Using Video Game Design to Motivate Students
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CHECKLIST for the MINOR in NEW MEDIA and DIGITAL DESIGN 6 TOTAL COURSES
CHECKLIST for THE MINOR IN NEW MEDIA AND DIGITAL DESIGN 6 TOTAL COURSES CORE COURSES (MUST TAKE BOTH COURSES): _____ NMDD 1001: EXPLORATIONS IN DIGITAL DESIGN ______CISC 2500: INFORMATION AND DATA MANAGEMENT COURSEWORK: MUST TAKE 4 COURSES (THESE MAY BE IN A SINGLE CONCENTRATION, OR IN ANY COMBINATION FROM ACROSS CONCENTRATIONS) THE FOLLOWING COURSES COUNT IN ALL CONCENTRATIONS: ______CISC 2530: Computer GraphiCs ______CMBU 4471: The Business of New Media ______DTEM 3476: SoCial Media ______DTEM 2421: Digital ProduCtion for New Media ______NMDD 3880: Designing Smart Cities (ServiCe Learning Course) ______VART 2003: GraphiC Design and Digital Tools ______VART 2400: Fundamentals of Web Design A. New Media and Information ______DTEM 1401: IntroduCtion to Digital TeChnology and Emerging Media ______CISC 2350: Information and Web Programming ______CISC 2530: Digital Video and Multimedia ______CISC 2850: Computer and Data Analysis or INSY 4431: Web AnalytiCs ______CISC 3850: Information Retrieval Systems ______CISC 4001: Computers and Robots in Film (ICC) ______DTEM 1402: Digital Cultures ______DTEM 2417: Data Visualization ______DTEM: 3463: CiviC Media ______DTEM 2427: Digital Audio ProduCtion ______FITV 2621: Digital Video Design ______COMC 3340: Freedom of Expression ______COMC 3380 International CommuniCation (Globalism) ______COMC 3374: Media EffeCts ______COMC3350 or BLBU 4451: New Media and CommuniCation Law ______DTEM 2775: Writing for Online Media ______INSY 4431: Web AnalytiCs or CISC 2850: Computer and Data Analysis ______INSY 3442: -
Arts, Audio Video Technology, and Communications Graphic Design and Multimedia Arts
',*,7$/ &20081,&$7,216 ARTS, AUDIO VIDEO TECHNOLOGY, AND COMMUNICATIONS GRAPHIC DESIGN AND MULTIMEDIA ARTS Local Implementation Considerations: Students completing two or more courses for two or more credits within a program of study earn concentrator status for Perkins V federal accountability reporting. Proposed Indicator: Students finishing three or more courses for four or more credits with one course from level 3 or 4 within a program of study earn completer status for federal accountability reporting. Texas Education Agency® COURSES Principles of Arts,A/V Technology, and Communications Professional Communications LEVEL 1 Web Communications Digital Communications in the 21st Century NS IO AT IC N U Audio/Video Production/Lab M Digital Audio Technology M O LEVEL 2 C D N A DIGITAL Y Y G COMMUNICATIONS Audio Video Production II/Lab O L Digital Audio Technology II O N LEVEL 3 H C E T V / A , S T Practicum of Audio/Video Production R A Practicum of Digital Audio (TBD) Practicum of Entrepreneurship (TBD) LEVEL 4 MASTERhS/ MEDIAN ANNUAL % HIGH SCHOOL/ OCCUPATIONS CERTIFICATE/ ASSOCIATEhS BACHELORhS DOCTORAL WAGE OPENINGS GROWTH INDUSTRY LICENSE* DEGREE DEGREE PROFESSIONAL CERTIFICATION DEGREE Sound Engineering $39,562 79 27% Technicians Apple Final Cut Certified Video Recording Arts Communications Camera Operators, $50,024 129 9% Pro X Engineer Technology/Technician Technology/ Television, Video Technician and Motion Picture Audio and Video $40,581 757 Apple Logic Commercial Cinematography and Film/ 29% Equipment Pro X Audio Technician -
Audience Feedback As an Influence on Graphic Design Problem Solving
Rochester Institute of Technology RIT Scholar Works Theses 2011 Audience feedback as an influence on graphic design problem solving Christopher Petrides Follow this and additional works at: https://scholarworks.rit.edu/theses Recommended Citation Petrides, Christopher, "Audience feedback as an influence on graphic design problem solving" (2011). Thesis. Rochester Institute of Technology. Accessed from This Thesis is brought to you for free and open access by RIT Scholar Works. It has been accepted for inclusion in Theses by an authorized administrator of RIT Scholar Works. For more information, please contact [email protected]. Audience Feedback as an Influence on Graphic Design Problem Solving Christopher Petrides Graphic Design MFA Program School of Design College of Imaging Arts and Sciences Rochester Institute of Technology Rochester, New York Fall 2011 1 Abstract User-generated feedback is arguably the most efficient tool to evaluate a specific product or service. Even though it is widely used to evaluate and subsequently improve video game design, it is not commonly used for graphic design applications. The aim of this thesis is to demonstrate how user-generated feedback can be utilized to improve existing graphic design applications. Specifically, three types of feedback collection vehicles were selected for use in graphic design: personal observation, evaluation polls, and existing video game design feedback. In order to demonstrate the advantage of using user- generated feedback, information collected through the feedback collection -
Video Games and Architecture
Video games and architecture An extensive account on video game theory and the possible application of this theory in architectural design Graduation thesis - Master in Architecture, Urbanism and Building Sciences - TU Delft By Simon A. Tiemersma Bsc January 2014 Explorelab, Mentors: Leontien de Wit, Ype Cuperus and Arno Kamphuis 2 Abstract This research explores video game design elements that differ from the architectural design elements and could improve upon the latter due to new perspectives and digital possibilities. The research is based on an extensive literature review, a workshop and some interviews. The game design elements in this thesis are subdivided in the themes narrative, gameplay and level design and are selected to their potential relevance to architecture. As part of this thesis, they are compared with similar architectural topics on their relevance and novelty. The result of this research is a shortlist of methods, divided in several elements and techniques that describe how they could be of positive influence to architectural designs and the architectural design process. The methods are based on the conflicting nature of video game elements, which are either based on precreated experiences which offer some interaction, or based on free structures that provide improvisational play. Another method is based on playtesting, which offers architecture a new way of testing designs. This thesis offers new approaches to architectural design practices and could be a starting point for more in depth research in game design elements for architecture. 3 Foreword Video games are an hobby, but one I have larger aspirations with. That is why I wanted to combine my graduation in Architecture with video game theory. -
Practical Game Design Tool: State Explorer
Practical Game Design Tool: State Explorer Rokas Volkovas Michael Fairbank John R. Woodward Simon Lucas QMUL University of Essex QMUL QMUL London, UK Colchester, UK London, UK London, UK [email protected] [email protected] [email protected] [email protected] Abstract—This paper introduces a computer-game design tool B. Problem Scope which enables game designers to explore and develop game mechanics for arbitrary game systems. The tool is implemented To approach solving the problem of shortening the iteration as a plugin for the Godot game engine. It allows the designer to cycle of designing and building systems for games, we first view an abstraction of a game’s states while in active development narrow down its domain and define the scope of the problem and to quickly view and explore which states are navigable from in question. which other states. This information is used to rapidly explore, Our idealized set of features to address the problem of slow validate and improve the design of the game. The tool is most practical for game systems which are computer-explorable within video-game design iteration speed were identified. Conceptu- roughly 2000 states. The tool is demonstrated by presenting how ally, these were the ability to: it was used to create a small, yet complete, commercial game. • navigate game states manually • navigate game states automatically I. INTRODUCTION • to identify states of interest A. Video Game Design is Tedious • examine the explored states At their very core, games are systems built for human Given a tool with these features, a video game designer can interaction. -
Ludology Vs. Narratology
ACTA UNIV. SAPIENTIAE, FILM AND MEDIA STUDIES, 9 (2014) 171–188 10.1515/ausfm-2015-0009 Intermediality between Games and Fiction: The “Ludology vs. Narratology” Debate in Computer Game Studies: A Response to Gonzalo Frasca Michalis Kokonis Aristotle University, Thessaloniki, Greece E-mail: [email protected] Abstract: In the last ten or fourteen years there has been a debate among the so called ludologists and narratologists in Computer Games Studies as to what is the best methodological approach for the academic study of electronic games. The aim of this paper is to propose a way out of the dilemma, suggesting that both ludology and narratology can be helpful methodologically. However, there is need for a wider theoretical perspective, that of semiotics, in which both approaches can be operative. The semiotic PERSPECTIVEPROPOSEDALLOWSRESEARCHINTHElELDTOFOCUSONTHESIMILARITIES between games and traditional narrative forms (since they share narrativity to a greater or lesser extent) as well as on their difference (they have different degrees of interaction); it will facilitate communication among theorists if we want to understand each other when talking about games and stories, and it will lead to a better understanding of the hybrid nature of the medium of game. In this sense the present paper aims to complement Gonzalo Frasca’s reconciliatory attempt made a few years back and expand on his proposal.1 Keywords: intermediality, ludology, narratology, semiotics, stories, computer games, gameplay, God-games. The rapid development of digital technologies and the widespread use of computers are signs of radical changes in life, especially in popular culture and entertainment. As a result of the spectacular growth of computer games in culture, a shift in entertainment patterns has been observed. -
Sociology and Role‑Playing Games
This document is downloaded from DR‑NTU (https://dr.ntu.edu.sg) Nanyang Technological University, Singapore. Sociology and role‑playing games Williams, James Patrick; Kirschner, David; Mizer, Nicholas; Deterding, Sebastian 2018 Williams, J. P., Kirschner, D., Mizer, N., & Deterding, S. (2018). Sociology and role‑playing games. In Zagal, J. P. & Deterding, S. (Eds.), Role‑Playing Game Studies (pp.227‑244). Transmedia Foundations. New York: Routledge. https://hdl.handle.net/10356/104799 © 2018 Routledge. All rights reserved. This paper was published in Role‑Playing Game Studies and is made available with permission of Routledge. Downloaded on 29 Sep 2021 11:56:15 SGT 12 Sociology and Role-Playing Games J. Patrick Williams; David Kirschner; Nicholas Mizer, Sebastian Deterding This is an Accepted Manuscript of a book chapter published by Routledge in Role-Playing Game Studies: Transmedia Foundations on April 4, 2018, available online: https://www.routledge.com/Role-Playing-Game-Studies-Transmedia- Foundations/Deterding-Zagal/p/book/9781138638907 Please cite as: Williams JP, Kirschner D, Mizer N, & Deterding S. (2018). “Sociology and Role-Playing Games.” In Zagal, José P. and Deterding, S. (eds.), Role-Playing Game Studies: Transmedia Foundations. New York: Routledge [227-244]. " What is sociology, what do sociologists study and how do they study it? One of the largest professional organizations in the world, the American Sociological Association (n.d.), describes sociology as “a social science involving the study of the social lives of people, groups, and societies; the study of our behavior as social beings, covering everything from the analysis of short contacts between anonymous individuals on the street to the study of global social processes; [and] the scientific study of social aggregations, the entities through which humans move throughout their lives.” Sociology is concerned with most aspects of human social life. -
Digital Game Studies
MMC 6936-1E88 Digital Game Studies Course Info When: Monday 9:35am-12:35pm Where: Weimer Hall 3020 Instructor: Dr. Yu-Hao Lee E-mail: [email protected] Phone: (352)392-3951 Office hours: Monday 1:00pm-3:00pm or by appointment Office: 3051 Weimer Hall Course Objectives Games and play are fundamental to humans and many animal species. Through play, we learn to think, to solve problems, and to socialize with others. Digital games harness the affordances of human play and the computational capabilities of modern technology, to create designed experiences that motivate and engage players. Today, digital gaming is one of the fastest growing communication industries, surpassing the movie and music industry in terms of annual sales. Over 59% of American households play digital games. However, as a young technology, it has only recently became a field of serious study. This class will focus on the theories and applications of digital games for behavior change, also known as serious games or persuasive games. The focus is in understanding questions such as: Why do people play digital games? How can we make games more engaging? What are the theories that can be applied to designing and using games for behavior change? In this class, students will: Play a number of digital games that are designed for behavior change in the fields of education, health, corporate training, etc. Understand the principles of digital game motivations and engagement. Understand the theories that has been applied to digital games for behavior change. Analyze digital games using scientific methods. Readings There are no required textbooks for this class, all the readings will be posted on the Canvas course site (https://lss.at.ufl.edu) select “e-Learning in Canvas,” and log in using your Gatorlink ID Requirements Moderate discussions: You will work in groups to present the key concepts of each reading, background/theory, research questions/hypotheses, methods, results, conclusions. -
Copyright by Kaitlin Elizabeth Hilburn 2017
Copyright by Kaitlin Elizabeth Hilburn 2017 The Report Committee for Kaitlin Elizabeth Hilburn Certifies that this is the approved version of the following report: Transformative Gameplay Practices: Speedrunning through Hyrule APPROVED BY SUPERVISING COMMITTEE: Supervisor: Suzanne Scott Kathy Fuller-Seeley Transformative Gameplay Practices: Speedrunning through Hyrule by Kaitlin Elizabeth Hilburn, B.S. Comm Report Presented to the Faculty of the Graduate School of The University of Texas at Austin in Partial Fulfillment of the Requirements for the Degree of Master of Arts The University of Texas at Austin May 2017 Dedication Dedicated to my father, Ben Hilburn, the first gamer I ever watched. Abstract Transformative Gameplay Practices: Speedrunning Through Hyrule Kaitlin Elizabeth Hilburn, M.A. The University of Texas at Austin, 2017 Supervisor: Suzanne Scott The term “transformative” gets used in both fan studies and video game studies and gestures toward a creative productivity that goes beyond simply consuming a text. However, despite this shared term, game studies and fan studies remain fairly separate in their respective examination of fans and gamers, in part due to media differences between video games and more traditional media, like television. Bridging the gap between these two fields not only helps to better explain transformative gameplay, but also offers additional insights in how fans consume texts, often looking for new ways to experience the source text. This report examines the transformative gameplay practices found within video game fan communities and provides an overview of their development and spread. It looks at three facets of transformative gameplay, performance, mastery, and education, using the transformative gameplay practices around The Legend of Zelda: Ocarina of Time (1998) as a primary case study. -
Video Games and Costume Art -Digitalizing Analogue Methods of Costume Design
Video Games and Costume Art -digitalizing analogue methods of costume design Heli Salomaa MA thesis 30 credits Department of Film, Television and Scenography Master’s Degree Programme in Design for Theatre, Film and Television Major in Costume Design Aalto University School of Arts, Design and Architecture Supervisor: Sofia Pantouvaki Advisors: Petri Lankoski, Maarit Kalmakurki 2018 Aalto University, P.O. BOX 11000, 00076 AALTO www.aalto.fi Master of Arts thesis abstract ! Author Heli Salomaa Title of thesis Video Games and Costume Art - digitalizing analogue methods of costume design Department Department of Film, Television and Scenography Year 2018 Number of pages 100 Language English Degree programme Master's Degree Programme in Design for Theatre, Film and Television, Major in Costume Design Abstract This thesis explores ways of integrating a costume professional to the character art team in the game industry. The research suggests, that integrating costume knowledge into the character design pipeline increases the storytelling value of the characters and provides tools for the narrative. The exploration of integrating a costume professional into game character creation as a process is still rare and little information of costume in games and experiences in transferring an analogue character building skillset into a digital one can be found, therefore this research was generated to provide knowledge on the subject. The research's main emphasis is on immersion-driven AAA-games that employ 3D-graphics and human characters and are either photorealistic or represent stylized realism. Technology for depicting reality is advancing and digital industries have become aware of the extensive skills required to depict increasingly realistic worlds. -
An Introduction to Video Game Studies
Syllabus 4/1 (2015) B. G. Behrenshausen, “How to Play the Games of Truth” HOW TO PLAY GAMES OF TRUTH: AN INTRODUCTION TO VIDEO GAME STUDIES Bryan G. Behrenshausen, University of North Carolina, Chapel Hill INTRODUCTORY ESSAY Ten years ago, self-professed ludologist Markku Eskelinen (2004) was able to state (and rather boldly) that “it is relatively stress-free to write about computer games, as nothing too much has been said yet, and almost anything goes” (p. 36). In the intervening decade, scholars have said much about video and computer games—so much, in fact, that they’ve devoted entire conferences, academic journals, and monograph series exclusively to the subject. Writing about video games today is no longer the carefree affair Eskelinen described (or perhaps imagined) in the halcyon days of the early aughts. Rules apply. Intellectual debts exist. Territories are, in many cases, starkly defined. In short, video game studies now exist as a vibrant intellectual field, and it bears all the trappings of that designation. Three years prior to Eskelinen’s breezy statement about the ease of speaking on video games, the work of establishing this new intellectual domain was already underway. Espen Aarseth proclaimed 2001 “Year One of Computer Game Studies as an emerging, viable, international, academic field” (para. 2, emphasis in original), noting that: Today we have the possibility to build a new field. We have a billion dollar industry with almost no basic research, we have the most fascinating cultural material to appear in a very long time, and we have the chance of uniting aesthetic, cultural and technical design aspects in a single discipline. -
Video Game Design
VIDEO GAME DESIGN OVERVIEW 5. A deduction of five (5) points total will be incurred Video game design demands the use of complex for a game that completes under the three intellectual, artistic, and technical skills. Once learned, (3)-minute time minimum. these skills may be applied in many other high 6. The timing of the game segment starts with the technology occupations within the sciences, technology, first image or sound presented. and the arts. SEMIFINAL ROUND Participants develop a video game that focuses on the 1. Semifinalists participate in an onsite interview that subject of their choice. The game must be interesting, lasts approximately five to ten (5-10) minutes. exciting, visually appealing, and intellectually challenging. 2. As part of each semifinalist interview, each team The game must have high artistic, educational, and social will participate in a LEAP interview that will last a value. maximum of five (5) additional minutes. The game and all required documentation must be submitted — and will be evaluated — online, pre- LEAP conference. Semifinalist teams (list posted at the A team LEAP Report is required for this event and must conference) participate in an onsite interview to be submitted at event check-in (see LEAP Program). demonstrate the knowledge and expertise they gained during the development of the game. ATTIRE The theme of the current year’s game will be posted on TSA competition attire is required for this event. the national TSA website under Competition Themes/ Problems. PROCEDURE PRELIMINARY ROUND ELIGIBILITY 1. Participants design, create, provide documentation Three (3) teams per state may participate.