Game Development Framework Research Articles

Motivation Elements in Game-Based Learning (GBL) for Tajweed Learning

Tajweed is a Quranic knowledge, and it is essential to provide a Quranic generation that is fluently and accurately reading the Quran. Unfortunately, previous studies depicted many students unable to read the Quran and indicated low achievement in Quranic subjects. Therefore, there is a need for efforts to create an interactive environment that can support the teaching and learning process, such as Game-Based Learning (GBL). GBL is a teaching aid that can be customized for teaching and learning and encourages students to be actively involved. Meanwhile, various factors are still being investigated in game design to ensure the success of GBL implementation, including motivational elements as an aspect of game design. Therefore, this study aims to identify the effect of GBL design on students' motivation in learning Tajweed. The game (i-Tajweed) deployed a Game Development Framework (GDF) and was tested using a quasi-experimental method on 120 students at primary schools by a purposive sampling method. The study used a set of questionnaires and a set of Tajweed Tests as the instruments for collecting data. The findings of the analysis revealed that the level of significance (0.000 < 0.05) value of the correlation coefficient (r) is 0.310. The result suggests that there is a significant correlation between student's achievement and motivation. Hence, the result proves that using GBL with motivational elements in the design can increase student motivation positively.

What goes wrong during phishing education? A probe into a game-based assessment with unfavorable results

Context:In recent years, there has been a significant surge in global Social Engineering (phishing) attacks. This upsurge has prompted governmental bodies, organizations, and educational institutions to formulate strategies aimed at mitigating this threat. Objective:The primary objective of this research is to create a game-based solution that educates participants about URLs and evaluates their understanding through multiple-choice questions. Methodology:To attain the aforementioned objectives, a multifaceted approach has been adopted in this study. Firstly, an extensive literature review was conducted to gain insights into the problem and prior research on the subject. This review was instrumental in comprehending the game development framework, developmental tools, and various design models for game design. A digital adaptation of the game has been created utilizing the CONSTRUCT 3 platform. Secondly, an empirical evaluation was executed, involving participants engaging with the game and their learning assessed through survey. A survey method was employed to further gauge participants’ knowledge and to solicit feedback on the game’s design. Results and Conclusion:The survey results indicate a lack of significant outcomes or dependencies on the dependent variable. fun to play, ease to play, and game-based learning did not significantly predict avoidance behavior while the intention to play and phishing knowledge were the significant positive predictors of avoidance behavior, with intention to play showing the biggest contribution in the models 2 and 3. Correspondingly, the negligible difference between the R2 value and △ R2 in models 2 and 3 also confirmed the small variance of model 2 (explained in the paper). Consequently, the research asserts that the assessment of the gaming method has not yielded success and underscores the necessity for enhancements and further evaluation.

Designing Board Games: A Practical Guide for Educator to Teach Computer and Basic Network in Class

Board Games can be a highly engaging and motivating resource to support Computer and Basic Network teaching in class. However, the development of board games to facilitate the communication of the subject may not be an easy task for those with no prior experience in designing games. For instance, the various classification of educational game features, construction of the game mechanism, and lack of scholarly guidance for designing and their efficacy in formal learning may hinder the game development process. To address this issue, this study presents a hands-on game development framework for teachers and researchers on how to design educational games. The framework is divided into five that build upon each other to create a student-centered educational resource as well as provide a means of evaluation.

Öğrenme Destekleriyle Açınsayıcı Öğrenme Oyunları Tasarlama

Serious games are computer games with learning objectives, and present stimulating contexts with interactive, engaging and immersive activities. The brain wave analysis and the neuro-functional correlates of game-based learning revealed that game-based learning is a powerful tool to enliven processes of learning through providing reward and emotional engagement. Implementing a game design model that effectively incorporates game mechanics and pedagogical mechanics is essential in the development of a serious game as an interactive learning environment. The current literature provides many serious game development framework, however, no single framework is sufficient to cover interdisciplinary field of exploratory serious games. This study aimed to develop a framework for designing exploratory serious games. In order to ensure that learners would attain objectives of the learning unit in the game, the proposed conceptual design framework was based upon (a) Kiili’s experiential gaming model (2005), (b) 4C/ID instructional design model (Van Merrienboer, Clark, & de Croock, 2002), (c) ARCS motivation model (Keller, 1987), and (d) Activity theory (Engeström, 1987). The framework pays particular attention on learning support mechanisms of the game because students may have difficulty in, miss or avoid learning curricular content of an exploratory serious game when they focus on merely game mechanics. Finally, the study also stresses and discusses enhancing players’ flow experience and enriching adaptability of the game through design of task regimes.

Sideffect GamePlan: Development of an alcohol and other drug serious game for high school students using a systematic and iterative user-centred game development framework

Serious games have shown to be effective in improving motivation to learn, knowledge and retention, thus are being increasingly used for alcohol and other drug (AOD) education. This paper outlines the development of an online AOD serious game for in-class use by Australian secondary school teachers for students in Years 9–10. Adapted from Edwards et al. (2018), the seven-step systematic and iterative user-centred development framework included: (1) Forming an expert multidisciplinary design team, (2) Defining the problem and establishing user preferences, (3) Incorporating the evidence base, (4) Serious game design, (5) Incorporating behavioural and psychological theory, (6) Developing a logic model and investigating causal pathways, and (7) User testing. High school students (n = 8), health and physical education teachers (n = 7), and parents (n = 8) were engaged throughout different stages of the development process to inform development and provide feedback on considerations for promoting engagement, acceptability, and usability of the game amongst both students and teachers. Overall, participants rated game acceptability and usability favourably and would recommend the game for learning about AOD. Constructive feedback and suggestions for improvements from user testing sessions were implemented to form the final version of the game and module. The next step is to test Sideffect GamePlan in a simulated classroom environment before piloting in school settings.

Designing physics board games: a practical guide for educators

Board games can be a highly engaging and motivating resource to support physics teaching at all educational levels. However, the development of board games to facilitate the communication of complex science subjects may not be an easy task for those with no prior experience in designing games. For instance, the various classification of educational game features, proliferation of game mechanics and lack of scholarly guidance for designing and on their efficacy in formal learning may hinder the game development process. To address this issue, this study presents a hands-on game development framework for science educators and researchers on how to design educational science games. The framework is divided into five steps with simple exercises that build upon each other to create a student-centred educational resource as well as providing a means of evaluation.

An Exploration Tool for Predicting Stealthy Behaviour

Stealthy movement is an important part of many games in the First Person Shooter (FPS) and Role Playing Games (RPG) genres. Structuring a game level to match stealth goals, however, is difficult, and can depend on subtle and fragile interactions between the game space, enemy motion, and other factors. Here we apply a probabilistic path-finding approach to efficiently analyze a 2D space and find stealthy paths. This approach naturally accommodates variation in the level design, numbers and movements of enemies, fields of view, and player start and goal placement. Our design is integrated directly into the Unity 3D game development framework, allowing for interactive and highly dynamic exploration of how different virtual spaces and enemy configurations affect the potential for stealthly movement by players, or other NPCs.

The Importance of Game Development Framework (GDF): Proposing an Islamic Game Development Framework with Sustainability Features

This paper highlights the game development framework (GDF) that applies the theory of learning and embodied the theory in games. In order to examine whether the appropriate game development framework (GDF) will have an impact on the motivation and performance of students in the subject, the researcher considers multiple factors related to the game development framework as well as technical factors. A search by Google Scholar search engine was used for the relevant journal article, books, and conference proceedings related to the subject from the years 2010-2016. Searched literature was filtered and selected based on the definition and categorization of games by scholars (including subject discipline and platform/delivery) and the advantages of games in teaching and learning. This paper suggests that the game development framework (GDF) should be approached as a systematic learning system based on the principle of learning theory, learning goal, learning outcome, instructional design, game features, plus with sustainability features. Thus, it may influence the impact of the game on the teaching and learning process.

Challenges of Developing a Mobile Game for Children with Down Syndrome to Test Gestural Interface

After a literature review published by Nascimento et. al. (2017), the research team noticed the lack of studies focused on game controllers’ accessibility during use by children with Down syndrome. In view of that, this research describes a mobile game development and its usability analyses, which were created to evaluate the accessibility of touchscreen gestural interfaces. The methodology was organized into three steps: bibliographic research and the definition of the project guidelines, the game development, and its evaluation. The guidelines used were based on a study made by Nascimento et. al. (2019) of the impairments that children can have, their game preferences found on Prena’s article (2014), games accessibility guidelines for people with intellectual deficiency from the Includification Book (2012), a manual of touchscreen gestural interfaces from Android and iOS and a game development framework from Schuytema (2008). Then, for the usability analyses, the team decided to first submit the game to a group of experts in order to make some improvements before submitting it to the audience. In this way, two evaluations were done, a heuristic test with usability specialists and a cognitive walkthrough with health professionals. The list of heuristics used on the tests was created by a mash up of the Breyer evaluation (2008) and the recommendations of the Able Games Association (2012) and the cognitive one followed the Preece, Sharp and Rogers (2007) recommendations. The results found reveal some challenges in the field and adjustments, mainly in the narrative, game goals and interface feedback, that should be addressed as soon as possible.

An Research of Gamification Impact in Learning Mathematics

Interactive teaching has become a trend since digital technology is more update nowadays. Educators need to upgrade their style of teaching by integrating technology in their conventional teaching. It is important to create a more motivated and fun lesson for the student, especially when teaching Mathematics. Even Mathematics is important; some may have difficulty learning it. One of the alternative methods used to solve the problems in teaching mathematics is a game-based learning instrument. A game-based learning on indices and logarithm have been developed and introduced to a group of undergraduate students. The game development framework is explained thoroughly step by step. This paper presents the gamification impact on learning indices and logarithm where the empirical data was obtained from the gamified and control group. The student’s perception is also supported by an assessment done on the Mathematics topic.

이미지 검색을 이용한 사진입력 게임 인터페이스 구현

The paradigm of game development changes with technological trends. If the system can analyze and determine undefined inputs, users' input choices are not restricted. Therefore, game scenarios can have multifarious flows depending upon the user's input data. In this paper, we propose a method of including an output plan in the game system that is based on the user's input but is not restricted to predefined choices. We have implemented an experimental game on the Android platform by combining network communication and APIs. The game interface works as follows: first, the user's input data is transmitted to the server using HTTP protocol; then, the server carries out an analysis on the input data; and finally, the server returns the decision result to the game device. The game can provide users a scenario that corresponds to the decision results. In this paper, we used an image file for the user's input data format. The server calculates similarities between the user's image file and reference images obtained from the Naver Image Search API and then returns determination results. We have confirmed the value of integrating the game development framework with other computing technologies demonstrating the potential of the proposed methods for application to various future game interfaces.

다중 플랫폼용 실습실 꾸미기 게임 앱 구현

많은 사람들이 다양한 플랫폼의 스마트폰으로 모바일 게임을 즐기고 있다. 그런데 게임개발을 할 때 스마트 단말기 플랫폼 별로 따로 개발을 해야 하는 것이 지금까지의 현실이었다. 이를 해결하기 위해 출시된 것이 게임개발 프레임워크인 Cocos2d-x이다. 기존의 Cocos2d에서 다중 플랫폼으로 발전시킨 것으로 하나의 소스 개발로 여러 모바일 기기 및 웹 브라우저 상에서 사용가능하도록 해준다. 공개 소프트웨어로 누구나 사용이 가능하며 C++과 OpenGL을 기반으로 쉽게 게임을 개발할 수 있다. 본 논문에서는 Cocos2d-x를 이용해 학습을 통한 PC실습실 공간 꾸미기 게임인 아이러브501을 구현하였다. 여기서 501은 저자들 소속 학교의 PC실습실 호수이다. 게임의 순기능 부각을 위해 퀴즈를 풀 수 있는 교육적 기능을 포함하였다. 멀티플랫폼 구현을 위해서 윈도우와 iOS환경에서 동시에 개발하였으며 안드로이드폰, 아이폰, 아이패드, 갤럭시탭 등 다양한 기기에 이식해서 실행 결과를 확인하였다. Many people are now enjoying mobile games using various smartphone platforms. However, we have to develop games separately for each smart device platforms so far. Cocos2d-x, a game development framework is released to solve this problem. As a multiplatform version of the existing Cocos2d, Cocos2d-x can make one source code run on various platforms. It is an open software that is able to be used by everyone, and when using it, mobile games can be developed easily based on C++ and OpenGL. In this paper, we implemented a PC laboratory decorating game application, named ILove501, using Cocos2d-x. The 501 is a room number of our PC lab. ILove501 includes an educational feature of solving quizzes in order to highlight positive effects of game. For implementation of a multiplatform game, ILove501 was developed in Windows and iOS environment at the same time, and we verified the results of the execution by porting on a variety of devices such as Android, iPhone, iPad and Galaxy Tab.

Linked Observer 패턴을 적용한 안드로이드 게임 프레임워크 설계 및 구현

The changes in the game platform is appeared since the advent of smart-phones. Apple's iOS or Google's Android platform is gradually expanding their territories in the mobile game area. Android's platform fragmentation and the absence of game development framework act as barriers for game developments. In the development of game applications on the smart-phone, the standardized development procedures under game framework can achieve the productivity improvement. In this paper, we propose a new design pattern suitable for the design of a framework for new areas of application through the expansion of existing framework. The design and implementation of the Android game development framework is presented by taking advantage of existing design patterns and a proposed pattern. Also we propose the standardized development procedure of game applications under the proposed framework.

SU‐E‐T‐251: 3D Collision Viewer for Proton Therapy Treatment Planning

Purpose: In proton treatment, in order to reduce beam penumbra, it is desirable to place the treatment snout as close as possible to the patient skin. However, collision between treatment couch/patient and snout is not predicted by current treatment planning system. We developed and validated an interactive 3D Collision Viewer for patient clearance check during treatment planning. Methods: The 3D Collision Viewer calculates the shortest distance between two major groups of objects, couch group and nozzle group. The couch group includes a couch and a patient and the nozzle group includes a nozzle, a snout and extensions for snout. The software displays the object coordinates and the shortest distance in the 3D Viewer. The tool was developed with a video game development framework to realize 3D interactive performance. Surface coordinates of equipment including the patient were defined relative to the iso‐center and created by commonly used CAD software. The equipment coordinates and the shortest distance are interactively updated on any change of equipment setting by the user. The video game framework takes care of equipment surface coordinate motion according to each equipment setting. The shortest distance was obtained by comparing distances between all combination of nozzle meshes and couch meshes. To confirm the numerical accuracy of the shortest distance calculation, the distance between nozzle and 2 cm diameter sphere was compared with the expected distance. Results: Numerical accuracy of the distance calculation is better than about 1/40 of mesh size of the sphere. The accuracy mainly depends on the surface data preparation. Average calculation time for a sample configuration, which had 156 vertices and 94 meshes for the nozzle and 2707 vertices and 3758 meshes for couch, was less than 0.6 seconds. Conclusion: 3D Collision Viewer is capable of detecting potential collision during treatment planning.

An Application of a Game Development Framework in Higher Education

This paper describes how a game development framework was used as a learning aid in a software engineering. Games can be used within higher education in various ways to promote student participation, enable variation in how lectures are taught, and improve student interest. In this paper, we describe a case study at the Norwegian University of Science and Technology (NTNU) where a game development framework was applied to make students learn software architecture by developing a computer game. We provide a model for how game development frameworks can be integrated with a software engineering or computer science course. We describe important requirements to consider when choosing a game development framework for a course and an evaluation of four frameworks based on these requirements. Further, we describe some extensions we made to the existing game development framework to let the students focus more on software architectural issues than the technical implementation issues. Finally, we describe a case study of how a game development framework was integrated in a software architecture course and the experiences from doing so.

Game Technology for Training and Education

Serious games are being more and more deployed in such diverse areas as public awareness, military training, and higher education. One of the driving forces behind this stems from the rapidly growing availability of game technologies, providing not only better, faster, and more realistic graphics, physics, and animations, but above all making “the language” of game development accessible to increasingly more people. The articles in this special issue are a rich sampling of how game technology can be creatively put to service within games for training and education purposes. The first two articles are focused on simulation applications. In “SIDH—a game-based architecture for a training simulator,” Backlund et al. extend the notion of gamebased simulation proposing an architecture for a professional firefighter training simulator that incorporates novel visualization and interaction modes. The serious game, developed in cooperation with the government agency responsible for the training of fire and rescue personnel, is a good example of how game technology helps making the delicate combination of engaging level design and carefully tuned learning objectives. In “Experiential learning in vehicle dynamics education via motion simulation and interactive gaming,” Hulme et al. present an original methodology developed within their vehicle dynamics curriculum, incorporating a combination of driving simulation, motion simulation, and educational practices into a game-based simulation framework. The paper also includes a comprehensive evaluation of their approach in two practical, educational scenarios. The next two articles describe specific applications of game technology to serious games aimed at computer science education. In “An application of game development framework in higher education,” Wang et al. present their experiences with an XNA-based game project for teaching software architecture. The paper also includes a brief survey and evaluation of game frameworks currently available for these purposes. On the other hand, in “Towards a serious game to help students learn computer programming,” Muratet et al. describe the design and development of a strategy game aimed at strengthening novice programming skills, including an interesting discussion on the mapping of learning objectives into the game play. Finally, in “Venation skeleton-based modeling plant leaf wilting,” Lu et al. present an original method for simulating and visualizing leaf wilting, useful in the domain of biology. Interestingly, their technique can be applied both in a didactic setting andwithin any graphics framework requiring realistic visualization of natural phenomena. We believe that serious games will continue to foster the development of new game technologies, and, conversely, combining and deploying existing game technology in novel ways will likely extend and amplify the impact and innovation achieved by these games in our society.

Avoid common pitfalls when programming 2D graphics in java

This paper presents the core knowledge required to properly develop 2D games in Java. We describe the common pitfalls that can easily degrade graphics performance and show how we achieved impressive frames-per-second display updates when implementing Minueto, a game development framework.