B.Tech Information Technology Curriculum
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Game Engines with Visual Scripting ● Specialized Game Engines ● Framework Like Game Engines ● Niche Game Engines
Game Engines Jaanus Jaggo 2020 This is not even half of all the engines! Game engines 3 2 6 4 5 1 7 8 9 12 10 11 14 13 15 2 This is not even half of all the engines! Game engines 3 2 6 4 5 7 8 9 12 10 11 14 13 15 3 This is not even half of all the engines! Game engines 3 6 4 5 7 8 9 12 10 11 14 13 15 4 This is not even half of all the engines! Game engines 6 4 5 7 8 9 12 10 11 14 13 15 5 This is not even half of all the engines! Game engines 6 5 7 8 9 12 10 11 14 13 15 6 This is not even half of all the engines! Game engines 6 7 8 9 12 10 11 14 13 15 7 This is not even half of all the engines! Game engines 7 8 9 12 10 11 14 13 15 8 This is not even half of all the engines! Game engines 8 9 12 10 11 14 13 15 9 This is not even half of all the engines! Game engines 9 12 10 11 14 13 15 10 This is not even half of all the engines! Game engines 12 10 11 14 13 15 11 This is not even half of all the engines! Game engines 12 11 14 13 15 12 This is not even half of all the engines! Game engines 12 14 13 15 13 This is not even half of all the engines! Game engines 14 13 15 14 This is not even half of all the engines! Game engines 14 15 15 This is not even half of all the engines! Game engines 15 16 This is not even half of all the engines! Game engines 17 Game engines 18 There is no “best” game engine As there is no “best” programming language But some people like to express their opinion loudly! I consider myself to be quite unbiased. -
Desarrollo Del Juego Sky Fighter Mediante XNA 3.1 Para PC
Departamento de Informática PROYECTO FIN DE CARRERA Desarrollo del juego Sky Fighter mediante XNA 3.1 para PC Autor: Íñigo Goicolea Martínez Tutor: Juan Peralta Donate Leganés, abril de 2011 Proyecto Fin de Carrera Alumno: Íñigo Goicolea Martínez Sky Fighter Tutor: Juan Peralta Donate Agradecimientos Este proyecto es la culminación de muchos meses de trabajo, y de una carrera a la que llevo dedicando más de cinco años. En estas líneas me gustaría recordar y agradecer a todas las personas que me han permitido llegar hasta aquí. En primer lugar a mis padres, Antonio y Lola, por el apoyo que me han dado siempre. Por creer en mí y confiar en que siempre voy a ser capaz de salir adelante y no dudar jamás de su hijo. Y lo mismo puedo decir de mis dos hermanos, Antonio y Manuel. A Juan Peralta, mi tutor, por darme la oportunidad de realizar este proyecto que me ha permitido acercarme más al mundo de los videojuegos, algo en lo que querría trabajar. Pese a que él también estaba ocupado con su tesis doctoral, siempre ha sacado tiempo para resolver dudas y aportar sugerencias. A Sergio, Antonio, Toño, Alberto, Dani, Jorge, Álvaro, Fernando, Marta, Carlos, otro Antonio y Javier. Todos los compañeros, y amigos, que he hecho y que he tenido a lo largo de la carrera y gracias a los cuales he podido llegar hasta aquí. Por último, y no menos importante, a los demás familiares y amigos con los que paso mucho tiempo de mi vida, porque siempre están ahí cuando hacen falta. -
Sciences Du Jeu, 7 | 2017, « Les Marges Du Jeu » [En Ligne], Mis En Ligne Le 19 Février 2017, Consulté Le 06 Avril 2021
Sciences du jeu 7 | 2017 Les marges du jeu Michel Lavigne (dir.) Édition électronique URL : http://journals.openedition.org/sdj/755 DOI : 10.4000/sdj.755 ISSN : 2269-2657 Éditeur Laboratoire EXPERICE - Centre de Recherche Interuniversitaire Expérience Ressources Culturelles Education Référence électronique Michel Lavigne (dir.), Sciences du jeu, 7 | 2017, « Les marges du jeu » [En ligne], mis en ligne le 19 février 2017, consulté le 06 avril 2021. URL : http://journals.openedition.org/sdj/755 ; DOI : https://doi.org/ 10.4000/sdj.755 Ce document a été généré automatiquement le 6 avril 2021. La revue Sciences du jeu est mise à disposition selon les termes de la Licence Creative Commons Attribution - Pas d'Utilisation Commerciale - Pas de Modification 4.0 International. 1 SOMMAIRE Jeux de marges Michel Lavigne Le passage du jeu à la création : le cas du jeu vidéo amateur Pierre-Yves Hurel A la marge de la lecture et du ludique : les livres-jeux Boris Solinski Les marges du jeu à réalité alternée (JRA) : mise en évidence de cas d’indétermination créatrice et destructrice à partir de l’expérience d’Alter Ego Stéphane Goria et Françoise Lejeune Entraves à l’attitude ludique avec un jeu sérieux intégré dans une formation managériale : un exercice plus qu’un jeu ? Lydia Martin Du jeu dans les marges (du jeu) : De quelques gradients de ludicité dans le BDSM Adrien Czuser Sciences du jeu, 7 | 2017 2 Jeux de marges Michel Lavigne 1 La notion de marge suppose l’existence d’une zone périphérique qui sépare un objet de ce qui lui est extérieur. -
A Survey of Technologies for Building Collaborative Virtual Environments
The International Journal of Virtual Reality, 2009, 8(1):53-66 53 A Survey of Technologies for Building Collaborative Virtual Environments Timothy E. Wright and Greg Madey Department of Computer Science & Engineering, University of Notre Dame, United States Whereas desktop virtual reality (desktop-VR) typically uses Abstract—What viable technologies exist to enable the nothing more than a keyboard, mouse, and monitor, a Cave development of so-called desktop virtual reality (desktop-VR) Automated Virtual Environment (CAVE) might include several applications? Specifically, which of these are active and capable display walls, video projectors, a haptic input device (e.g., a of helping us to engineer a collaborative, virtual environment “wand” to provide touch capabilities), and multidimensional (CVE)? A review of the literature and numerous project websites indicates an array of both overlapping and disparate approaches sound. The computing platforms to drive these systems also to this problem. In this paper, we review and perform a risk differ: desktop-VR requires a workstation-class computer, assessment of 16 prominent desktop-VR technologies (some mainstream OS, and VR libraries, while a CAVE often runs on building-blocks, some entire platforms) in an effort to determine a multi-node cluster of servers with specialized VR libraries the most efficacious tool or tools for constructing a CVE. and drivers. At first, this may seem reasonable: different levels of immersion require different hardware and software. Index Terms—Collaborative Virtual Environment, Desktop However, the same problems are being solved by both the Virtual Reality, VRML, X3D. desktop-VR and CAVE systems, with specific issues including the management and display of a three dimensional I. -
Create Computer Games
==== ==== For A Great Way On How Games Are Played Tips Check This Out www.gamesexamples.com ==== ==== I’ve always loved video games, ever since I first played them on a friend’s computer in the afternoon after elementary school. There’s something almost magical about the fact that we can move images around and interact with virtual worlds, a living fantasy presented for us to interact with however we please. I’ve also always wanted to make games myself but, until recently, didn’t have the technical knowledge to do so. Now, I’m a second year software engineering student, so if I weren’t able to code a game without too many dramas there’d be something drastically wrong. But what about the common person: the person for whom the term ‘memory leak’ conjures up images of their grandfather, ‘pipeline’ is where the water flows, and ‘blitting’ is unheard of? Well, everyone can get in on the game creation process, and you don’t even need to learn ‘real’ programming to do so. So where do games start? With an idea. Games, like all fiction, require an idea to be successful. Sure, in the same way you can just sit down and write a story without foresight, you can jump on in and slap a game together. However, unless you get ridiculously lucky, the best works are usually the ones that have been well thought out beforehand. There are two methods of planning a project. -
Google Adquiere Motorola Mobility * Las Tablets PC Y Su Alcance * Synergy 1.3.1 * Circuito Impreso Al Instante * Proyecto GIMP-Es
Google adquiere Motorola Mobility * Las Tablets PC y su alcance * Synergy 1.3.1 * Circuito impreso al instante * Proyecto GIMP-Es El vocero . 5 Premio Concurso 24 Aniversario de Joven Club Editorial Por Ernesto Rodríguez Joven Club, vivió el verano 2011 junto a ti 6 Aniversario 24 de los Joven Club La mirada de TINO . Cumple TINO 4 años de Los usuarios no comprueba los enlaces antes de abrirlos existencia en este septiembre, el sueño que vió 7 Un fallo en Facebook permite apropiarse de páginas creadas la luz en el 2007 es hoy toda una realidad con- Google adquiere Motorola Mobility vertida en proeza. Esfuerzo, tesón y duro bre- gar ha acompañado cada día a esta Revista que El escritorio . ha sabido crecerse en sí misma y superar obs- 8 Las Tablets PC y su alcance táculos y dificultades propias del diario de cur- 11 Propuesta de herramientas libre para el diseño de sitios Web sar. Un colectivo de colaboración joven, entu- 14 Joven Club, Infocomunidad y las TIC siasta y emprendedor –bajo la magistral con- 18 Un vistazo a la Informática forense ducción de Raymond- ha sabido mantener y El laboratorio . desarrollar este proyecto, fruto del trabajo y la profesionalidad de quienes convergen en él. 24 PlayOnLinux TINO acumula innegables resultados en estos 25 KMPlayer 2.9.2.1200 años. Más de 350 000 visitas, un volumen apre- 26 Synergy 1.3.1 ciable de descargas y suscripciones, servicios 27 imgSeek 0.8.6 estos que ha ido incorporando, pero por enci- El entrevistado . ma de todo está el agradecimiento de muchos 28 Hilda Arribas Robaina por su existencia, por sus consejos, su oportu- na información, su diálogo fácil y directo, su uti- El taller . -
Game Development Projects
Game Development Projects The purpose of the Game Development Projects is to introduce you to modern game development tools, exercise your game design skills, and help you build a portfolio of game development work. Each project has three parts: a proposal, a deliverable, and a post-mortem. Project Types For each assignment, you should choose one from the five kinds of games below. Then choose one or more of the development tools associated with that kind of game. You can choose projects in any order. You may not repeat a project or a tool (even if it is listed for multiple projects). If you wish to make a type of game that is not listed below or use a tool not listed, you must get approval from the instructor before submitting the project proposal. 1. Physical Board or Card Game Tools: Paper, Cardstock, Markers, Game Pawns, Dice, 3D Printing, etc. 2. Adventure Game Tools: Inform, Twine, Adventure Game Studio 3. Puzzle Game Tools: Game Maker Studio, Torque 2D, Unity, HTML 5, Java, Objective C 4. Arcade Game Tools: Game Maker Studio, Torque 2D, Unity, HTML 5, PyGame 5. 3D Action Game Tools: Unity, Unreal Engine, Torque 3D Scope The difficulty of implementing your project determines how innovative it needs to be. The projects above are listed from “requires most innovation” to “requires least innovation.” All projects require some original design on your part. It is expected that a physical game will require the least development effort and should therefore demonstrate that you have put a lot of thought into the design process. -
The Personal Interaction Panel
Scenegraphs and Engines Scenegraphs Application Scenegraph Windows/Linux OpenGL Hardware Vienna University of Technology 2 Scenegraphs Choosing the right libraries is a difficult process Very different target applications Different capabilities Underlying Graphics APIs Needs to fit the content pipeline Important for application development Not important for research (though convenient) Vienna University of Technology 3 Content Pipeline Choosing the right libraries is a difficult process Very different target applications Different capabilities Underlying Graphics APIs/Operating Systems Needs to fit the content pipeline Important for application development Not important for research (though convenient) Vienna University of Technology 4 Typical Content Pipeline We need: Content creation tools Exporters Scenegraph/ Engine MechAssault 2 content pipeline Vienna University of Technology 5 DCC tools Only “real” open source option: Blender Everything you need for Game/Movie production Modelling/Rigging Animation Rendering/Compositing Contains complete game engine+editor Fully integrated with UI Immense feature list causes steep learning curve! Vienna University of Technology 6 Blender Vienna University of Technology 7 Blender Vienna University of Technology 8 Wings3D Easy to use subdivion surface modeller Vienna University of Technology 9 Textures Gimp: Full featured image editing Vienna University of Technology 10 Scenegraphs/Engines Scenegraphs deal with Rendering Engines deal with Rendering Physics AI Audio Game logic … Vienna University of -
An Introduction to Computer Games Why Are They Important to Us All?
An Introduction to Computer Games Why Are They Important To Us All? Linux Users of Victoria Melbourne 2013 Andrew Pam Serious Cybernetics sericyb.com.au Introduction ● Computer games are a distinct medium of artistic expression like books, comics and films ● Now financially significant - US$66B global revenue in 2013 (Activision Blizzard US$5B); compare with film industry global theatrical revenue US$35B in 2012 ● Drives development of graphics hardware and software, and in earlier years also audio ● Good for you! (Therapy, mental wellbeing, socialisation, learning) Videogames and Wellbeing: A Comprehensive Review Overview ● Game types (platforms and purposes) ● Game genres ● Emulators and engines ● Game development ● Where to get Linux games ● More information Game types Platforms Purposes ● Desktop ● Advertising ● Mobile (handheld, ● Art phone and tablet) ● Education ● Console ● Entertainment ● Web ● Serious ● Arcade Game genres ● Action ● Puzzle ● Action-adventure ● Role-playing ● Adventure ● Simulation ● Classic (board, card) ● Sports ● Music ● Strategy ● Party ● Tactical ● Programming ● Trivia Action games ● Ball and paddle ● Beat 'em up (hand-to-hand), hack and slash (melee weapons) ● Fighting (one-on-one combat) ● Maze ● Pinball ● Platform ● Shooter: First-person, Massively Multiplayer Online (MMOFPS), Light gun, Arcade, Tactical, Rail, Third-person Adventure games ● Stealth ● Survival horror ● Text ● 2D graphical ● Visual novels ● Interactive movies ● Real-time 3D Role-playing games ● Western: non-linear storyline ● Japanese: typically -
Tools and Approaches for Simplifying Serious Games Development in Educational Settings
Tools and Approaches for Simplifying Serious Games Development in Educational Settings Antonio Calvo, Dan C. Rotaru, Manuel Freire, Baltasar Fernandez-Manjon Dept. Software Engineering and Artificial Intelligence Universidad Complutense de Madrid, Facultad de Informática C/ Profesor JoseGarciaSantesmases, 9 28040 Madrid, Spain {antcal01, drotaru, manuel.freire, balta}@fdi.ucm.es Abstract—Serious Games can benefit from the commercial challenging the players to explore and overcome specific video games industry by taking advantage of current problems, serious games are gaining interest in teaching and development tools. However, the economics and requirements of training students. Serious games have been successfully applied serious games and commercial games are very different. In this to different domains such as health [6]–[9], marketing [10], paper, we describe the factors that impact the total cost of research [11], and to multiple other disciplines, where they ownership of serious games used in educational settings, review have proven to increase student motivation in the learning the specific requirements of games used as learning material, process [12]–[14] stimulating their focus and concentration [5], and analyze the different development tools available in the [15], [16]. Studies have shown SGs increasing academic industry highlighting their advantages and disadvantages that performance [17]–[19] and providing an optimized learning must be taken into account when using them to develop a serious process [20], [21], as part of a growing set of experiments that game. prove the effectiveness of correctly designed and implemented Keywords—serious games; total cost of ownership; applied serious games [22]–[26]. games; learning analytics I. INTRODUCTION Digital games have increasingly gained relevance in society to the point of becoming one of the most popular forms of entertainment. -
[Learning] Games
TOOLS FOR [LEARNING] GAMES Prepared by Marc Prensky. Updated November 18, 2004 Thanks to Steven Drucker, Bob Bramucci, and others. Note: not a complete list; will change over time. Please send corrections and additions to [email protected] FREE (OR CLOSE) COST $ Adventure Game Studio: Adventure Maker: www.adventuremaker.com Templates http://www.adventuregamestudio.co.uk/ BlitzPlus (2D) www.blitzbasic.com Adventure game engines (Spiderweb) Certification Templates (Games2train): www.spiderweb.com www.games2train.com Frame Discovery School: Flying Buffalo www.flyingbuffalo.com/teacher.htm Games http://puzzlemaker.school.discovery.com/ Game Show Pro (Learningware): Flash Games: http://flashgames.umn.edu/ www.learningware.com GameMaker: Games Factory (Clickteam): www.clickteam.com Game www.cs.uu.nl/people/markov/gmaker/index.html MindRover (Cogni-Toy): www.mindrover.com Makers Hot Potatoes (Half-Baked): Quandary (Half-Baked): http://web.uvic.ca/hrd/halfbaked/ www.halfbakedsoftware.com/quandary.php Simple 2D PPT Jeopardy: In “Awesome Game Creation” Book QuestPro: www.axeuk.com/quest/ Peril: www.teachopolis.org/arcade/index.html Simple Games: www.babrown.com Engines Personal Educational Press:: Stagecast Creator: www.stagecast.com www.educationalpress.org/educationalpress/ Play-by-mail: www.pbm.com/~lindahl/pbm_list/email.html Rapunsel: www.maryflanagan.com/rapunsel Savie Frame-Games (Canada) www.savie.qc.ca/CarrefourJeux/fr/accueil.htm Storyharp: www.kurtz-fernhout.com/StoryHarp/ Thiagi: www.thiagi.com/freebies-and- goodies.html Word Junction -
Mapping Game Engines for Visualisation
Mapping Game Engines for Visualisation An initial study by David Birch- [email protected] Contents Motivation & Goals: .......................................................................................................................... 2 Assessment Criteria .......................................................................................................................... 2 Methodology .................................................................................................................................... 3 Mapping Application ......................................................................................................................... 3 Data format ................................................................................................................................... 3 Classes of Game Engines ................................................................................................................... 4 Game Engines ................................................................................................................................... 5 Axes of Evaluation ......................................................................................................................... 5 3d Game Studio ....................................................................................................................................... 6 3DVIA Virtools ........................................................................................................................................