive Video Game for Early Programming Education: Let LOGO Be a Game." In 2011 3rd International Conference on Games and Virtual Worlds for Serious Applications (VS-GAMES 2011). IEEE, 2011. http://dx.doi.org/10.1109/vs-games.2011.10.

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Ventura, Matthew, John Ventura, Chad Baker, Grant Viklund, Randall Roth, and Jonas Broughman. "Development of a video game that teaches the fundamentals of computer programming." In SoutheastCon 2015. IEEE, 2015. http://dx.doi.org/10.1109/secon.2015.7133047.

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Neufeld, Xenija, Sanaz Mostaghim, and Diego Perez-Liebana. "Procedural level generation with answer set programming for general Video Game playing." In 2015 7th Computer Science and Electronic Engineering (CEEC). IEEE, 2015. http://dx.doi.org/10.1109/ceec.2015.7332726.

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Geisler, Benjamin J., Frank J. Mitropoulos, and Shane Kavage. "GAMESPECT: Aspect Oriented Programming for a Video Game Engine using Meta-languages." In SoutheastCon 2019. IEEE, 2019. http://dx.doi.org/10.1109/southeastcon42311.2019.9020369.

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Silva, Thiago Reis, Alan Santana, and Eduardo Aranha. "Investigating Video Classes Formats for Teaching Digital Game Programming in High School." In XXX Simpósio Brasileiro de Informática na Educação (Brazilian Symposium on Computers in Education). Brazilian Computer Society (Sociedade Brasileira de Computação - SBC), 2019. http://dx.doi.org/10.5753/cbie.sbie.2019.753.

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