Game Creation Research Articles

Adaptive Tabu Search Algorithm Based on Quantum Dwelling and KNN Classifier for Creative Game Selection in Preschool Education

In order to select the best creative games for preschool education more quickly and accurately, a method for selecting creative games for preschool education based on tabu search tabu search (TS) algorithm is proposed. The TS algorithm is improved by using quantum population, and an adaptive neighborhood mapping mechanism is formed to dynamically adjust the tabu length and accelerate the convergence of the algorithm. The KNN algorithm is used to calculate the initial solution of the characteristics of preschool creative games, and the quantum adaptive optimization tabu search algorithm is used to iterate from the initial solution, and the subset of feature vectors containing feature weights and feature selection vectors is continuously searched as the input of KNN classifier. The improved objective function is used as a guide to combine the selection results of classifiers by simple voting, and the output of the selection results of creative games in preschool education is realized. Experiments show that this method can select more critical features of creative games in preschool education at a faster speed while ensuring the accuracy of the selection results. At the same time, the improved tabu search algorithm has faster convergence speed and better search performance, and can recommend creative games that are most suitable for preschool education according to the actual situation.

Research on the Character Traits of Female Protagonists in Games: An Example from the Otome Games

Abstract: With the development of the game industry, the role of gender in game design has increasingly come to the fore, with particular attention being paid to the way female players are represented in games. In the domain of gaming, the otome genre, which is characterized by its distinct narrative and characterization, has garnered a significant female player base. However, for a considerable period of time, the portrayal of female characters in games has frequently been influenced by traditional gender concepts, thus resulting in the emergence of certain stereotypes and inequalities. As such, the examination of the character traits of female protagonists in otome games not only facilitates a more profound comprehension of the influence of game culture on gender perceptions, but provides insights and inspiration for the creation of games with more egalitarian and diverse gender images. In this paper, the characteristics of female protagonists in otome games developed by some Japanese game developers are analyzed, and their impact on gender equality is explored. By comparing the characteristics of the female characters across different types of games, the paper elucidates that, despite their frequent portrayal as independent, strong, and assertive, these characters are still shaped by traditional gender norms to varying degrees. Accordingly, the analysis presents recommendations for advancing more egalitarian and diverse gender images within the gaming industry.

Mr. Tumbles’ Maya and the Multiplicity of Personas: Leveraging Illusion and Reality in Educational Game Design for SEN Language Learners

Educational research for Special Educational Needs (SEN) students has increasingly recognised the necessity for tailored approaches that accommodate diverse learning needs. Despite advancements, there remains a significant gap in the development of digital interventions, particularly video games, that cater to the language acquisition and communicative needs of SEN learners. This study explores how psychological paradigms from the popular children's television show ‘Mr. Tumble’ (made specifically for children with special educational needs) can inform the creation of language learning video games. By analysing the use of ‘Makaton’ a multimodal communication tool that combines signs, symbols, and speech the study highlights the potential of integrating similar techniques into game design to enhance accessibility and engagement for SEN learners. The philosophical understanding of Maya, which emphasises the illusory nature of multiplicity, serves as a theoretical framework to understand how a single character can embody multiple roles within a game, providing a consistent yet diverse learning experience. This approach not only aids in language comprehension but also fosters emotional and social development through relatable Non-Player Characters (NPCs) designed to interact meaningfully with learners. The study posits that incorporating these elements can create immersive, emotionally resonant educational experiences and the development of parasocial relationship between the learner and the digital intervention, that better meet the needs of SEN students, ultimately leading to more inclusive and effective language learning environments. Children simultaneously navigate multiple roles and perspectives, each reflecting a different aspect of reality in make-believe play. The critical importance of integrating this cognitive theoretical framework similar to that into the design of NPCs in educational video games is highlighted in this research. The paper argues that the paradigms of ‘multiplicity of mirrors’, when effectively incorporated into NPC design, can reflect different aspects of language, culture, and social interaction, offering learners a more immersive and multifaceted learning experience.

Harmful Design in User-Generated Games and its Ethical and Governance Challenges: An Investigation of Design Co-Ideation of Game Creators on Roblox

An increasing number of game platforms, such as Roblox, enable game creators to develop user-generated games (UGGs). Yet, these platforms often come under scrutiny for hosting UGGs that contain harmful content, ranging from sexually explicit material to Nazi-themed roleplay. Limited attention has been paid to how harmful UGGs are ideated by game creators. To address this question, we studied an online Roblox creator community, where Roblox creators collectively engage in design ideation to brainstorm design ideas for UGGs. Through an inductive thematic analysis, we found three primary ways where Roblox creators' design ideation becomes risky, including how Roblox creators generate risky game design ideas, navigate through policy boundaries to develop these ideas, and share strategies of bypassing moderation. Based on our findings, we discuss ethical and governance challenges facing user-generated games. We propose design implications to support game creators in developing ethical game design ideas and safe game designs.

Breaking Barriers in Mobile Game Development

Mobile games occupy more market share than PC and console titles combined, while the designers responsible for delighting billions with their app store offerings remain relatively overlooked by avid players and academic researchers alike. Marginalized game developers in particular find themselves struggling to survive in the mammoth mobile marketplace, but few studies have yet to address their unique experiences. In this paper we present the results from a participatory research project to: discover the challenges that women, people of color, LGBTQIA+, and disabled game creators face in the mobile space; and develop actionable methods for dismantling those barriers to meaningful participation in smartphone play design. After summarizing the three most prominent hurdles underrepresented developers contend with, we then lay out ten key insights about how those impediments can be overcome. The piece concludes with a dozen brief proposals for concrete programs to implement a more representative and welcoming mobile gaming environment, and a call to action for us all to take part in building that better world.

Examining the Efficacy of a Physical Board Game for Geometric Transformations

A group of Hong Kong secondary school mathematics teachers collaborated on the creation of a physical board game, “War of Transformation”, specifically designed to aid Hong Kong Secondary 1 students in applying transformation (i.e. translation, reflection, and rotation) of 2D figures, a topic in the local mathematics curriculum. The objective of the study was to delve into the game design and player experience from the viewpoint of the students as indicators of the effectiveness of the board game, comparing these elements across different abilities. A mixed-method design was adopted, from which data was gathered utilizing questionnaires and a focus group. The study involved a total of 102 junior form students secondary school students from three districts in Hong Kong, with a selected group of five students and three school teachers participating in interviews. The questions for the questionnaire and interviews were derived from the Model for the Evaluation of Educational Games. Quantitative data were used to provide an overview of student experiences, while qualitative data from the interviews provided further insights of the results. The findings revealed that students valued the game’s design and had a positive gaming experience, comparing these elements across different abilities The design of the board and the use of online teaching aids were found to significantly enhance gameplay and learning. This study highlights the potential of thoughtfully designed game-based learning in fostering effective and engaging learning experiences.

Construction Education through Virtual Reality: A Game-based Approach for Interior Architecture Students

This study investigates a novel method of instructing interior architecture students on building specifics pertaining to walls by utilizing the combination of virtual reality (VR) and game-based learning. The creation and application of a virtual reality game called "VR ConstructED," which aims to improve knowledge of wall construction methods, materials, and design consequences, is the study's focus. This project intends to improve students' understanding of wall-related construction elements and their applicability in real-world circumstances by utilizing the immersive and interactive properties of virtual reality technology in conjunction with gamification methods. Through a case study involving academic staff and students at Bahçeşehir University, the efficacy of this pedagogical strategy will be assessed. Using a mixed-methods approach, the study collects quantitative data from surveys and qualitative data from semi-structured interviews. These questionnaires will evaluate the academic performance, contentment, and VR game participation of the students. The main goal is to clarify the advantages and difficulties of using virtual VR to teach construction features, such walls, so that curriculum designers and teachers may make informed decisions. Additionally, by illustrating how gamification and the integration of VR technology may greatly improve student engagement and academic achievement, this study hopes to contribute to the larger area of design education. The results of this study are anticipated to add to the body of knowledge in architectural education and stimulate more research into specific VR applications for design pedagogy.

Games Design Frameworks: A Novel Approach for Games Design Pedagogy

The discipline of Games Design has surged in popularity in higher education as a route to industry for aspiring game developers. Notably, at the time of writing 138 UK Universities are now offering game design degrees, and many further education institutions. This growth is not only in volume but also in the diversity of students who enrol in these courses. Young learners, coming from various backgrounds and with differing levels of professional and academic experience, are drawn to games as a field of study. Games disciplines (such as Games Art, Design, and Programming) are often seen as more accessible than their comparative parent disciplines (such as Computer Science). This diversity presents both an opportunity and a challenge for educators: to develop teaching methodologies that not only cater to a wide range of experiences but also effectively prepare students for the creative and technical demands of the games industry. This paper introduces a pioneering design concept utilized in the pedagogy of game design, namely the use of game frameworks. A framework is a structure built in a video games engine, containing a pre-made, playable game experience, which students are taught to build upon and modify. Frameworks abstract and modularise fundamental, complex elements of the game creation process, allowing new learners to quickly become engaged with the iterative process of designing gameplay. It also allows educators to focus on a specific area of interest. For example, a student can focus just on the UI elements of the game for a whole module of study, without needing to have built the entire game first. This allows students to focus on the elements being taught, without introducing a significant amount of non-assessed content just to enable to learning. This position paper discusses our application of this approach, including the process of framework design, supportive assessment, successes and challenges.

User Acceptance: Quranic Verses Inspire Motivation Used into the Creation of Augmented Reality Board Games

User Acceptance: Quranic Verses Inspire Motivation Used into the Creation of Augmented Reality Board Games

Pembuatan Game 2D Melawan Virus Menggunakan Unity Engine

A game or game is something that can be played with certain rules so that there are winners and there are losers, usually in a context that is not serious with the purpose of refreshing. Various games include; action, action-adventure, simulation, construction, and management, role playing games (RPG), strategy, racing, sports, puzzles, and word games. To create a digital game, a game engine designed to develop video games on various platforms is required. The Unity Engine can be used to create 2D (two-dimensional) and 3D (three-dimensional) games and supports a wide range of cross-platform devices such as smartphones, PCs, PlayStation 5, and many other platforms. In this study, the researcher wants to implement the creation of a 2D game called LAVIR using the GDLC (Game Development Life Cycle) method. The creation of this game aims to reduce anxiety, fear and eliminate boredom.

Applying Artificial Intelligence for Emotional Cognition in Game Testing for Quality Assurance

Artificial intelligence (AI) is a branch of computer science that tries to develop computational tools and systems that can carry out tasks comparable to human decision-making and learning. The subject of AI is expanding quickly, and AI technology is becoming more and more significant in a variety of IT specialties. When more automated and intelligent solutions are employed instead of outdated techniques, the quantity of manpower and resources needed for game testing will be greatly decreased. The aim of this study is to find new models that will make game testing easier by utilising state-of-the-art AI techniques. In an attempt to determine the model base and algorithmic foundation for the new approach, the examination and comparison of existing theories, models, and algorithms is used to infer and identify the viability of certain current mainstream AI models and algorithms in game testing sessions. Standard software testing is not the same as game testing. Further consideration should be given to the whole gaming experience and entertainment value in addition to functional testing. User questionnaires and in-game testing are used in the current standard experience testing methodology. Artificial intelligence eliminates human aspects in emotional cognition. It may produce more objective test results while spending less money for both human and material resources by using massive data sets and its own learning and processing capabilities. This paper examines the state of AI in software testing, game creation, and emotion perception using expertise in using and applying AI approaches in game testing for quality assurance. It also demonstrates how well AI methods work for predicting player emotions during game testing. The AI testing reduces testing expenses related to labour and material resources while guaranteeing total game confidentiality before release. It also increases test accuracy and reduces the impact of subjectivity.

MyStoriesBAG: A Simplified Editor for Creating Interactive Stories and Games Inspired by Cultural Heritage

MyStoriesBag is a storytelling and game creation tool that aims to facilitate the sharing of cultural heritage by promoting a collaborative and participatory experience through user-generated content. The guided visual online editor allows users to actively create content and play the games they create. This emphasises the concept of sharing experiences, creating a sense of community, and strengthening the connection between users and their cultural heritage.

A mobile serious game about diabetes self-management: Design and evaluation

Type 2 Diabetes Mellitus (T2DM) is a chronic condition that requires ongoing self-management and education. In recent years, there has been a growing interest in utilizing mobile serious games as a tool for patient education and engagement. This article presents the development of DiaPo, a mobile serious game designed to improve self-management education for patients with T2DM. DiaPo integrates gamification techniques to increase patient engagement and motivation while providing essential information about disease management. The development of DiaPo followed a structured design process, utilizing the Analysis, Design, Development, Implementation, and Evaluation (ADDIE) educational system. This systematic approach allowed for the integration of best practices in educational game design and diabetes care. The development team consisted of experts in medical informatics, game design, and diabetes care, ensuring a multidisciplinary approach to the game's creation. The game's narrative focuses on a T2DM patient who earns positive points for making healthy lifestyle choices and negative points for poor ones. This gamified approach aims to reinforce positive behaviors and provide immediate feedback on negative ones. Interactive animations confirm or deny options selected by the player, further enhancing the learning experience. DiaPo offers a flexible and adaptable platform suitable for diverse audiences, promoting inclusiveness and accessibility in T2DM education. DiaPo represents a novel approach to self-management education for patients with T2DM, utilizing gamification techniques and a multidisciplinary design process to create an engaging and informative mobile serious game. By promoting inclusiveness and accessibility, DiaPo has the potential to empower patients with T2DM to take an active role in their disease management. As the field of mobile serious games continues to evolve, DiaPo stands as a promising tool for improving T2DM education and patient outcomes.

The Design of the Nusantara Quest Game on Mobile Platforms for the Cultural Arts Subject for Grade X Students

This research aims to design a mobile-based game called Nusantara Quest to enhance student engagement and learning outcomes in Arts Education for 10th-grade students. The educational game is developed using the Unity platform and follows the ADDIE model (Analyze, Design, Development, Implementation, Evaluation). The analysis phase involves studying student characteristics and material needs. During the design phase, game flow, user interface, and educational content are created. The development phase includes game creation and validation by media and content experts. Implementation involves trials with students from SMK Negeri 5 Sidrap, and the evaluation phase assesses the effectiveness of the game in improving student interest and understanding of Arts Education material. The research findings indicate that the quiz-based educational game is valid and effective as an interactive learning media S

A qualitative evaluation study of introducing game-based learning methods during pre-service teachers’ Internship

This study presents the results of a qualitative evaluation of how pre-service teachers incorporate games into their classroom practices during internships. Two Game-Based Learning (GBL) methods, namely the PCaRD model and the GameChangers approach, were introduced to assist pre-service teachers in delivering game-based learning activities effectively within disciplines such as English and Sports, as part of their university course requirements. Data was collected from 48 pre-service teachers, highlighting the perceived benefits of both methods in teaching with games and emphasizing their complementarity. Essential competencies identified included prior gaming experience, training in game creation, digital skills, and understanding of student behavior and reactions. Main challenges encountered included time constraints, classroom equipment deficiencies, class management issues, pupil behavior, and aligning games with the curriculum.

PSYCHOLOGICAL BOARD GAMES: MYTH OR REALITY

The article is devoted to a new tool in the arsenal of a practicing psychologist - psychological board games. There has been a rapid increase in the popularity of games and the emergence of works describing the creation and use of psychological board games for a variety of client groups. A wide range of applied problems solved using games is outlined. The lack of unity in the understanding of the term “psychological board games” is stated. The authors note an expanded use of the term without theoretical justification and with a pronounced marketing component. Various points of view on the content of the concept of psychological board games are considered. It is emphasised that a psychologist should conduct psychological board games.

Playing with the cultural pilgrimage to stimulate tourism: the xFORMAL project on cultural heritage and informal learning.

The focus on culture as an engine of sustainable development has favoured its gradual acquisition by institutions engaged in the protection and promotion of heritage as an enabling and systemic factor capable of connecting innovation, continue education, research, and citizen engagement in a single chain. Knowledge of the landscape that combines works of nature and humankind and its bio-cultural diversity makes it possible to identify innovative informal education and new tourist itineraries where the real experience is presented as a cultural pilgrimage. The European project of the Marie Skłodowska-Curie Programme RISE ‘Informal and non-Formal E-Learning for Cultural Heritage - xFORMAL’, currently halfway through its lifecycle, was born to create an informal way of accessing the cultural heritage of one's territory, revealing its past, history, and the civilisations that preceded us. After two years of closure due to the pandemic, this project reintroduced an authentic experience through gamification, a contact with landscapes, museums, and archaeological sites with physical, social, and cultural dimensions of their environments across space and over time. Building upon this foundation, the article delves into the intricate design and architectural principles that underpin the creation of the xFORMAL game, showcasing it as a paradigm of informal learning. This exploration includes a detailed analysis of the game's innovative design elements, educational strategies, and its role in facilitating an engaging and immersive learning experience outside traditional educational settings.

Toward next generation mixed reality games: a research through design approach

Mixed reality (MR) games refer to games that integrate physical entities with digitally mediated contents. Currently, it entails game creators to integrate heterogeneous virtual and physical components, which is often time-consuming and labor-intensive, without the support of a coherent technology stack. The underlying technodiversity manifested by the research corpus suggests a complicated, multi-dimensional design space that goes beyond merely technical concerns. In this research, we adopted a research-through-design approach and proposed an MR game technology stack that facilitates flexible, low-code game development. As design grounding, we first surveyed 34 state-of-the-art studies, and results were synergized into three different spectra of technological affordances, respectively activity range, user interface and feedback control, to inform our next design process. We then went through an iterative prototyping phase and implemented an MR game development toolset. A co-design workshop was conducted, where we invited 15 participants to try the prototype tools and co-ideate the potential use scenarios for the proposed technology stack. First-hand user feedback was collected via questionnaires and semi-structured interviews. As a result, four conceptual game designs with three major design implications were generated, which conjointly reflect a broader understanding on MR gameful experience and contribute fresh insights to this emerging research domain.

Feedback System in Educational Games: A Systematic Literature Review

The presence of a feedback system is a key factor in maintaining individuals' engagement in educational games. This system aims to enhance player motivation and active participation in educational games. In addition, the feedback system can improve the players' learning outcomes by augmenting their knowledge. Nevertheless, there remains a lack of comprehensive research in the field of feedback systems in educational games, leading to an inadequate comprehension of how to construct a proficient feedback system that can more effectively accomplish the objectives of educational games. The overview of feedback systems in educational games is frequently scattered and fragmented, making it challenging to figure out which educational games incorporate such systems. This research not only improves the comprehension of the feedback system in educational games but also addresses an important gap in the existing literature. The aim of this study is to conduct an extensive and systematic review of the existing literature on feedback systems in educational games. This review is based on 36 relevant journal articles published from 2019 to 2023. This research examines the patterns in the utilization of feedback systems in educational games, including the technologies employed to build these systems, the educational domains studied, and the types of products developed through the creation of educational games. In this study, the discussion also includes the design techniques and methods for feedback systems. This text discusses the utilization feedback types as well as the algorithms used to analyze the feedback systems. The text thoroughly discusses the comprehensive selection of feedback components to be delivered as mediums for player feedback. In this paper, we will clarify the impact of using feedback systems in educational games on the players. This study greatly contributes to the progress of learning conducted through educational games.

Many faces, many names? Ethics in Belgian game development education

What is nowadays taught to the game creators of tomorrow in terms of ethics? The current study addresses this question by focusing on 11 higher education and continuous vocational training programs for aspiring game developers taught in Belgium. We conducted textual analyses of institutional materials and semi-structured interviews with nine educators. By combining these sources of data, this study identifies three key categories of ethical considerations that are taught to students: content and design impact, workplace standards, and diversity in gaming culture. This study also underscores educators’ proactivity in addressing gaps between curricular content, industry expectations, and student concerns. It is our hope that this study elucidates the critical potential of teaching ethics, providing actionable recommendations for educational institutions to help prepare creators navigate complex moral issues in today's gaming landscape.