Game Development Course Research Articles

SOFTWARE MATURITY LEVEL AND TRAINING OF QUALIFIED PERSONNEL IN SOFTWARE TECHNOLOGIES AT IFBA

The Brazilian Digital Games Industry has grown significantly over the past few years, resulting in the approval, by the Federal Senate, of Bill PL 2.796/2021, which creates the legal framework for the electronic games industry. Educational programs focused on game development in Brazil are a necessity for training talent and promoting innovation in this segment. Being a high-risk business, digital game development requires metrics that can assess technology development. In this context, the objective of this work was to present a correlation between the level of software technology readiness and the digital game development process, as well as to analyze IFBA courses that increase the supply of qualified personnel in digital game development. For this, bibliographic and documentary research procedures were used. Four technology readiness level (TRL) scales applied to software developed by American and Brazilian government agencies were identified, all adapted from the TRL scales and requiring adjustments for application in the various software technologies. The DG-STRL scale, by Ferreira and Ribeiro, correlates the stages of digital game development with the TRL for software technology, and is an instrument focused on the sector. It was observed that the IFBA offers game development courses at continuing education, undergraduate and specialization levels, contributing to the training of talented developers capable of competing on a global scale.

Frog Adventure: 2D Based Platformer Game Design with HTML5

A game is an activity or form of entertainment that involves players in a structured system of rules. Typically, games involve clear goals, challenges, interaction, and decision making by players. Games can be played individually or in groups, either physically or via electronic media such as computers, game consoles, or mobile devices. This report provides in-depth information about the game "Frog Adventure" by choosing Javascript as the main programming language, as well as notepad++ for the code editor container to help create the designed game. The aim of making this game is to fulfill the final assignment in the Game Development course. "Frog Adventure" is a game that combines friendly gameplay, attractive graphics and positive user experience. This information provides a better understanding of the game's strengths and weaknesses, as well as suggestions for future development.

Could the Technology for Adaptive Learning Systems Come out of GBL?

Games based learning (GBL) has a related field that it can draw upon: intelligent tutoring systems (ITS). Acommon concern in both fields is adaptivity, whereby the system can automatically adapt to the user. In order to supportthis adaptation, an ITS will generally include a user model and may also have a formal domain model. Work in this areastarted optimistically some years ago, but seems to have either lost some of that initial enthusiasm or been diverted intoother directions. We scan recent ITS literature to help consider why this might be, and suggest how GBL may be the fieldbest placed to take the work forward again. Learner models have long been seen as useful for adaptive learning systems.They include information about the learner which allows the system to adapt the course of learning materials andexercises to the learner's particular characteristics. In order to achieve a good quality of adaptation to the user, a detailedmodel of the required domain knowledge is typically added. The user and domain models then have to be broughttogether to lay out a course of exercises for the learner to do, and to track progress as the knowledge is learned. It's anattractive research programme, but recent work has moved to new issues, such as MOOCs. The reasons for that are partlyopportunistic and economical, but also suggest a deeper problem with the research programme. It is a costly task todevelop a domain model, and a suitable learner model that can take advantage of it. We suggest that GBL is in a goodposition to push through this cost barrier, because much of the effort is already implicitly involved in the game designprocess, which typically has to be more rigorously planned out in order to make the game a good one. One might thusexpect the next breakthroughs in adaptive learning systems to come from GBL. We further argue that the advantages toresearch, offered by the ITS framework, are also potentially beneficial to the way we teach the subject of GBL to ourstudents on game development courses.

Metaverse Learning Experience Platform (MLXP) for Immersive Design Thinking to Enhance Digital Intelligence Quotient and Virtual Game Developer Skills

A Metaverse Learning Experience Platform (MLXP) is needed to enhance undergraduate students' creative innovation and professional advancement in multimedia technology and gaming business. This learning aid utilizes immersive design thinking methodology, transforming classroom teaching, connecting teachers and students, and enhancing learning outcomes. This study aims to develop a MLXP for immersive design thinking to enhance the digital intelligence quotient and virtual game developer skills. The research methodology involved three phases: developing the MLXP, developing the immersive design thinking process, and evaluating the skills. The sample group consisted of 36 undergraduate students from the Faculty of Science and Technology at Rajamangala University of Technology Suvarnabhumi, who were enrolled in a game design and game development course from academic year 2022. The research instruments consisted of MLXP, immersive design thinking lesson plan, Digital Intelligence Quotient (DQ) and virtual game developer skills assessment form. The MLXP consisted of 14 components, including a Metaverse Learning management system, metaverse content management system, metaverse content delivery system, metaverse personalized learning tools, analytics and reporting tools, assessment and evaluation tools, immersive collaboration tools, immersive virtual learning space, online self-paced learning space, immersive virtual meeting space, immersive virtual co-working space, immersive virtual presentation space, immersive virtual exhibition space, and immersive virtual portfolio space. The immersive design thinking process on the MLXP involved six steps: empathize, define, ideate, prototype, test, and share. The MLXP and learning process were found to be appropriate at an excellent level, and undergraduate students studying using the MLXP demonstrated excellent digital intelligence quotient and game developer skills.

A Usability Study on Game Development using University Curriculum

This study is analytical prototype and usability studies centering on game development for game major in university curriculum by the collaboration of professor and students. The study set up the assumption of successful game development throughout the school curriculum initialized by fifteen weeks of time period. In the previous study, we defined the responsibility of positional personnel, and possibilities of current game majored school from both USA and Korea. The study aimed to analyze the productional guideline for the game development courses by conducting a usability survey from the groups of potential participants.

Gender and Game Genres Differences in Playing Online Games

Online games are currently popular among teenagers as a way to entertain their time and having fun. Some claimed that by playing games could enhance learning ability, improved focus and attention, treat depression, less anti-social and many more. However, playing games could also become an addiction where some might involve with physical and health problems. This paper investigated gender-based students’ perceptions on playing games with their daily life. The perceptions study was developed based on ten items that related to students’ daily task. This study is also to identify the most popular game genres and genre-gender based preference from twelve game genres listed in this study. The data were collected among 116 students from Diploma in game design and development course offered by Faculty of Arts, Computing & Creative Industry at Sultan Idris Education University (UPSI), Malaysia. The results showed that majority of the students perceived themselves as love to play games however percentage of male students are higher than female students. The mean analyses also showed the highest score from ten (10) tasks is ‘meet new friends’ and this also the highest mean for both genders. The result also showed that ‘Adventure’ game genre is the most popular game genre among both gender while ‘music/dance’ genre is the least popular genre for male but the third popular game genre for female.

Flipping Game Development

This work describes the implementation of a flip teaching alternative in an introductory game development course, using resources from a massive open online course. The results proved to achieve better grades and higher satisfaction to previous and similar lecture-based courses.

SIMPLIFICATION OF GAME DEVELOPMENT LEARNING VIA MASSIVE OPEN ONLINE COURSES (MOOC): A PRELIMINARY ANALYSIS

The complication of game development tools creates barriers of entry for the majority of students to eliminate a potential creative platform. Generally, this leads to students’ lack of interest in game development. Creativity among students remains highly untapped without a platform for creative development and engagement. Massive Open Online Course (MOOC) offers a platform to teach a variety of courses without boundaries of time, space, and cost, including game development learning. Therefore, a preliminary analysis is conducted to identify current game development tools that can facilitate in the simplification of game development for students, to understand students’ perception on game development and their interest in engagement with it. The analysis is also to determine obstacles and hurdles they face in embracing it, to establish learning possibilities, and solutions that can be incorporated into a university program in hope that these tools can invigorate creative talents of students. This paper presents the review of literature on MOOCs and self-organized learning. The methodology of preliminary analysis is also discussed. Finally, the analysis of results and findings on student’s perceptions on applying game-based learning in education and their interest in game development courses, perception of game development-based learning are presented. The game development tool is evaluated to rate its specific features. The findings of preliminary analysis are hope ton help to improve enrolment, the suitability of MOOCs to engage students in creative learning of game development learning.

Creating wheelchair-controlled video games: Challenges and opportunities when involving young people with mobility impairments and game design experts

Although participatory design (PD) is currently the most acceptable and respectful process we have for designing technology, recent discussions suggest that there may be two barriers to the successful application of PD to the design of digital games: First, the involvement of audiences with special needs can introduce new practical and ethical challenges to the design process. Second, the use of non-experts in game design roles has been criticised in that participants lack skills necessary to create games of appropriate quality. To explore how domain knowledge and user involvement influence game design, we present results from two projects that addressed the creation of movement-based wheelchair-controlled video games from different perspectives. The first project was carried out together with a local school that provides education for young people with special needs, where we invited students who use wheelchairs to take part in design sessions. The second project involved university students on a game development course, who do not use wheelchairs, taking on the role of expert designers. They were asked to design concepts for wheelchair-controlled games as part of a final-year course on game design. Our results show that concepts developed by both groups were generally suitable examples of wheelchair-controlled motion-based video games, but we observed differences regarding level of detail of game concepts, and ideas of disability. Additionally, our results show that the design exercise exposed vulnerabilities in both groups, outlining that the risk of practical and emotional vulnerability needs to be considered when working with the target audience as well as expert designers. First participatory study designing games for young people using wheelchairs.Reflection on relative contribution of game design expertise and experience.Explores representation of mobility disability by participants in design process.Reflection on how vulnerability of participants exposed through design process.

Heuristic Evaluation of Children’s Authoring Tool for Game Making

The main purpose of the study is to evaluate the heuristic inspection of children’s authoring tools to develop games. The researcher has selected 15 authoring tools for making games specifically for educational purposes. Nine students from Diploma of Game Design and Development course and four lecturers from the computing department involved in this evaluation. A set of usability heuristic checklist used as a guideline for the students and lecturers to observe and test the authoring tools selected. The study found that, there are just a few authoring tools that fulfil most of the heuristic requirement and suitable to apply to children. In this evaluation, only six out of fifteen authoring tools have passed above than five elements in the heuristic inspection checklist. The researcher identified that to develop a usable authoring tool developer has to emphasis children acceptance and interaction of the authoring tool. Furthermore, the authoring tool can be a tool to enhance their mental development especially in creativity and skill.

Creating a Game Development Course with Limited Resources

This article provides an overview of the challenges in implementing a game development course with limited resources in computing curricula. An approach to a holistic game development course is outlined in terms of its organization, software, and instructional methods. The course had 23 students enrolled in its first offering and was systematically evaluated in light of the approach using multiple sources of data. Descriptive statistics and measures of internal consistency reliability are provided. Three important findings resulted from this research: 1) a game development course can be implemented with limited institutional monetary support for a reasonable cost per student, 2) cooperation and competition can be effectively integrated into a game development course as instructional strategies, and 3) integrated lecture and computer lab sessions with cooperative learning is an effective instructional method for a game development course. Finally, insights and lessons learned are provided to assist educators in creating their own game development courses.

Teaching game programming using XNA

As educators work to expand the audience interested in computer science, computer gaming programs have blossomed at a variety of educational institutions. Educators are coming to recognize that gaming is a compelling way to motivate students to learn challenging technical concepts such as programming, software engineering, algorithms, and project management. At the core of many gaming programs are game development courses, which teach technical aspects about software development in a motivating environment. While many game development courses share a common goal, the structure and goals of game development courses can be quite diverse. We describe a game development course that uses the XNA platform to allow a heterogeneous group of students to gain experience in all aspects of console game creation, an approach we believe has some interesting pedagogical benefits.

Game development courses in the computer science curriculum

As computer science enrollments drop and interest in computer game rises, schools are introducing courses in game development at all levels in the curriculum as a way to attract and motivate studen...

Computer games in the classroom, or, how to get perfect attendance, even at 8 AM

In this special session, we will compare and contrast several game engines that have been used in game development courses, and describe our experiences teaching such courses.

Using animation to support the teaching of computer game development techniques

In this paper, we examine the potential use of animation for supporting the teaching of some of the mathematical concepts that underlie computer games development activities, such as vector and matrix algebra. An experiment was conducted with a group of UK undergraduate computing students to compare the perceived usefulness of animated and static learning materials for teaching such concepts. Undergraduate computer game development courses are currently a growing area of UK higher education. Computer game development can often involve the use of mathematical modelling of two-dimensional and three-dimensional computer game objects and their interactions. Overall, it appeared that animated learning materials appeared to be perceived as being more useful to undergraduate computer games students than traditional learning materials for learning such concepts.