Group items tagged

"This paper focuses on the design and development of a gamebased forensics course using the game-based learning (GBL) approach building the game in a real computing environment that has direct access to actual forensics tools from a forensics machine and the evidence from a suspect machine. Interactive visualizations will be used to help students to understand the intangible and inaccessible abstract concepts such as deleted/hidden/encrypted/over-written digital evidence."

"we look into various research papers that has used computer games as a tool in teaching introductory CS to students. The challenge here now is "how to design a successful CS educational game?" Different research in this area are conducted to discover the factors that make a lovable educational CS game that is easily adapted by new CS students, while being helpful for learning the course related contents."

Combined video game and computer science course with emphasis on iPhone/iTouch

A course blog from Georgia Tech

abstract: "This literature review will discuss the efficacy of using video game programming as an attractor and entry point to engage middle- and high-school girls in a computer science curriculum. The review begins by exploring historical trends of female participation in the technology industry and in computer science programs at the high-school and collegiate levels, and the impact these trends have on women's opportunities. For additional background context, the review will then review a number of empirical studies regarding girls' attitudes toward computer science, as well as environmental and social influences that impact their participation in the field. It will then identify the educational and social goals of increased female participation in the computer science curriculum and briefly discuss various potential attractors that have been under investigation. Finally, the review will describe specific research studies that explore both how effective the teaching of computer game design is in attracting female students to a computer science course of study, as well as its efficacy in teaching important computer science concepts."

Abstract: "There are a number of existing game frameworks that make use of simplified programming languages with the goal of lowering the barrier of entry into content creation for noncoders. However, existing tools do not support the creation of social, multiplayer games that creators can easily deploy among their family and friends. To address this, we conducted formative interviews to determine the design goals for a tool that would allow non-coders to create such games. We then created Donburi, a web application that enables anyone to design and publish a mobile, social board game."

"Gamers don't just play Nicholas Graham's new video game, Liberi Live – they design it. While one player is rolling and bouncing a ball over obstacles and collecting coins another player can control the course design. The two interact together and with a touch of a button, obstacles or ramps can be added to completely change the game."

Abstract: "Games with a strong notion of story are increasingly popular. With the increased amount of story content associated with games where player decisions significantly change the course of the game (branching games), comes an increase in the effort required to author those games. Despite the increased popularity of these kinds of games, it is unclear if a typical player is able to appreciate the rich content of these games, since any given player typically only experiences a small amount of that content. We create a non-branching game that simulates branching choices by providing players with choices followed by immediate textual feedback. We hypothesize that this game, where player decisions do not significantly change the course of the game, will maintain the player's sense of agency. Experimentation showed that in a text-based story with forced-choice points there were in most cases no significant difference in players' reported feelings of agency when they experience a branching story vs. a linear story with explicit acknowledgement of their choices."

Course syllabus from Spring 2013 at Olin College

Abstract: Joseph Campbell's Monomyth not only provides a well-proven pattern for successful storytelling, it may also help to guide teams and team leaders through the challenges of change and innovation processes. In project "HELD: Innovationsdramaturgie nach dem Heldenprinzip" researchers of the University of the Arts Berlin and the Berlin Gameslab, part of the University of Applied Sciences HTW-Berlin, team up to examine the applicability of the Hero's Journey to change management using an adaptation of Campbell's pattern called „Heldenprinzip®". The project's goal is not to teach the stages of the Monomyth as mere facts but to enable participants of training courses and interventions to actually experience its concepts using a portfolio of creative and aesthetic methods. While a pool of aesthetic methods - like drawing, performing or role-playing - is already being used, the Gameslab subproject qualitatively researches the potentials for enriching and complementing these methods with interactive digital media and games. This paper discusses three types of game based learning treatments to be used in training and intervention sessions as well as teaching the Monomyth in a game based learning university course. The first option is providing participants with a game that follows the Hero's Journey and inducing them to reflect on the experience and its relation to the learning goal. An alternative strategy is to make participants go through a game sequence broaching issues that are relevant for a stage or the journey of change in general. Last but not least, digital equivalents of the non-digital aesthetic methods can be constructed using digital games or digitally enhanced set-ups for playful interactions. All three treatments have their merits and pitfalls, which are discussed in relation to the identified game-based learning scenarios: self-study, blended game-based learning and face-to-face sessions"

"MACHS, a platform for the generation of serious games, i.e. courses in 3D environments for machine-tool training. The platform consists of two applications: an easy-to-use authoring tool for editing the courses and a 3D simulator for running them."

Overview of the Mass. game industry (Tim Loew is quoted extensively) and courses and activities in Cape Cod schools

Reflections from a university games development instructor on both analog and online courses

Abstract: "We introduce ALE, a new framework for writing games for the An- droid platform. The primary motivation behind ALE is to empha- size reading code before writing it. Beginners read game code to learn how levels can be made, and advanced users read the code of ALE itself to learn how to create useful and extensible libraries. To date, roughly 200 students at our university have used ALE, rang- ing from first-semester engineering undergraduates through Mas- ters students. ALE has proven useful in teaching non-majors about CS, in making introductory CS programming courses more excit- ing, and in encouraging creativity, entrepreneurship, and good pro- gram design in upper-level electives. Based on these experiences, we encourage educators at all levels to consider using ALE to im- prove students' ability to learn by reading code."

Abstract: "Preparing medical students for the takeover or the start-up of a medical practice is an important challenge in Germany today. Therefore, this paper presents a computer-aided serious game (eMedOffice) developed and currently in use at the RWTH Aachen University Medical School. The game is part of the attempt to teach medical students the organizational and conceptual basics of the medical practice of a general practitioner in a problem-based learning environment. This paper introduces methods and concepts used to develop the serious game and describes the results of an evaluation of the game's application in curricular courses at the Medical School."

Value of computer game design and serious games courses for all computer students

abstract: "Game development is one of the fastest growing industries today. The demand for popular games is impressive and the prospects for employment are promising. However, many recent college graduates do not specialize in this field. A generic computer science degree is adequate, but it could be improved with more relevant training. We propose a dedicated minor that emphasizes software development to prepare students for future study or employment in the game industry. We anticipate that this minor will distinguish students from other recent graduates, increase enrollment, and improve feedback from existing students."

Blogs used in game design courses

From the abstract: "This paper will examine the relationship of pattern recognition and Gestalt principles to procedural form in gameplay. It will identify key features of pattern based play mechanics and outline important synergies between programming paradigms and procedural form. In the course of the paper I will examine the formal and aesthetic qualities of procedural structures and discuss how they generate the experience of psychological flow. I will also identify the role of these mechanisms and their effects in current game design."

Discusses companies hiring artists for game design and development, lengths which artists go to achieve realism, and traditional art colleges and programs adding video game courses and majors.