DOCSLIB.ORG

GDC-2019-Final-Ok.Pdf

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text
GDC-2019-Final-Ok.Pdf s 2 Table of Content Wallonia-Belgium Trade Commission and AWEX .......................................................................................................5 The BTC in San Francisco ........................................................................................................................................6 Contact ...............................................................................................................................................................6 What do we do? .................................................................................................................................................6 Gamers from Wallonia @GDC ....................................................................................................................................7 In Detail ..................................................................................................................................................................8 2019 TRENDS ........................................................................................................................................................... 13 Blockchain ............................................................................................................................................................ 13 Gaming platforms ................................................................................................................................................ 13 Blockchain gaming ........................................................................................................................................... 13 Traditional gaming platforms .......................................................................................................................... 14 VR......................................................................................................................................................................... 16 HTC Vive Cosmos VR Headset ......................................................................................................................... 16 Oculus Quest Wireless VR Headset ................................................................................................................. 16 Pimax 8K VR Headset ....................................................................................................................................... 16 Pico Neo Wireless VR Headset ........................................................................................................................ 17 Shared VR ............................................................................................................................................................ 17 AR ........................................................................................................................................................................ 18 AR glasses and contact lenses ......................................................................................................................... 18 MR/xR .................................................................................................................................................................. 20 Microsoft HoloLens 2 ....................................................................................................................................... 21 Consoles............................................................................................................................................................... 21 PlayStation 4 .................................................................................................................................................... 21 PlayStation 5 .................................................................................................................................................... 21 Controllers ........................................................................................................................................................... 22 Analog: New Wireless Sega Genesis Controllers From 8BitDo ........................................................................ 22 3DRudder Foot Motion Controller for PlayStation VR .................................................................................... 22 Package or DLC? .................................................................................................................................................. 23 Mobile games or PC? ........................................................................................................................................... 23 Frequent gamers or casual gamers? ................................................................................................................... 25 Free games or paying games? ............................................................................................................................. 26 Where Virtual meets Reality ................................................................................................................................... 27 3 Ecology................................................................................................................................................................. 27 Education ............................................................................................................................................................. 27 Health .............................................................................................................................................................. 28 The Gender Question ...................................................................................................................................... 30 eSports ..................................................................................................................................................................... 31 What is the GDC? ..................................................................................................................................................... 33 AGENDA ................................................................................................................................................................... 34 A is for … .................................................................................................................................................................. 34 Articles ..................................................................................................................................................................... 38 The Most Important Gaming Platforms in 2019 ................................................................................................. 38 VIDEO GAME INDUSTRY ................................................................................................................................ 38 U.S. Video Game Sales Reach a New High score ................................................................................................. 38 The Current Landscape ........................................................................................................................................ 39 Benefits of Blockchain Gaming ............................................................................................................................ 40 Obstacles Facing Blockchain Gaming .................................................................................................................. 41 The Booming eSports Market ............................................................................................................................. 41 Conclusion ........................................................................................................................................................... 42 Gender in Gaming: Modern Gender Issues And Video Games ............................................................................... 42 Like Odyssey on Facebook ................................................................................................................................... 44 Are video games inherently sexist? Designers and game makers discuss .............................................................. 44 Going big: Creating Ohio State’s esports program ................................................................................................ 47 State of the Game industry ..................................................................................................................................... 50 Gaming industry ...................................................................................................................................................... 50 Summary of the State of the Industry ................................................................................................................. 50 Annual Survey of Nearly 4,000 Game Industry Professionals Indicates that A Majority Believe Steam No Longer Justifies Its Revenue Share ......................................................................................................... 50 Belgian Games Café ................................................................................................................................................. 80 Moscone Center Exhibition Plan ............................................................................................................................
Load more

Recommended publications
  • Educational Games Online 2019
    Educational Games Online 2019 Objective: The objective of this class is to introduce the students to all of the things that a computer can do. The programs are divided into seven categories. The students are introduced to programs in each category based on prior knowledge and interest. Not all programs may be used in a given session. The programs that the students have been exposed to are on the list that accompanies this note. Links are provided where possible and are subject to change. If a given link does not work, try a Google search using the program’s name. I have also include some web sites that offer good learning experiences. Virtual Reality Platinum Arts Sandbox: This program allows students to create a virtual world and walk around inside of it. Cost: $0.00 Free Download http://www.sandboxgamemaker.com/ Gryphon Bricks is a virtual construction toy for the entire family. The Lego-style building set gives you the power to create anything from your own space station to a futuristic concept car. Gryphon Bricks stimulates the imagination and offers two different interfaces: one to suit the little ones and one for grown-ups. The children's version features easy-to-click buttons and cool sounds associated with the various functions; the "big kids'" version offers similar features but includes more sophisticated functions, such as multiple view options and the ability to print blueprints of real-world models. This software is out of date but was owned by the school back in the 90’s. Lego Digital Designer Build your world with many virtual Lego bricks.
    [Show full text]
  • State of the Art of Stem Technologies with Applications in the Clasroom
    systematic approach for implementation of STEAM education in schools STATE OF THE ART OF STEM TECHNOLOGIES WITH APPLICATIONS IN THE CLASROOM Authors: Belén López, Rafael Marín, Laura Rubio, David Segarra (FCRi) with the kind assistance of Martí Badal 1 Contents INTRODUCTION .................................................................................................................................................... 3 CONSOLIDATED TECHNOLOGIES ............................................................................................................4 PROGRAMMING ................................................................................................................................................... 4 ROBOTICS ............................................................................................................................................................. 7 VIRTUAL AND REMOTE LABS ........................................................................................................................... 1 EDUCATIONAL VIDEO GAMES ......................................................................................................................... 5 LOW-COST EXPERIMENTATION ...................................................................................................................... 8 EMERGING TECHNOLOGIES ....................................................................................................................10 3D PRINTING ......................................................................................................................................................
    [Show full text]
  • Influencing Behavior Unobtrusively in Virtual Gaming Environments
    ABSTRACT DOMÍNGUEZ, IGNACIO XAVIER. Influencing Behavior Unobtrusively in Virtual Gaming Environments. (Under the direction of David L. Roberts). Virtual gaming environments mediate interaction between players within a game and/or be- tween a player and the game itself to make gameplay more enjoyable. Although game designers strive to achieve a delicate balance between content and interaction that promotes player enjoy- ment, sometimes players want to take actions that would result in this balance being broken. Many games simply prevent player actions that will put the game in an undesired state at the expense of player agency. More recent approaches attempt to accommodate player actions by adapting the game, but this solution has limited applicability. In this work, we introduce an alternative way to reduce the tension between player actions and authorial constraints by unobtrusively influencing player behavior to promote player actions that align with authorial intentions. This enables players choosing author-desired actions out of their own volition, therefore preserving player agency. Subtly influencing player behavior is also useful to make games easier or harder, and we also present examples of behavior influence techniques that can be used to alter players’ performance, effectively controlling the game’s difficulty. As an extension, we can use behavior influence techniques to inspect how player behavior changes and compare it to a known baseline, allowing authors to obtain additional insight about their players, such as determining if players are actively attentive and engaged, or if players are likely to be automated agents instead of human players. We also introduce a taxonomy that partitions behavior influence on two categories.
    [Show full text]
  • Educational Games & Health Sciences
    University of Massachusetts Medical School eScholarship@UMMS National Network of Libraries of Medicine New National Network of Libraries of Medicine New England Region (NNLM NER) Repository England Region 2017-04-18 Educational Games & Health Sciences Allison K. Herrera University of Massachusetts Medical School Et al. Let us know how access to this document benefits ou.y Follow this and additional works at: https://escholarship.umassmed.edu/ner Part of the Library and Information Science Commons, and the Public Health Commons Repository Citation Herrera AK, Wehbe RR, Mathews FZ. (2017). Educational Games & Health Sciences. National Network of Libraries of Medicine New England Region (NNLM NER) Repository. https://doi.org/10.13028/5hgc-4k47. Retrieved from https://escholarship.umassmed.edu/ner/44 Creative Commons License This work is licensed under a Creative Commons Attribution 4.0 License. This material is brought to you by eScholarship@UMMS. It has been accepted for inclusion in National Network of Libraries of Medicine New England Region (NNLM NER) Repository by an authorized administrator of eScholarship@UMMS. For more information, please contact [email protected]. Educational Games & Health Sciences Rina R. Wehbe F. Zeb Mathews University of Waterloo & The Games Institute University of Tennessee Health Science Center Allison Herrera University of Massachusetts Medical School Outline Learning Objectives Overview & Introduction – 10 min Objectives: • Understand some of the benefits and advantages of game-based Rina Wehbe – 20
    [Show full text]
  • Creating a Rhythm Audio Game
    Bachelor’s thesis Information and Communication Technology 2021 Janne Soikkeli CREATING A RHYTHM AUDIO GAME BACHELOR´S THESIS | ABSTRACT TURKU UNIVERSITY OF APPLIED SCIENCES Information and Communication Technology 2021 | number of pages: 35 Janne Soikkeli CREATING A RHYTHM AUDIO GAME Audio games - as opposed to video games - are generally created for visually impaired players and are wholly playable without visual stimulus. Audio games are a diverse sector of games without a well-defined design architecture, and as such offer a fertile ground for experimentation. The challenge of this thesis was to create a unique audio game, as a solo developer commissioned by myTrueSound game company, that would be appealing to both visually impaired -and normally sighted players. To accomplish this, I composed a genre blending idea that’s mechanics can be distilled into three main systems: rhythm gameplay, typing interaction and dynamic audio. The co-operation of these main components resolved the success of the project, measured by the results of a testing period done on a game build with all systems implemented, performed by players ranging from blind to fully sighted. The results were compiled from a questionnaire regarding the three main areas of the game (rhythm gameplay, typing interaction and dynamic audio), yielding positive results in each area. This thesis reports how the project advanced from the idea conception stage to a fully playable horror-themed rhythm audio game, to be published on various online marketplaces, including Itch.io and AudioGames.store. In the scope of this thesis, the resulting game was a success, based on the feedback gathered in the testing phase.
    [Show full text]
  • When a Console Game Becomes CSCL: Play, Participatory Learning and 8-Bit Home Computing in India
    When a console game becomes CSCL: Play, participatory learning and 8-bit home computing in India Derek Lomas, Carnegie Mellon University, 5000 Forbes Ave, Pittsburgh, PA 15213 USA Dixie Ching, Chris Hoadley, New York University, 239 Greene St. Suite 300, New York, NY 10003 USA Kishan Patel, Dhirubhai Ambani Institute of ICT, Gandhinagar Gujarat 382007 India Matthew Kam, Carnegie Mellon University, 5000 Forbes Ave, Pittsburgh, PA 15213 USA Email: [email protected], [email protected], [email protected], [email protected], [email protected] Abstract: This paper presents evidence describing how a single player typing game, designed for use on a low-cost (~US$10) computing platform, was utilized as a computer-supported collaborative learning activity. The group computer interaction was found to consistently in- duce verbal language experiences that extended the potential educational utility of the highly limited 8-bit computing platform. Building on these experiences, we describe some of the de- sign implications for promoting participatory learning with video games, particularly in low- income households and developing contexts. Introduction CSCL (Computer Supported Collaborative Learning) applications have traditionally focused on technologies that directly support person-to-person interaction, mediated by a computer. But CSCL can also broker virtual connections between people outside the system (Hoadley & Pea, 2002) or around the system in a physically shared context (Roschelle & Pea, 2002). As gaming becomes a more important educational technology strategy, we face a similar set of design challenges: games can be designed for individual use, for directly mediated group use, and, importantly, for indirectly mediated group use. We describe how this issue plays out in the widespread but understudied context of 8-bit home computing in developing countries.
    [Show full text]
  • Furthering Social and Personality Psychology Through Game Methods
    DOI: 10.1111/spc3.12368 ARTICLE From dictators to avatars: Furthering social and personality psychology through game methods Gili Freedman | Mary Flanagan Dartmouth College Abstract Correspondence Gili Freedman, Dartmouth College, 22 From football to the ultimatum game to chess to World of Warcraft, Lebanon St, 246 Black Family Visual Arts games have been used in social and personality psychology research Center, Hanover, New Hampshire 03755. for decades. Games are a unique and powerful method: They are Email: [email protected] engaging and have the potential to both manipulate and measure Funding information psychological constructs. In fact, researchers have used physical National Science Foundation, Grant/Award Number: DRL‐1420036 games, board games, behavioral economics games, and digital games to study a range of individual differences, interpersonal processes, and social cognitive processes. Furthermore, researchers have the opportunity to create their own games that can be targeted directly toward their topic of interest. Our review provides a primer for social and personality psychologists interested in using existing games or creating new games for their research as a method for understanding attitudes, behaviors, emotions, cognitions, and perceptions. 1 | INTRODUCTION Games allow social and personality psychologists to understand how individuals think about and interact with the world around them. Not only do games have a rich history of being used in social and personality psychology, they also hold the promise of pushing the field forward. Racial biases, affective forecasting, competitiveness, empathy, and power are just a few of the topics that have been successfully explored using game methods. Whether games are used as measures, manipulations, or contexts in laboratory experiments and field studies, their incorporation into psychological science has allowed for research that may not otherwise have been conducted.
    [Show full text]
  • Seven Cities of Gold
    a - - Vol. 4 No. 3 June 1984 Features SEVEN CITIES OF GOLD 9 The View from a Playtester Sandra Carlisle UNIVERSE 14 Dual Views Fitzsimmons & Battles MIG ALLEY ACE 17 Review David Patton QUESTRON 18 Review James McPherson TO MARKET, TO MARKET... 21 Two Games from Blue Chip Johnny Wilson BROADSIDES 24 A Replay Jay Selover CHANCELLOR OF THE EXCHEQUER 28 Review Stewart MacKames Departments TAKING A PEEK 6 Screen Photos & Brief Comments INSIDE THE INDUSTRY 12 Participate in Our Survey SCORPION'S TALE 13 Enchanter Tips INDUSTRY NEWS 16 What's Going On? COMMODORE KEY 19 For the C-64 Gamer TELEGAMING 20 Exploring On-line Gaming ATARI PLAYFIELD 23 For the Atari Gamer THE LEARNING GAME 26 Shopping Guide for Children's Games MICRO-REVIEWS 30 (Under Southern Skies, Movie Maker, Bruce Lee, Chivalry, The Alpine Encounter, Planetmaster) READER INPUT DEVICE 46 You Rate the Games GAME RATINGS 47 Over 100 Games Rated Avalon Hill Game Co. outs (if you are in the field). You can ture game in which you a star 4517 Harford Rd. play against another person or freighter captain fulfilling a con- Baltimore, MD against the computer. Supplemen- tract to help establish a religious tal questions diskettes available. colony. The ZoomAction graphics COMPUTER TITLE BOUT: Apple. are outstanding and the game Avalon Hill's popular board game system presents many interesting is now on the Atari home com- challenges as you seek to fulfill the puter. A statistics based boxing Epyx Computer Software conditions of your contract. But simulation that contains stats for 1043 Kiel Court watch out! Pirates and muggers over 300 historical fighters.
    [Show full text]
  • Experiences of Playing Massively Multiplayer Online Role-Playing Games: a Phenomenological Exploration Jacob Rusczek
    Duquesne University Duquesne Scholarship Collection Electronic Theses and Dissertations Summer 2015 Experiences of Playing Massively Multiplayer Online Role-Playing Games: A Phenomenological Exploration Jacob Rusczek Follow this and additional works at: https://dsc.duq.edu/etd Recommended Citation Rusczek, J. (2015). Experiences of Playing Massively Multiplayer Online Role-Playing Games: A Phenomenological Exploration (Doctoral dissertation, Duquesne University). Retrieved from https://dsc.duq.edu/etd/1133 This Immediate Access is brought to you for free and open access by Duquesne Scholarship Collection. It has been accepted for inclusion in Electronic Theses and Dissertations by an authorized administrator of Duquesne Scholarship Collection. For more information, please contact [email protected]. EXPERIENCES OF PLAYING MASSIVELY MULTIPLAYER ONLINE ROLE-PLAYING GAMES: A PHENOMENOLOGICAL EXPLORATION A Dissertation Submitted to the McAnulty College and Graduate School of Liberal Arts Duquesne University In partial fulfillment of the requirements for the degree of Doctor of Philosophy By Jacob R. Rusczek, M.A. August 2015 EXPERIENCES OF PLAYING MASSIVELY MULTIPLAYER ONLINE ROLE-PLAYING GAMES: A PHENOMENOLOGICAL EXPLORATION By Jacob R. Rusczek Approved July 15, 2015 ________________________________ ________________________________ Eva Simms, Ph.D. Will Adams, Ph.D. Professor of Psychology Associate Professor of Psychology (Committee Chair) (Committee Member) ________________________________ ________________________________ Lori Koelsch, Ph.D. Leswin Laubscher, Ph.D. Assistant Professor of Psychology Associate Professor of Psychology (Committee Member) Chair, Psychology Department ________________________________ James C. Swindal, Ph.D. Dean, McAnulty College and Graduate School of Liberal Arts iii ABSTRACT EXPERIENCES OF PLAYING MASSIVELY MULTIPLAYER ONLINE ROLE-PLAYING GAMES: A PHENOMENOLOGICAL EXPLORATION By Jacob R. Rusczek August 2015 Dissertation supervised by Eva Simms, Ph.
    [Show full text]
  • State of the Art of Stem Technologies, with Classroom Applications
    STATE OF THE ART OF STEM TECHNOLOGIES, WITH CLASSROOM APPLICATIONS STEAM IMPLEMENTATION GUIDELINES Produced by CONTENTS STATE OF THE ART OF STEM TECHNOLOGIES, WITH CLASSROOM 5 APPLICATIONS STEAM IMPLEMENTATION GUIDELINES 52 © “State of the art of STEM Technologies, with classroom appliations”. FCRi 2019. You are allowed to copy, distribute and publicly communicate the work provided the author and name of the organisation are mentioned. The work will not be used for commercial purposes nor in derived works. Exclusion of liability: any opinions and views expressed in this publication are the sole responsibility of the author/s and do not necessarily represent the official position of the European Commission. © Photos: FCRi and iStockimages.com. www.steamedu.eu STATE OF THE ART OF STEM TECHNOLOGIES, WITH CLASSROOM APPLICATIONS Authors Belén López, Rafael Marín, Laura Rubio, David Segarra Catalan Foundation for Research and Innovation (FCRi) with the kind assistance of Martí Badal. Produced by In the framework of the project Page 7 STATE OF THE ART OF STEM TECHNOLOGIES, WITH CLASSROOM APPLICATIONS — sySTEAM Contents CONTENTS INTRODUCTION 9 CONSOLIDATED TECHNOLOGIES 11 PROGRAMMING 13 ROBOTICS 17 REMOTE VIRTUAL LABS 21 EDUCATIONAL VIDEO GAMES 27 LOW-COST EXPERIMENTATION 31 EMERGING TECHNOLOGIES 35 3D PRINTING 37 OPTICS AND PHOTONICS 41 NANOTECHNOLOGY 45 49 ANNEX 1 Differences between programming language based on syntax 49 and languages based on blocks Page 8 STATE OF THE ART OF STEM TECHNOLOGIES, WITH CLASSROOM APPLIVATIONS — sySTEAM Page 9 STATE OF THE ART OF STEM TECHNOLOGIES, WITH CLASSROOM APPLICATIONS — sySTEAM Introduction INTRODUCTION The main goal of the sySTEAM Project is to increase the educational use of STEAM (science, technology, engineering, art and mathematics), ensuring quality and the smooth implementation of inquiry-based, project-based, problem- based and transdisciplinary learning.
    [Show full text]
  • Word Games the Effects of a Gaming Element on Non-Vocabulary Retention in Adults
    Word games The effects of a gaming element on non-vocabulary retention in adults. Michelle Pigmans ANR: 317075 Bachelor’s Thesis Communication and Information Sciences Specialization: Human Aspects of Information Technology Faculty of Humanities Tilburg University, Tilburg (The Netherlands) Supervisor: Dr. A. Alishahi Second reader: Dr. G. A. Chrupala June, 2014 WORD GAMES: THE EFFECTS OF A GAMING ELEMENT ON NON-WORD RETENTION ON ADULTS. Table of contents Page Abstract 4 1. Introduction 5 1.1 Problem statement 5 1.2 Research questions 6 2. Theoretical background 6 2.1 Vocabulary learning in a new language 6 2.2 Games and learning 7 2.3 Game elements 7 2.4 Research hypotheses 10 3. Game design 10 3.1 Typing game 11 3.2 Pretests 14 4. Main experiment 16 4.1 Participants 16 4.2 Design 17 4.3 Materials 17 4.4 Procedure 18 5. Results 18 5.1 Difference total performance between conditions on vocabulary retention 18 5.2 Effect of word length on vocabulary retention 21 5.3 Experiences of participants on both conditions 22 6. Discussion and conclusion 24 6.1 Discussion 25 6.2 Limitations 26 6.3 Conclusion 26 References 27 Appendix 29 - Appendix A: Word association results (translated into English) 29 - Appendix B: Results picture recognition test (translated into English) 30 - Appendix C: Pre-test 2 transcribed responses (translated into English) 34 2 WORD GAMES: THE EFFECTS OF A GAMING ELEMENT ON NON-WORD RETENTION ON ADULTS. - Appendix D: The sequences in the main experiment: game and non-game 35 - Appendix E: The survey (for both conditions) 38 - Appendix F: Means & standard deviation of correct four, five and six -letter words by condition 40 3 WORD GAMES: THE EFFECTS OF A GAMING ELEMENT ON NON-WORD RETENTION ON ADULTS.
    [Show full text]
  • Music and Video Game Design
    MUSIC AND VIDEO GAME DESIGN Interactive Qualifying Project Report completed in partial fulfillment of the Bachelor of Science degree at Worcester Polytechnic Institute, Worcester, MA Submitted to: Dr. Vincent J. Manzo, Advisor Submitted by: Guillermo Rivera Edward Shaddock Thananart Piyajarawong Chandler Reynolds March 14, 2018 Abstract This project paper explores the concept of technology and gamification used for learning purposes. The project takes in aspects of music and video games to enhance and engage a student's learning experience of musicianship with a musical instrument. Specifically, we focused on ways that one might learn to love learning how to play an instrument by interacting with a digital piano in a puzzle video game. We explored by taking the most commonly used teaching methods in piano instruction as well as gamification strategies, computer programming, and game art design. We then interviewed professional music educators and, using their feedback and the results of our background research, implemented these ideas into a music game prototype. We then surveyed students likely to play the game and obtained their feedback regarding the concept, our design, and its potential to be an engaging educational tool. Learning and implementing these methods, computer programming, and game art design, the students will show if games are beneficial to musical learning. 1 Table of Contents Abstract 1 Introduction 3 Background 6 Platform 10 Methodology 11 Interview 11 Design 13 Student Surveys 17 Results 18 Interview Results 18 Student Results 20 Conclusion 23 References 24 Appendices 25 Musical Instruments 25 Images 26 Consent Forms 28 Professor Interview 28 Student Survey 30 2 Introduction Music is part of every known culture it has been with us since the prehistoric times.
    [Show full text]