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1
Surangi, Vani Indrani. "Game design and development". CSUSB ScholarWorks, 2006. https://scholarworks.lib.csusb.edu/etd-project/3098.
Testo completoAbstract (sommario):
The project focuses on computer tools suitable for particular game genres and how they are used to develop 3D computer games. As part of learning about the tools, the author developed a 3D computer adventure game called "Adventures of Smiley" using Macromedia Director MX and 3D Studio Max. The game's purpose is to engage children using a friendly interface while they learn about different topics in various subject areas through lessons and puzzles. The research gathered information about the current game industry, technologies and game genres, which can be used as a reference for the beginning level game programmer. The project documentation and the game are also published on the Internet and can be freely accessed online.
2
Sundström, Ylva. "Game design and production : frequent problems in game development". Thesis, Högskolan på Gotland, Institutionen för speldesign, teknik och lärande, 2013. http://urn.kb.se/resolve?urn=urn:nbn:se:hgo:diva-1793.
Testo completoAbstract (sommario):
This essay is about common problems that can arise during game development projects. It is focused around the production cycle and how the game industry treats the game development pipeline. It mainly describes issues with communication within game development teams, problems concerning planning and how the design process affects members of the game development team’s work process and efficiency. It includes an analysis of common problems that I have found during my studies of literature describing the game industry, a short research study of post mortems written by game developers and a survey about game design documentation and communication sent out to game developers and game design students.Den här uppsatsen behandlar vanliga problem som kan uppstå under spelprojekt. Den är fokuserad kring produktionscykeln och hur industrin behandlar produktionscykelns olika delar. Den beskriver framförallt problem rörande kommunikationen inom team som utvecklar spel, problem kopplade till planering av spelprojekt och hur designprocessen påverkar spelutvecklares arbetsprocesser och effektivitet. Den inkluderar en analys av vanliga problem jag har funnit då jag studerat litteratur som beskriver spelindustrin, en kort studie av post mortems skrivna av spelutvecklare och en undersökning om speldesigndokumentation jag skickat ut till spelutvecklare och spelstudenter.
3
Faltin, Elias, e Mikael Ferroukhi. "From conceptual level to playable game : An exemplary investigation of applying game design theory to practice through the process of design and development". Thesis, Uppsala universitet, Institutionen för speldesign, 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-415728.
Testo completoAbstract (sommario):
The reflective game design theory outlined by Rilla Khaled (2018) argues for designing disruptive experiences to promote reflection within the player. We decided to design and produce a game based on her theory to then engage with Khaled’s theory critically. We define the act of making a game as a three-step process consisting of ideation (influenced by Khaled’s theory), articulation of the design based on a framework (SGDA Framework by Mitgutsch & Alvarado, 2012), and finally the implementation of it (based on principles outlined by Swink, 2009 and Boyer, 2010). We make a theoretical argument for our design decisions, test the game in a user study, and then discuss the successes and shortcomings of our design. To conclude we tie our discoveries to the steps taken in the application of theory into practice. We discover that the best design intentions often cannot reach the player because their interaction with the game is hindered by un-polished implementation. We identify further gaps between theory and practice and are stating what designers should watch out for when making reflective games.I Rilla Khaled´s (2018) teori Reflective game design theory, argumenterar hon för fördelen med att skapa omvälvande upplevelser i syfte att uppmana spelaren till reflektion. Vi beslöt oss för att designa och utveckla ett spel baserat på hennes teori, för att sedan undersöka och utvärdera teorin. Vi definierar spelutvecklande som en process i tre steg, bestående av ”ideation” (grundat ur Khaleds teori), artikulering av designen baserat på ett ramverk s.k. ”SGDA Framework” ( Mitgutsch & Alvarado, 2012), och slutligen realisering (grundat på principer framtagna av Boyer, 2010 och Swink, 2009). Vi argumenterar för besluten som ligger bakom vår design, utför praktiska test av spelet i en användarstudie och diskuterar sedan framgångar samt eventuell tillkortakommanden med vår design. Slutsatsen består av en redogörelse för hur våra upptäckter står i förhållande till applikationen av teori till praktik. Vi upptäckte att genomtänkta och välmotiverade beslut inom spelutveckling inte alltid når spelaren, då interaktionen mellan spelare och spel hindras av tillkortakommanden i hur dessa beslut tillämpats. Vi identifierade ytterligare klyftor mellan teori och realisering, och konstaterar vad spelutvecklare bör vara uppmärksamma på under utveckling av s.k. ”reflective games”.
4
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.
Testo completoAbstract (sommario):
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.
5
Bentley, T. Mark. "The game studio| Developing literacy through the lens of game design". Thesis, Middle Tennessee State University, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=1597407.
Testo completoAbstract (sommario):
In this thesis, I propose a curriculum for first year composition (FYC), called the Game Studio curriculum, in which students learn writing through experiences playing, analyzing, and designing games. In Chapter 1, I review the ways in which many students are already learning in video game spaces and argue that the study of games has potential to alter FYC instruction for the better. In Chapter 2, I frame the scholarship behind the Game Studio using James Paul Gee’s What Video Games Have to Teach us About Learning and Literacy and Jesse Schnell’s The Art of Game Design: A Book of Lenses. I also provide context for Middle Tennessee State University’s “Literacy for Life” objectives and discuss how the Game Studio curriculum supplements these objectives. In Chapter 3, I provide a detailed list of introductory projects designed to give both students and instructors a running knowledge of game jargon and game design concepts. In Chapter 4, I provide details for the final two projects, which involve the development of student-designed games. I conclude in Chapter 5 with my reflections on student responses to an exit survey at the end of the Game Studio semester.
6
Hung, Cheng-Yu. "Multi-user game development". CSUSB ScholarWorks, 2007. https://scholarworks.lib.csusb.edu/etd-project/3122.
Testo completoAbstract (sommario):
This project included the development of a multi-user game that takes place in a 3 dimensional world of the computer science department. Basically, the game allows prospective students to meet existing students and faculty in a virtual open house that takes place within the third floor of Jack Brown Hall. Users can walk around Jack Brown Hall and type text messages to chat with each other.
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Kofali, Ozgur. "Development of a Game Portal for Web-based Motion Games". Thesis, Linköpings universitet, Interaktiva och kognitiva system, 2017. http://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-138094.
Testo completoAbstract (sommario):
The objective of this thesis project focuses on designing and implementing a game portal for web-based motion games whilst achieving high usability. Many systems lack the creativ- ity to design web-usability with all the technical requirements and this study addresses this problem by implementing a front-end system that uses agile methodology with competitive analysis and consumes the back-end system with RESTful architecture by using AngularJS web application framework. Users were involved in the implementation process repetitively and the usability test was done with think aloud protocol and System Usability Scale which involves a questionnaire on paper. It was concluded that a clear and interactive navigation bar made it very useful for users to hover through the website. Having the notifications fixed on the upper right side of the navigation bar made them easily perceived by the users and including all user-related functions under username helped the user reach them easily. It was also concluded that modal view prevented page reloading by gathering users, attention at one point. Adding visual feedback functions such as highlighting the hovered or clicked link were appreciated by the users.
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Wang, Qichao. "Game-Aided Education for Transportation Engineering: Design, Development, and Assessment". Thesis, Virginia Tech, 2017. http://hdl.handle.net/10919/78375.
Testo completoAbstract (sommario):
Transportation engineering is a wide area that covers different topics including traffic planning, highway design, pavement design, traffic safety, and traffic control. Certain concepts in those topics are challenging and are hard to understand based on textbooks and lectures. In this work, we developed five web games targeting the five topics in transportation engineering education to improve students’ understanding of those hard concepts. The games are hosted in a website server. Students can play these games online after register and login. The server stores the users’ information and their gameplay data. We conducted a Before-and-After study to test the effectiveness of the games in terms of improving the learning outcomes of the students. The results showed that the games could increase the students’ understanding of hard concepts significantly. The developed games can be used in transportation education. This game framework can serve as a reference for other education game developers.
We envision that more educational games will be developed by transportation and education communities in the recent future. There will be more than one game for the same topic. We need an approach to select games for different students group. We proposed a gravity model for evaluating the engagement of the students for the educational games. We found that different games have different properties in terms of attracting students’ engagement. The proposed model can be used in the future for selecting educational games for specific students group.Master of Science
This thesis presents the effort of making computer games for education purpose. I developed five games corresponding to the five areas in transportation engineering courses. The objective of this work is to let the students understand the hard concepts in transportation engineering by playing the developed games. The students can play the games online, and their gameplay data will be recorded as they play. The effectiveness of this work was tested using before-and-after quizzes. We designed a set of quizzes that are within transportation engineering and can be solved using the knowledge learned in the games. We asked the students to do the quizzes and, without any feedback, do the same quizzes again after playing the games. The result showed that their scores improved in general, which means their understanding of transportation engineering was improved. Using the data collected from the gameplay, quizzes, and the students’ course scores, I proposed a gravity model that describes how students were engaged in the games. I found that different games could attract different students.
9
Howell, Peter Mark. "Disruptive game design : a commercial design and development methodology for supporting player cognitive engagement in digital games". Thesis, University of Portsmouth, 2015. https://researchportal.port.ac.uk/portal/en/theses/disruptive-game-design(cac71c4d-74b4-491b-a7e2-cb28e1fac235).html.
Testo completoAbstract (sommario):
First-person games often support the player’s gradual accretion of knowledge of the game’s rules during gameplay. They thus focus on challenging and developing performative skills, which in turn supports the player in attaining feelings of achievement and skills mastery. However, an alternative disruptive game design approach is proposed as an approach that encourages players to engage in higher-order thinking, in addition to performative challenges. This requires players to cognitively engage with the game at a deeper level. This stems from the player’s expectations of game rules and behaviours being disrupted, rather than supported, requiring players to learn and re-learn the game rules as they play. This disruptive approach to design aims to support players in satiating their needs for not only achievement and mastery at a performative level but also, their needs for problem-solving and creativity. Utilising a Research through Design methodology, a model of game space proposes different stages of a game’s creation, from conceptualisation through to the final player experience. The Ludic Action Model (LAM), developed from existing game studies and cognitive psychological theory, affords an understanding of how the player forms expectations in the game as played. A conceptual framework of game components is then constructed and mapped to the Ludic Action Model, providing a basis for understanding how different components of a game interact with and influence the player’s cognitive and motor processes. The Ludic Action Model and the conceptual framework of game components are used to construct the Disruptive Game Feature Design and Development (DisDev) model, created as a design tool for ‘disruptive’ games. The disruptive game design approach is then applied to the design, development, and publication of a commercial game, Amnesia: A Machine for Pigs (The Chinese Room, 2013). This application demonstrated the suitability of the design approach, and the proposed models, for establishing disruptive game features in the game as designed, developing those features in the game as created, to the final resolution in the game as published, which the player will then experience in the game as played. A phenomenological template analysis of online player discussions of the game shows that players tend to evaluate their personal game as played (i.e. their personal play experience) in relation to their a priori game as expected (i.e. the experience that they expected the game to provide). Players reported their play experiences in ways that suggested they had experienced cognitive engagement and higher-order thinking. However, player attitudes towards this type of play experience were highly polarised and seemingly dependent on the correspondence between actual and expected play experiences. The discussion also showed that different methods of disruption have a variable effect on the player experience depending on the primacy of the game feature being disrupted. Primary features are more effectively disrupted when the game’s responses to established player actions are subsequently altered. Secondary game features, only present in some sections, are most effectively disrupted when their initially contextualised behaviour is subsequently altered, or recontextualised. In addition, story-based feature disruption is most effected when the initial encoding stage is ambiguous, thus disrupting players’ attempts to form an initial understanding of them. However, these different methods of disruption may be most effective when used in conjunction with each other.
10
Astahovs, Ilja. "Use of design patterns for mobile game development". Thesis, Umeå universitet, Institutionen för datavetenskap, 2012. http://urn.kb.se/resolve?urn=urn:nbn:se:umu:diva-58055.
Testo completoAbstract (sommario):
Design patterns have been a valuable asset to software developers for a long time. All kind of software, including games, benefit from re-using the well known solutions to the common problems. Building a game from scratch requires a carefully made design and this is where design patterns come handy. However, the approach to game development has changed lately. The importance to learn the design patterns has been de-emphasized as frameworks and complete game engines emerge. Many design approaches provided by them are used out the box, often taken as some kind of standard. The purpose of this paper is to show how some of the classical design patterns can be used in game development and how some of the modern technologies adopt them. To research the importance of design patterns in game development, a small mobile game project has been done. As problems arose, a number of potentially useful design patterns were identified and analyzed. Those design patterns were practically applied to the project and their potential use with other related technologies was discussed. The paper emphasizes the important role of design patterns in game development and gives some insights into how design patterns are implemented in some of the modern middleware.
11
Kondrak, Krzysztof. "Design and implementation of application independent easy-to-use game engine". Thesis, Linköping University, Department of Computer and Information Science, 2009. http://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-18460.
Testo completoAbstract (sommario):
The objective of this Master's thesis is to study whether it is possible to create a versatile game engine that can be both application independent and easy to use. In order to study this issue, we have implemented a prototype game engine that supports 2D game development. The system includes predefined programming constructs in order to make game development faster and easier.The conclusion of this thesis work is that the presented problem, while theoretically possible to solve, would introduce too many practical problems during the game development. Furthermore, we conclude that growth in ease of use may limit the functionality of the engine.
12
Bawa, Papia. "Game On| Massively Multiplayer Online Games (MMOG) as Tools to Augment Teaching and Learning". Thesis, Purdue University, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10681049.
Testo completoAbstract (sommario):
The study investigated the use of Massively Multiplayer Online Games (MMOG) in English and Business classrooms in Higher Education from the context of learners’ performance outcomes, as well as stakeholders’ (learners, administrators, and faculty) perceptions pertaining to their experiences when using an MMOG based curriculum. The findings strongly suggest that MMOGs helped enhance learner performances in statistically significant ways, and provided valuable insights into elements of interest and concerns of stakeholders about MMOG usage in classrooms. Based on these insights, I designed a practitioners’ guide to assist future scholars interested in this curricular approach. This guide provides innovative tips on show how faculty, administrators and institutions may imbibe this cutting-edge technology in easy and affordable ways within classrooms, while dealing with several concerns such stakeholders may have regarding the use of such games. Given the rise in popularity of game based technology and the existing literature on the value of game based education, coupled with a paucity of studies examining applicability and implementation issues in the context of using MMOGs, I hope that this submission will be a valuable contribution to the literature.
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Wu, Penn Pinlung. "Development of a Career-Oriented Instructional Design Model for Game Programming". NSUWorks, 2012. http://nsuworks.nova.edu/gscis_etd/339.
Testo completoAbstract (sommario):
This dissertation proposal begins with a discussion about how the education of game programmers was not meeting the needs of the game industry. With this problem identified, this study proceeded to verify the existence of disparities of current game programming curricula. The findings from the literature review were able to: (a) justify the need to develop a career-oriented instructional design model for education of game programming; (b) identify the disparities that caused the mismatch of instructional content between academia and the game industry; (c) review research that contributed to the identification of three disparities: curriculum objectives and structure, instructional content, and curriculum orientation; (d) discuss theories and models of instructional design, student engagement, and related pedagogies; and (e) explore how these theories and models might be instrumental in improving education of game programming. The results obtained from the literature review were also used to formulate guidelines for investigating the status of currently available curricula in game programming. The research design and the research methods utilized by this study to examine the research questions are also described in detail.
Four research questions were used to guide the study with the goal of identifying or forming a guiding principle for developing an instructional design model for a career-oriented education of game programming professionals. The results of this study indicated that all of the investigated game programming curricula had not yet produced graduates whom the game companies are interested in hiring as game programmers and that educational institutions had missed an opportunity to equip students with the proper programming skills for the game industry. Furthermore, this study identified that an accreditation standard as well as an industry-accepted instructional design model was not yet available to reflect the personnel hiring requirements of the game industry. The curriculum and coursework must be career-oriented and instructional content must center on game programming. Game programming pedagogy must lead to development of core competencies. In reviewing these findings, the guiding principles for developing an instructional design model became clear. The contribution of this study was to present an immediately applicable instructional design model that could be used as a basis by schools to create or fine tune their game programming curricula. The completed model is provided as an attachment to this dissertation. This proposed instructional design model is intended to provide an initial basis towards a solution to minimize the disparities between academia and the game industry in educational areas of curriculum orientation, curriculum objectives and structure, and instructional content. As with any problem solution, future study and analysis should be done in order to optimize and standardize a game programming curriculum that will be accepted by the game industry as well as accredited by a mutually accepted accreditation body.
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Sweetser, Penelope. "An emergent approach to game design : development and play /". [St. Lucia, Qld.], 2006. http://www.library.uq.edu.au/pdfserve.php?image=thesisabs/absthe19209.pdf.
Testo completo
15
Kiss, Tibor. "Design and development of a flexible business simulation game". Thesis, Middlesex University, 1997. http://eprints.mdx.ac.uk/6636/.
Testo completoAbstract (sommario):
Availability of managers competent in managing organisations operating in a competitive and global market is among the key factors affecting the likelihood of the success of the transition economies. This in turn will depend on the ability of the higher education institutions to align their curriculum with the needs of industry and commerce. Changes in the curriculum need to be underpinned with the appropriate learning material. This research project, in a small way, fulfils this important need. The primary aim of the work presented in this dissertation is to develop an interactive learning tool that enables the management student to acquire relevant managerial competencies, and knowledge regarding functions and processes of a firm operating in a competitive economy. Development of a business game demands a framework that specifies its requirements. This framework was established by examining the relevant literature, existing business games, and the specific needs of the transition economies. These requirements were used to identify the detailed objectives of the research. The research methodology consisted of: (a) analysis of relevant published papers and existing business games; (b) modelling of business processes; (c) testing the internal validity of the business game using multivariate statistical tools; and (d) testing the external validity of the business game using structured observations, report feedback, and survey of participants. In line with the objectives of this research, a multifunctional Business Simulation Game (BSG) was developed. The game enables the student to acquire skills and knowledge of functional areas, as well as, to develop an understanding of the relationship of those functional areas in the organisation. The resultant BSG has a number of unique features. First, it can operate in two languages, English and Hungarian. Moreover, the program can be easily modified to accommodate other languages. This is important because a majority of students in transition countries can not speak English. Second, based 'on the "white box theory", the students have access to detailed analysis of each functional area. Third, BSG allows the students to choose between practice (playing against the computer) and competitive (playing against other students) mode. Fourth, the development of the functional areas used in the BSG contains new concepts and methods. A new dynamic aggregate market model was developed and validated by using real life data. A new approach for modelling short run production and cost function allows for a deeper understanding of economic theory. The accounting function of BSG includes a completely new methodology for the harmonisation of different accounting systems, and a new approach to computerised accounting. BSG was validated internally and externally. The internal validation included face validation; sensitivity tests; consideration of the existence of dominant factors; and examination of the stability of decision variable – performance criterion relationships. These were accomplished using the response surface methodology and multivariate regression analysis. The external validation was concerned with the effectiveness of BSG as a learning tool. The data was collected by structured observation, report feedback, and survey data from three different cohorts of graduate and postgraduate students. This data was analysed using factor analysis; discriminant analysis; cross tabulation; and independent sample t-test. The analysis of the qualitative and quantitative data suggests that students found BSG to be an effective learning tool. The conduct of this study has found room for further research and improvement to BSG. These include methodological design; content; and the platform of the program. Methodologically, incorporating a linear programming method can improve the final evaluation of the market influential factors of companies, and help to optimise the product distribution. A comprehensive model with short-run revenue and profit functions allows for building up a more comprehensive model. Sustainable development will be included in the future that will be developed on Windows platform. The output of this research project is an interactive learning vehicle that can help the Hungarian business students at all levels to acquire the managerial competencies required to manage in a competitive economy. BSG can also be used by students in other transition economies, as well as students in first and third world countries.
16
Andblom, Robin, e Carl Sjöberg. "A Comparison of Parallel Design Patterns for Game Development". Thesis, Malmö universitet, Fakulteten för teknik och samhälle (TS), 2018. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-20691.
Testo completoAbstract (sommario):
-----As processor performance capabilities can only be increased through the useof a multicore architecture, software needs to be developed to utilize the parallelismoffered by the additional cores. Especially game developers need toseize this opportunity to save cycles and decrease the general rendering time.One of the existing advances towards this potential has been the creation ofmultithreaded game engines that take advantage of the additional processingunits. In such engines, different branches of the game loop are parallelized.However, the specifics of the parallel design patterns used are not outlined.Neither are any ideas of how to combine these patterns proposed. Thesemissing factors are addressed in this article, to provide a guideline for whento use which one of two parallel design patterns; fork-join and pipeline parallelism.Through a collection of data and a comparison using the metricsspeedup and efficiency, conclusions were derived that shed light on the waysin which a typical part of a game loop most efficiently can be organized forparallel execution through the use of different parallel design patterns. Thepipeline and fork-join patterns were applied respectively in a variety of testcases for two branches of a game loop: a BOIDS system and an animationsystem.
17
Cai, Xinyi. "Game Design Thinking Training for STEAM Educational Purposes and Emotional Intelligence Development". University of Cincinnati / OhioLINK, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1563874862700161.
Testo completo
18
Gustafsson, Adam. "An Analysis of Platform Game Design : Implementation Categories and Complexity Measurements". Thesis, Linnéuniversitetet, Institutionen för datavetenskap (DV), 2014. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-35517.
Testo completoAbstract (sommario):
This thesis addresses design and development associated problems identified within theplatform-game genre. The problem described originates from the fluctuating curve ofinterest towards the platform-game genre that can be observed between the 1980’s andtoday. The problem stated in this thesis is that modern platform-game developers mayoften overlook and –or deprioritize important design and gameplay related componentsthat we find reoccurring in previously popular games within the genre.This thesis strives to address such problems by decomposing the developmentprocess of a platform game into a light framework titled Implementation categories. Allincluded categories represent a set of design and development related platform-gamecomponents – primarily identified through previous research in the field. In order tocreate an understanding of each category’s complexity - as well as account for thepossibilities to use the categories as a guideline when developing a platform game - aprototype game was developed. The Implementation categories included in theprototype was then measured with a set of software complexity metrics. This thesis willmotivate and explain the selection of implementation categories, account for the usageof software complexity metrics as well as present a detailed documentation of theprototype development.The result of this thesis is a thorough presentation of the Implementation categories -attached with complexity examples for each category as well as a complete gameprototype. The complete results of this thesis will hopefully be of assistance in smallscale,independent or academic game projects in regard of design, decision making,prioritization and time planning.
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Cress, Bradley D. "Design and Development of a Digital Game-Based Learning Module on Transportation". Bowling Green State University / OhioLINK, 2009. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1245724226.
Testo completo
20
Hellström, Vogel Tor. "Gamers and Game Design: Incorporating Users in the Design Process". Thesis, Malmö högskola, Fakulteten för teknik och samhälle (TS), 2012. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-22767.
Testo completoAbstract (sommario):
This paper deals with the difficulties of applying user-centered design practices as an independent developer, based on the visualization of a game concept in the form of a prototype. The aim is to evaluate the usability of user-centered design practices, specifically in the field of games development. Throughout this paper, I will give an account of the methods used for testing, as well as a review of previous research done in this field of study. Finally, I will end with a discussion regarding the pros and cons of user-centered design, as well as some thoughts about its importance in similar projects.
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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.
Testo completoAbstract (sommario):
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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Stacey, Patrick Keith. "Design communication, improvisation and control in the computer game development process". Thesis, University of Bath, 2007. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.486477.
Testo completoAbstract (sommario):
The aim of this thesis is to make a contribution to practice and knowledge regarding the nature and management of the computer game development process. The practice-based motivation is that the computer game industry needs a process management approach that · does not stifle creative practices and yet still facilitates process control. This practical impetus merges with gaps in our scholarly knowledge of the ISD process. One particular · gap is what the software development process is like in a computer game development context. Inspired by these practical and theoretical motivations, I conducted an in-depth case study of a computer games studio in Singapore between 2004 and 2006. Having collected and analysed data pertaining to numerous computer game projects in that time and context some key insights emerged. Firstly the ISD process in a computer game development context is contrapuntal - a harmonious combination of flux and sedimentation, Le. improvisation - the reworking of something. The sedimentation or control of designs in-use was an outcome of the sedimentation of meaning enabled through the intensive practice of play-testing. An aspect of this intensive practice was · emotion reflexion - being reflexive over how the game made the developers feel. .. Secondly, the study revealed the important role of emotions in the process/context, which r had motivational and disruptive potential. It was suggested that there is a need to manage the meaning of development 'events' and yield uplifting interpretations so as to minimise disruption to the process. Thirdly, another source of potential disruption was the interdisciplinary nature of the game development context.The findings infer that interdisciplinary knowledge sharing can enhance participation and thereby improve the game development process.
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Guijarro, Chirosa María del Sol. "Development of a prototype for a game including an industrial robot". Thesis, University of Skövde, School of Technology and Society, 2009. http://urn.kb.se/resolve?urn=urn:nbn:se:his:diva-3417.
Testo completoAbstract (sommario):
The aim of this essay is to describe the development of two prototypes, a physical one and a computer one, for a ball game involving interaction with an industrial robot.The purpose of the game is to attract young people, especially young women, to engineering, for amusement or education, at exhibitions or other student environments.
This project in Product Design Engineering was initiated by the Centre for Intelligent Automation, a research group of Skövde University who offered the task in cooperation with two other areas of engineering, i.e Automation Engineering and Computer Science.
The entire robot game project was developed by a five-woman team, which resulted in three different projects belonging to each study. The design engineering task was carried out by analysing the component needs, taking in consideration all the important factors involved, to recognize problems and limitations, and focus on prototypes. The development process included concept generation and evaluation, prototyping and detail design and testing and refinement of the physical prototype. As a result the prototype showed an intuitive way to play the game, and a 3D CAD model was developed to show an alternative design which found solutions to some of the problems shown by the physical one.
24
Lindell, Tomas, e Wennergren Nils. "Is What You See What You Get? : A Study of the Elements that Influence and Distort a Player’s Perception of the Behavior of Digital Opponents". Thesis, Uppsala universitet, Institutionen för speldesign, 2016. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-295541.
Testo completoAbstract (sommario):
As a bachelor’s degree project, the study examines elements that may affect or distort players’ perception of opponents’ behavior in games. More specifically in stationary character driven games such as Texas Hold ‘em Poker. Elements that were chosen as a focus in the study were visual character design and participants previous experiences, such as knowledge of games in general and familiarity with Texas Hold ‘em Poker. A game prototype was designed as a tool to use when examining the subject. In the game prototype, players were seated at a Texas Hold ‘em Poker table and faced two opponents. One opponent was designed to be visually aggressive and the other visually defensive. Participants of the study were asked to answer a questionnaire and the resulting answers were analyzed in an attempt to find relevant information in regards to the subject of this project. The results of the study suggest that the elements chosen do affect players’ perception of opponents’ behavior.Som ett kandidatexamensarbete undersöktes vilka element som kan påverka eller förvränga spelares uppfattning om motståndares beteende i spel. Mer specifikt i stationära karaktärsdrivna spel så som Texas Hold ‘em Poker. Element som utvaldes för undersökningen utgjordes av visuell karaktärsdesign och medverkandes tidigare erfarenheter, så som kunskap om spel i allmänhet och kännedom om Texas Hold ‘em Poker. En spelprototyp skapades som ett verktyg för att undersöka ämnet. I spelprototypen sattes spelare vid ett Texas Hold ‘em Poker-bord och mötte två motståndare. En motståndare var utformad att vara visuellt aggressiv och den andra visuellt defensiv. Medverkande i studien blev tillfrågade via ett frågeformulär och de resulterande svaren analyserades i ett försök att hitta relevant information gällande ämnet. Studiens resultat antyder att elementen som valdes verkligen påverkar spelares uppfattning om motståndares beteende i spel.
25
Szykman, Alexandre Greluk. "A framework for the application of participatory design with agile game development in a NUI game for wheelchair users". reponame:Repositório Institucional da UFABC, 2016.
Cerca il testo completoAbstract (sommario):
Orientador: Prof. Dr. João Paulo GoisDissertação (mestrado) - Universidade Federal do ABC, Programa de Pós-Graduação em Ciência da Computação, 2016.
Pessoas cadeirantes se beneficiam de jogos eletrônicos com Interface Natural com o Usuário (do Inglês, Natural User Interface - NUI), uma vez que os movimentos proporcionados por este paradigma de interação melhoram suas habilidades sociais, físicas e psicológicas. Estudos anteriores mostraram que considerar os valores pessoais e o contexto social desses usuários no conteúdo dos jogos melhoram sua aceitação para estes jogos. O Design Participativo (do Inglês, Participatory Design - PD) engloba técnicas que permitem absorver e refletir valores e o contexto social dos usuários no conteúdo do software. Neste estudo, utilizamos técnicas de PD com usuários de cadeiras de rodas manuais em idade mista para desenvolver um jogo com NUI. Estruturamos uma framework que proporciona uma liberdade significativa a estes usuários para expressarem os seus valores e necessidades. Para gerenciar a aplicação dando liberdade de expressão aos usuários, incluímos conceitos do Desenvolvimento Ágil de jogos eletrônicos e do Processo Criativo. Nós testamos a aceitação dos usuários em relação ao jogo desenvolvido através de análises quantitativas e qualitativas. Nossos resultados indicam que a aplicação do nosso framework pode auxiliar desenvolvedores a criar jogos com NUI que reflitam as perspectivas de grupos de usuários, consequentemente melhorando a aceitação de grupos com características semelhantes.
Wheelchair users benefit from Natural User Interface (NUI) games since the movements proportioned by this paradigm of interaction improve their social, physical and psychological skills. Previous studies showed that considering personal values and the social context of those users into content improve their acceptance for games. Participatory Design (PD) encompasses techniques that allow absorbing and reflecting values and the social context of users into software content. In this study, we employed PD techniques with mixed aged manual wheelchair users to develop a NUI game. We structured a framework that provides significant freedom to users to express their values and needs. To manage the application with the provided freedom, we included concepts from Agile Development and the Creative Process. We tested the acceptance of users for the developed game through quantitative and qualitative analysis. Our results indicate that the application of our framework can assist developers to create NUI games that reflect the perspectives of groups of users, consequently improving the acceptance from groups with similar characteristics.
26
Jacobi, Gabriel. "Interacting with Words: Development of a text-based game on language". Thesis, Malmö högskola, Fakulteten för kultur och samhälle (KS), 2017. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-24015.
Testo completoAbstract (sommario):
This paper describes the development process of an Interactive Fiction game focused on the theme oflanguage. The paper includes a brief description of the history of the genre and its definitions, a discussionabout its multiple variations and attributes, and an overview of some examples that handled similar subjects.Then it considers some of the unique properties of the written language and examines language as both ashared and subjective relationship with reality . This is followed by a description of tools and methodsadopted in the design process and how the development went — from initial research to the final concept.The results is then described, followed by the user test results and a critical evaluation. At the end, someconcluding remarks are included together with possible future developments.
27
Powell, Robin. "Positive and Negative effects of Game Analytics in the Game Design process : A Grounded Theory Study". Thesis, Uppsala universitet, Institutionen för informatik och media, 2016. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-298302.
Testo completoAbstract (sommario):
The purpose of this Grounded Theory study is to investigate the positive and negative effects of Game Analytics and how it may affect the Game Design process within the Game Development process. This is done by reviewing and observing available source material appertaining to Triple AAA Games Industry Experts regarding the topics of Game Analytics, Gameplay, Game Design as well as Game Development. The source material consists of publications, presentations, articles and lectures directly linked to the aforementioned areas in which will be used to reinforce the theory. Through the collected data the theory will emerge which will present the potential positive and negative aspects as well as issues regarding using Game Analytics to track the player’s behavior in order to directly affect and possibly alter the Game Design process. The results highlight the positive aspects of using Game Analytics in the Game Design process in which indicate that it is helpful for the Game Designer to utilize the player’s behavioral data captured from Gameplay. This acts as a powerful extension over the traditional design process. The negative aspects have indicated that Game Analytics is a new practice and is still met with prejudice as it requires a lot of knowledge to be able to be used right in the Game Design process. The theory indicates that Game Analytics is a step in the right direction as it enables the Game Designer to gain further understanding of their players with the end goal of creating a better Gameplay experience.Syftet med denna Grounded Theory studie är att undersöka de positiva och negativa effekterna av spelanalys och hur det kan påverka speldesign processen inom spelutvecklings processen. Detta görs genom att granska och observera tillgängligt källmaterial som är relaterat till Triple AAA spelindustrin och experter inom spelbranschen med fokus på spelanalys, spelande, speldesign och spelutveckling. Källmaterialet består av publikationer, presentationer, artiklar och föreläsningar som är direkt kopplade till ovannämnda områden som kommer att användas för att förstärka teorin. Genom det insamlade källmaterialet kommer teorin att utvecklas som presenterar de potentiella positiva och negativa aspekter om att använda spelanalys för att spåra spelarens beteende för att direkt påverka och eventuellt förändra speldesign processen. Resultaten framhäver de positiva aspekterna av att använda spelanalys i speldesign processen som tyder på att det är fördelaktigt för speldesignern att utnyttja spelarens beteenderelaterade data tagna från spelet. Detta fungerar som en kraftfull förstärkning av speldesign processen jämfört med den traditionella design processen. De negativa aspekterna har indikerat att spelanalys är en ny praxis och fortfarande kräver en hel del kunskap för att kunna användas direkt i spelet designprocessen. Teorin indikerar att spelanalys på väg i rätt riktning eftersom det gör det möjligt för speldesigners att få djupare förståelse om hur sina spelare beter sig för att nå sitt slutmål vilket är att skapa en bättre spelupplevelse.
28
Patel, Jaitra. "Balance It! : Designing a game-based learning tool for strategic sustainable development". Thesis, Uppsala universitet, Industriell teknik, 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-422718.
Testo completoAbstract (sommario):
In recent times, companies have been motivated to transition towards sustainable development. This motivation is driven by several external and internal factors such as awareness about limited resources, environmental degradation, economic profitability, changes in regulations, etc. Transitioning towards sustainability is not an easy task. There can be several challenges such as the multi-dimensional aspect of sustainable development, changes in workflow , investing in/inventing new technology , etc. T o tackle these challenges, a strategic transition is required. In order to help organizations strategically move towards sustainable development, Göran Broman and Karl- Henrik Robèrt have provided a framework through their research. It can be an overwhelming task for a company to understand and implement this framework. The thesis addresses this challenge by designing a board game around the operational procedure provided by the framework. To develop the game, Evensen et al.’s model was leveraged which utilized different inputs such as literature review, Broman and Robèrt’s framework, and thematic analysis of interviews as inputs for game development. The interviewing process included semi-structured interviews of eight employees (sustainability-related positions) from different companies to understand how their companies are perceiving sustainable development, implementing sustainable practices, and what are the needs and challenges faced. This thesis contributes to academia in two ways. First, it extends the Framework for Strategic Sustainable Development (FSSD) by providing an application-based learning tool. After studying the theoretical side of the framework, the developed game can enhance the understanding of the framework. Second, it modifies the game design model by substituting generative research with a framework (FSSD) as an input and further discusses the benefits of having FSSD as an input element. From a practical perspective, apart from providing a better understanding of sustainability and educating companies about FSSD, the board game session enables the employees to think about how to implement FSSD for their specific scenario. Additionally, it also provides companies a controlled environment to think about risks and foresee the consequences of their future actions. Hence, providing a safety net before the initiation of the implementation process.
29
Hedenskog, Jens. "Exploring Game Design Pitfalls through patterns : Experiences when making our first game". Thesis, Högskolan på Gotland, Institutionen för speldesign, teknik och lärande, 2012. http://urn.kb.se/resolve?urn=urn:nbn:se:hgo:diva-1618.
Testo completoAbstract (sommario):
The purpose of this report is to analyze what went wrong with the adventure game project called Fairytale, I started together with 4 of my fellow university students at Gotland University, spring 2007. My ambition with this report is to enlighten problems in game design that arose during the game development process in order to prevent others from making the same mistakes. The problems are analyzed according to game design patterns defined by Björk, S. and Holopainen, J. (2005). Patterns in Game Design. Boston, Massachusetts. Jenifer Niles. The game was exhibited to the public at Gotland Game Awards 2007, Leipzig Game Developers Conference 2007, Tekniska Museet 2007, Almedalsveckan 2008 and Gotland Game Awards 2008. The results of the report show that redesigning already finished game features means a lot of troubles in relation to its dependency on other game elements. The key abilities of the main character were vaguely defined since the beginning of the project which caused problems with earlier designed levels whenever a new item was introduced. The terrain of the prior levels didn’t match the abilities of the new items, which forced changes to be made. The biggest mistake with this project was that finished game elements never were considered final. My role in the project was the solo game programmer and co-designer. I shared the designing tasks together with Annika Fogelgren who also was the producer of our team. Albertina Sparrhult, Emma Johansson and Marie Viberg were our core graphic artists. Together, we created the Fairytale game.
30
Deniozou, Thaleia. "Investigating the potential of mobile games as learning environments for independent adult skill development". Thesis, University of Edinburgh, 2016. http://hdl.handle.net/1842/22926.
Testo completoAbstract (sommario):
The research described in this thesis is grounded in the fields of independent adult learning, user experience for mobile applications and game design. It considers the case for mobile game-based learning in the context of informal microlearning and investigates the potential of mobile games to assist the independent skills development of adults. Initial research found that adults expressed positive attitudes towards the idea of learning with a mobile game, while even those who did not use mobile games recreationally appeared positive to using them if they perceived them as an effective way to develop their skills. Guidelines were then developed to inform the design of effective mobile learning games based on theories of adult learning, game-based engagement, mobile usability and mobile game design. These guided the development of a mobile game prototype aimed at assisting adults, speakers of English as a second language, to build their academic vocabulary. To evaluate the effectiveness of the prototype, a mixed methods approach combining quantitative and qualitative data collection instruments was utilised. Player engagement and system usability were measured rather than direct measures of learning outcomes. Overall the results were encouraging since evaluation participants were found to be engaged by the activity and able to easily pick up the game and play. Additionally, qualitative data on participants’ experiences and perceptions were collected, which supported initial research findings on the positive attitudes of adults towards using mobile games for learning. Though caution is recommended when generalising the evaluation results, the potential of mobile games for the independent learning of adults was supported. Overall this research offers a rationale for the use of mobile game-based learning, an insight into the nature of adult learners’ needs and their mobile devices usage patterns, a critical discussion on the type of learning that would be appropriate for the context, a set of guidelines for the design of mobile learning games, and finally a discussion of evaluation methods along with a collection of empirical data on the post-experiential attitudes of adults with regards to mobile games for learning.
31
Lewitzki, Alexander. "Taking control of the horror : Working with visuals in the psychological horror game genre". Thesis, Luleå tekniska universitet, Institutionen för konst, kommunikation och lärande, 2017. http://urn.kb.se/resolve?urn=urn:nbn:se:ltu:diva-63981.
Testo completoAbstract (sommario):
Horror, one of the most popular genres of entertainment, can be quite hard to get right. This report explores the visual subject of psychological horror in games, aiming to answer the following questions: How is the genre handled in movie production? How have previous game developers done this, both for bigger productions as well as indie games? How well did the chosen movies and games manage to translate the horror feeling into the visuals? The chosen method to determine this is image analyses and surveys. The results showed that there are not many differences between how the genre is handled in movies compared to games, though there are a few. Results from the surveys showed that games are more often perceived scary and disturbing on a higher degree than movies.Skräck, en av de mest populära genrerna inom underhållning, kan vara ganska svår att få till. Den här rapporten utforskar de visuella ämnenena inom psykologisk skräck i spel, utifrån följande frågeställningar: Hur hanteras genren inom filmproduktion? Hur har tidigare spelutvecklare genomfört detta, både för större produktioner och för indiespel? Hur väl har de utvalda filmerna och spelen lyckats översätta skräckkänslan i det visuella? Den valda metoden för att fastlägga detta är bildanalyser och enkätundersökningar. Resultaten visar att det inte finns många skillnader mellan hur genren hanteras inom film jämfört med spel, även om det finns några. Resultat från enkätundersökningarna visar på att spel oftast ses som läskigare och obehagligare på en högre nivå än filmer.
32
Barendregt, Wolmet, Berner Lindström, Elisabeth Rietz-Leppänen, Ingemar Holgersson e Torgny Ottosson. "Development and evaluation of Fingu : a mathematics iPad game using multi-touch interaction". Högskolan Kristianstad, Sektionen för lärande och miljö, 2012. http://urn.kb.se/resolve?urn=urn:nbn:se:hkr:diva-9494.
Testo completoAbstract (sommario):
We describe the design background of the mathematics game Fingu for iPad aimed at 4 to 8 year old children. We first describe how Fingu theoretically can support children's development of fundamental arithmetic skills, focusing on conceptual subitizing, the embodiment of numerosity, and finger gnosis. Then we present the results of an exploratory micro-longitudinal study of the game with 11 5- and 6-year old children playing the game for several weeks and being filmed at three occasions. We discuss how their behavior with the game develops over time and can be related to the development of arithmetic skills. Finally we discuss how we will proceed testing the effectiveness of Fingu in a larger controlled study.
33
Eriksson, Dan. "Positive Reinforcements in e-Learning". Thesis, University of Skövde, School of Humanities and Informatics, 2010. http://urn.kb.se/resolve?urn=urn:nbn:se:his:diva-4076.
Testo completoAbstract (sommario):
This project is a study on the effect on motivation when adding positive reinforcements, in the form of audiovisual rewards, to an e-learning application. Two e-learning applications (designed to teach Japanese Kanji) were created; one experimental version with audiovisual rewards (to act as positive reinforcements) and one control version without. Two groups of test subjects were gathered, one using the control version, the other using the experimental version. Using questionnaires their experiences and progress were measured, compared and analyzed. The study indicated that the experimental group learned slightly more than the control group, but that there were no difference in overall motivation between the groups.
34
Mendes, Thiago Godolphim. "Games e educação : diretrizes de projeto para jogos digitais voltados à aprendizagem". reponame:Biblioteca Digital de Teses e Dissertações da UFRGS, 2012. http://hdl.handle.net/10183/61009.
Testo completoAbstract (sommario):
Com a disseminação das tecnologias interativas, a crescente produção e o consumo de jogos digitais mudou a forma como as pessoas se divertem, se relacionam e adquirem conhecimentos. Reconhecidos como um dos principais produtos da indústria criativa, os jogos têm a capacidade, não só de entreter, mas de educar e ensinar de uma forma envolvente e prazerosa. O principal desafio, no entanto, encontra-se na construção desses jogos. Os títulos produzidos pela indústria do entretenimento não tem a preocupação de proporcionar qualquer tipo de aprendizado, enquanto que aqueles voltados ao ensino carecem de um formato mais atraente e sedutor. Neste contexto, a presente pesquisa busca analisar esse paradigma, identificando as potencialidades e deficiências de ambos os perfis de games, e apontar diretrizes de projeto para o design e produção de jogos, que possam aliar o foco instrucional ao formato sedutor.With interactive technologies dissemination, the growing of videogames production and consuming changed the way of interpersonal relationships and they acquisition of knowledge. Recognized as one of main products from creative industry, videogames have the power of educate and teach in an immersive and pleasurable way. The main challenge, however, resides in the construction of these games. The top titles produced by entertainment industry don’t care about any kind of learning. In other hand, learning videogames, lack an attractive a seductive shape. In this context, the current research seeks to analyze this paradigm, identifying the potentialities and deficiencies of both kinds of games, determining project guidelines for videogames design and production, allying the educational focus to the seductive format.
35
Tagesson, Pär. "Northern Star & Exit: A board game design process : Ett examensarbete inom Teknisk Design". Thesis, Luleå tekniska universitet, Institutionen för ekonomi, teknik och samhälle, 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:ltu:diva-74854.
Testo completoAbstract (sommario):
This report describes an independent design-project with the purpose of designing a board game design process and as a result a re-design of anindependently developed board game named Northern Star, which under-gone development for three years prior to the project as a hobby-project (and may be subject to a Kickstarter at a later date).Northern Star was initially based on a competitive, strategic, card- and dice-based elements which evolved into a thematic, narrative and semi-cooperative game as a result of the project. Initially this game was developed outside the project in two prior courses (D0046A: Usability and D0051A: Context & Analysis) in which all results can be found in appendix 1). The target-group of the project were groups consisting of social circles with relatively long experience in regards to (mainly thematic) board games. The process used were mainly an agile project plan and weekly design sprints based around an iterative design process (much alike IDEOS (2015) three linear phases of inspiration, ideation and prototyping). However it was used in a non-linear way where the designer freely choose of which of the three phases that was to be used. During the inspiration-phase substantial amounts of data were recorded in a pre-study (see appendix 1) as well as user-needs (see appendix 2) were a benchmark led the designer to a design-specification (which also resulted in a new method in regards to board game design processes) were the projects core-values were defined guiding further development of Northern Star. This was followed by a cyclic process in which a concept were generated for Northern Star which led to rapid prototyping and the realization of a physical product, tested duringworkshops. Here the participants gave feedback in the form of discussions, surveys and video-footage for later analysis which added for additional inspiration in which the cyclic process began anew.This process lead to a re-design of Northern Star (briefly mentioned above) were an interactive board game box allowed for an organic game-play system evolving over time with a lot of focus given on player-interaction, meaningful choice, few components as well as immersion in the form of a graphically rich representation of the theme.A new design-process were developed and given the name: Exit: A board game design process in which a lot of focus was given human-centered and participatory design (supported by the theoretical framework and the project-results). This was realizedas a board game where the designers goal is to get from the beginning step - start (inspiration phase) to exit (end of the implementation phase) in which the designer was given choice of free movement between different phases through a field given the name “warp”. Lastly two questions were answered:•How can participatory and human-centered design (also in regard to research) as well as relevant theory contribute to a redesign for Northern Star as well as a better design-process for those involved in similar fields? •How can norms be identified and used in regards to making a more competitively successful product? Answers revolved around how human-centered design have a lot of similarities to board game design supported by exploration of different perspectivesand gave rise to opportunities for normative design(decreasing stigmatization around board games and resulting in unique solutions).
36
Johnson, Christopher, e Carl-Oscar Bäckdahl. "Viability of a computer game level creation tool : To facilitate design prototype". Thesis, Luleå tekniska universitet, Institutionen för system- och rymdteknik, 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:ltu:diva-74849.
Testo completoAbstract (sommario):
The purpose of this study is to investigate how prototyping of video game levels can be made more accessible by developing a user-friendly game level creation system, evaluating it and producing a number of design principles to be followed when designing such systems. The research question for this study is thus: How can video game level creation be made more accessible? There were several key areas at the center of this study such as Usability, GUI Design, Prototyping, and Game Development. This study utilized an adaption of the Design Science Research Methodology, and evaluation of the resulting artifact was done via user testing and surveys. Survey responses revealed that 95% of the participants successfully completed the main task of the trial, to create a completable video game level within 25 minutes. In addition, all participants answered a 3 (neutral) to 5 (best) on ranked survey questions relating to the usability of the artifact. This study resulted in design principles which were derived from the survey responses via a qualitative decoding process. The conclusion drawn is that computer game level creation can be made more accessible via the development of tools abiding by the design principles proposed by this study.
37
Paskell, Elin, e Tengdahl Wilhelm. "Arbetsprocesser inom spelutveckling : En kvalitativ fallstudie som granskar arbetsprocessen hos ett svenskt spelutvecklingsföretag". Thesis, Södertörns högskola, Institutionen för naturvetenskap, miljö och teknik, 2012. http://urn.kb.se/resolve?urn=urn:nbn:se:sh:diva-18191.
Testo completoAbstract (sommario):
Dice is one of Sweden's largest game manufacturers. They have produced a game series called “Battlefield”, which recently celebrated its tenth anniversary, releasing it gradually over the years. In order to create a game some form of work structure is required. In this essay we discover what the Dice work process looks like today and how it has changed over the years. Game development is progressing and market changes require game developers to constantly adapt to the current situation. To investigate this issue, we conducted intensive interviews with two wellestablished game developers from the Dice enterprise, as well as done further investigation and a small interview to confirm the results. We have individually drawn conclusions and created theories based on previous research and self-reflection. Hopefully our results will be applied by future studies, as well as by those interested in games and the related work process.
38
Mellen, Jason. "The Research, Design And Development Of An Education Game For Training Resident Advisor Staff". Bowling Green State University / OhioLINK, 2009. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1237764256.
Testo completo
39
Shearer, James D. "Development of a Digital Game-Based Learning Best Practices Checklist". Bowling Green State University / OhioLINK, 2011. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1303865257.
Testo completo
40
Kaplan, Akilli Goknur. "A Proposal Of Instructional Design/development Model For Game-like Learning Environments: The Fid<". Master's thesis, METU, 2004. http://etd.lib.metu.edu.tr/upload/12604703/index.pdf.
Testo completoAbstract (sommario):
Computer games are considered as powerful tools to learning and they have a potential for educational use. However, the lack of available comprehensive design paradigms and well-designed research studies about the question of &ldquohow to&rdquo
incorporate games into learning environments is still a question, despite more than 30 years&rsquo
existence of computer games and simulations in the instructional design movement. Setting off from these issues, a formative research study is designed to propose an instructional design/development model, which may be used for creation of game-like learning environments. Eighteen undergraduate students from Computer Education and Instructional Technology Department in METU participated to the study. Data collection lasted for three months and data were collected through interviews, observations and the artifacts that the participants produced. After the data analysis, it was found that the phases of the instructional design/development process should not be separate, strictly bounded, and processing a linear manner. Depending on these results and with the inspiration from fuzzy logic, an instructional design/development model for creating game-like environments, which is called as &ldquo
FID<
sup>
2<
/sup>
GE model&rdquo
is proposed.
41
Eriksson, Jonas. "The Making of a Conceptual Design for a Balancing Tool". Thesis, Södertörns högskola, Institutionen för naturvetenskap, miljö och teknik, 2014. http://urn.kb.se/resolve?urn=urn:nbn:se:sh:diva-27155.
Testo completoAbstract (sommario):
Balancing is usually done in the later phases of creating a game to make sure everything comes together to an enjoyable experience. Most of the time balancing is done with a series of playthroughs by the designers or by outsourced play testers and the imbalances found are corrected followed by more playthroughs. This method occupies a lot of time and might therefore not find everything. In this study I use information gathered from interviews with experienced designers and designer texts along with features from methods frequently used for aiding the designers to make a conceptual design of a tool that is aimed towards simplifying the process of balancing and reducing the amount of work hours having to be spent on this phase.
42
Arrington, Sherri. "Development of an Interactive Game for Education Regarding Sexually Transmitted Infections". ScholarWorks, 2019. https://scholarworks.waldenu.edu/dissertations/6514.
Testo completoAbstract (sommario):
Sexually transmitted infection (STI) prevalence rates are increasing in the United States and globally. Education has been found to be an important strategy for increasing STI testing and treatment rates among sexually active young adults. The goal of this project was to develop an interactive educational game suitable for young adults to decrease the social and economic burden of STIs. The health belief model informed the project. A moderated usability evaluation was conducted using the concurrent think-aloud technique. The participants (N = 5) were a purposive sample of professionals who played the interactive game and then completed Schnall, Cho, and Lie’s Health-Information Technology Usability Evaluation Scale instrument. The findings revealed the necessity of (a) an introduction screen, (b) a reward system for correct answers, and (c) avatars, while also highlighting that (d) the effect on indicator value bars is difficult to understand and (e) the timer led to a feeling of being rushed. The Cronbach’s alpha for the participant group was 0.798, the subscale “Perceived Ease of Use” achieved an alpha level of 0.815, and the subscale “Perceived Usefulness,” 0.762. Refinements to the game based on these data might help to ensure that use of the interactive game contributes to social change by increasing knowledge of STIs in the young adult population.
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Ozercan, Sertac. "Adapting Feature-Driven Software Development Methodology to Design and Develop Educational Games in 3-D Virtual Worlds". Ohio University / OhioLINK, 2010. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1271449120.
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Akıllı, Göknur Kaplan. "A proposal of instructional design/development model for game-like learning environments the fid2ge model /". Ankara : METU, 2004. http://etd.lib.metu.edu.tr/upload/12604703/index.pdf.
Testo completoAbstract (sommario):
Thesis (M.S.)--Middle East Technical University, 2004.Keywords: Games, simulations, game-like learning environments, instructional design/development, instructional design/development model, formative research, fuzzy logic.
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BATISTA, GABRIEL DO AMARAL. "DESIGN AND EDUCATION: THE GAME IN THE DEVELOPMENT OF SKILLS AND ABILITIES OF THE STUDENT". PONTIFÍCIA UNIVERSIDADE CATÓLICA DO RIO DE JANEIRO, 2010. http://www.maxwell.vrac.puc-rio.br/Busca_etds.php?strSecao=resultado&nrSeq=16668@1.
Testo completoAbstract (sommario):
CONSELHO NACIONAL DE DESENVOLVIMENTO CIENTÍFICO E TECNOLÓGICOO jogo exige do jogador modalidades estruturais de inteligência para relacionar regras, conteúdo, estratégias, e esquemas. Ou seja, para se jogar são necessárias competências e habilidades que permitam a articulação entre informação e ação. Esta pesquisa apresenta uma visão de desenvolvimento de jogos que privilegia a relação entre a informação, o conteúdo disciplinar, e as competências e habilidades requeridas para a experiência lúdica, congruentes com as exigidas na formação escolar. É apresentada uma apropriação desses conceitos para o Design, por ser uma área responsável pela elaboração e estudo de jogos em seus usos e potencialidades, e sua utilização não só para repensar a utilização do jogo, como seu processo de desenvolvimento. Uma ação proposta, a partir da parceria entre profissionais da Educação e do Design, ilustrada com o relato de uma experiência realizada com uma professora de biologia do ensino médio e um designer trabalhando juntos no desenvolvimento de um jogo a ser utilizado em sala de aula. O jogo desenvolvido, por fim, não só serviu como ferramenta didática para o educador, como atendeu às expectativas de diversão dos educandos.
The game requires the player s structural kinds of intelligence to relate rules, content, strategies and schemes. In other words, to play, some skills and abilities are necessary to articulate information and action. This research presents a vision about game development which emphasizes the relation between information, disciplinary content, and skills and abilities required for the game experience, related to those demanded in the school. These concepts are taken from Education and used in Design field, since it is an area responsible for creating and studying games on their uses and potentialities. Design field is also concerned in rethink the use of the game, as its development process. In this way, a partnership experience between Design and Education is proposed and illustrated by the work of a high school biology teacher and a game designer. Their experience of developing a game to be used in the classroom is narrated and the process and results are exposed. Finally, it was found that the game developed served as a teaching tool and corresponded to the students` expectations.
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Syrén, Dania. "Creating Concept Sketches for Game Developers : Sketches that inform and inspire". Thesis, Mälardalens högskola, Akademin för innovation, design och teknik, 2016. http://urn.kb.se/resolve?urn=urn:nbn:se:mdh:diva-35263.
Testo completoAbstract (sommario):
The objective of this project is to understand how information design– specifically informative illustration– can contribute to producing concept sketches for a science-fiction/puzzle game called Sky’s Edge. Through theoretical studies and research methods, I aimed to deepen my understanding of what makes a concept image a good one, and from that, I aimed to determine how informative illustration can help in designing and sketching the ideas that the job requester needed. The conducted theoretical studies indicated that a good concept image is one that contains ideas which are easily understood/communicated, can inspire the team, and in turn generate further discussion. They also revealed the vast advantages of thumbnail sketching– which can lead to the development of stronger ideas and compositions. Refined sketches and drawings are produced thereafter to present these ideas to the development team. The purpose of the resulting collection of concept images was to unify the visual direction of the team responsible for developing the game.
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Marais, Craig. "Guidelines for the use of the Indie approach in game development projects in the context of a capstone experience". Thesis, Nelson Mandela Metropolitan University, 2013.
Cerca il testo completoAbstract (sommario):
This research addresses the challenges associated with the supervision of game development projects as part of a capstone experience. The context of this research is the capstone experience as undertaken by third year software development students who have chosen to develop a game for their project at the School of Information and Communication Technology (ICT) at the Nelson Mandela Metropolitan University (NMMU). This research begins by determining the curricular requirements with respect to the capstone experience for Information Technology (IT) qualifications. This is done by investigating the applicable documentation at the international, national and departmental levels. The position of game development as a sub-category of software development is established and the Indie paradigm is investigated as a further sub-category of game development. Furthermore, the Indie paradigm is investigated through in-depth analyses of the techniques used in the development of ten Indie games. This investigation serves to identify the commonly used techniques in the Indie paradigm. The research presents a case study of the game development projects at the School of ICT at the NMMU for the period from 2009 to 2013. This case study combined with the techniques identifed from the Indie paradigm forms the basis of the guidelines presented by this research. The guidelines are subject to a review by an industry expert. The review takes the form of an expert interview, which serves to verify the guidelines. This research concludes by demonstrating alignment with the objectives it set out to achieve and motivating the success of the research conducted.
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Capdevila, Ibañez Bruno. "Serious game architecture and design : modular component-based data-driven entity system framework to support systemic modeling and design in agile serious game developments". Paris 6, 2013. http://www.theses.fr/2013PA066727.
Testo completoAbstract (sommario):
Depuis une dizaine d’années, on constate que les propriétés d’apprentissage inhérentes aux jeux-vidéo incitent de nombreux développeurs à explorer leur potentiel en tant que moyen d’expression pour des buts divers et innovateurs (sérieux). L’apprentissage est au cœur de l’expérience de jeu, mais il prend normalement place dans les domaines affectifs et psychomoteurs. Quand l’apprentissage cible un contenu sérieux, des designers cognitifs/pédagogiques doivent veiller à son effectivité dans le domaine cognitif. Dans des équipes éminemment multidisciplinaires (jeu, technologie, cognition et art), la compréhension et la communication sont indispensables pour une collaboration efficace dès la première étape de conception. Dans une approche génie logiciel, on s’intéresse aux activités (multidisciplinaires) du processus de développement plutôt qu’aux disciplines elles-mêmes, dans le but d’uniformiser et clarifier le domaine. Puis, nous proposons une fondation logicielle qui renforce ce modèle multidisciplinaire grâce à une approche d’underdesign qui favorise la création des espaces de design collaboratifs. Ainsi, Genome Engine peut être vu comme une infrastructure sociotechnique dirigée-donnée qui permet à des développeurs non-programmeurs, comme le game designer et éventuellement le designer cognitif, de participer activement dans la construction du design du produit, plutôt que de l’évaluer déjà en temps d’utilisation. Son architecture est fondée sur un style de système de systèmes d’entités, ce qui contribue à sa modularité, sa réutilisabilité et adaptabilité, ainsi qu’à fournir des abstractions qui favorisent la communication. Plusieurs projets réels nous ont permis de tester notre approcheFor the last ten years, we witness how the inherent learning properties of videogames entice several creators into exploring their potential as a medium of expression for diverse and innovative (serious) purposes. Learning is at the core of the play experience, but it usually takes place at the affective and psychomotor domains. When the learning targets the serious content, cognitive/instructional designers must ensure its effectiveness at the cognitive domain. In such eminently multidisciplinary teams (game, technology, cognition, art), understanding and communication are essential for an effective collaboration from the early stage of inception. In a software engineering approach, we focus on the (multidisciplinary) activities of the development process rather than the disciplines themselves, with the intent to uniform and clarify the field. Then, we propose a software foundation that reinforces this multidisciplinary model thanks to an underdesign approach that favors the creation of collaborative design workspaces. Thereby, Genome Engine can be considered as a data-driven sociotechnical infrastructure that provides non-programmer developers, such as game designers and eventually cognitive designers, with a means to actively participate in the construction of the product design, rather than evaluating it once in usage time. Its architecture is based on a component-based application framework with an entity system of systems runtime object model, which contributes to modularity, reuse and adaptability, as well as to provide familiar abstractions that ease communication. Our approach has been extensively evaluated with the development of several serious game projects
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Surapaneni, Lahari. "Design and Development of an Immersive Simulation for Social Determinants of Health Training". Wright State University / OhioLINK, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=wright1578848970708681.
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Robberts, Anna Sophia. "Design principles to create an enabling game-based learning environment for the development of 21st century skills". Thesis, University of Pretoria, 2002. http://hdl.handle.net/2263/78491.
Testo completoAbstract (sommario):
Learning environments that intrigue the Generation Z learner while transferring communication, collaboration, creativity and critical thinking skills are what is needed to prepare this generation for the challenges that they are going to face in the 21st century. This research focuses on design principles that would help educators and students in designing (and co-designing) game-based learning environments conducive to not only transferring content knowledge, but also of the most applauded skills that new graduates are compelled to possess. Employers agree that the students do not have what it takes to be successful in the 21st century workplace. Especially in South African context, the focus of higher education institutions can therefore not only be on content delivery, but has to also be on the development of the 4Cs, communication, collaborations, creativity and critical thinking.
The research was conducted at the University of Pretoria where an existing reality game, The Amazing Race, was adapted and re-conceptualised for educational purposes. The overarching search for design principles that could be beneficial in the implementation of a game-based learning environment was guided by an investigation of the elements of the game implemented, the characteristics of games and finally the opportunities afforded to develop the 4Cs. The freshman engineering students’ experiences are discussed using the students’ own voices, and the design principles that surfaced are discussed. It seems as if there are distinct principles that could ease the efforts of practitioners in the implementation of similar learning environments. Further research is needed to refine the principles to other learning environments.Thesis (PhD)--University of Pretoria, 2019.
Science, Mathematics and Technology Education
PhD
Unrestricted