Video Game Design Process
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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 -
Exploring Films About Ethical Leadership: Can Lessons Be Learned?
EXPLORING FILMS ABOUT ETHICAL LEADERSHIP: CAN LESSONS BE LEARNED? By Richard J. Stillman II University of Colorado at Denver and Health Sciences Center Public Administration and Management Volume Eleven, Number 3, pp. 103-305 2006 104 DEDICATED TO THOSE ETHICAL LEADERS WHO LOST THEIR LIVES IN THE 9/11 TERROIST ATTACKS — MAY THEIR HEORISM BE REMEMBERED 105 TABLE OF CONTENTS Preface 106 Advancing Our Understanding of Ethical Leadership through Films 108 Notes on Selecting Films about Ethical Leadership 142 Index by Subject 301 106 PREFACE In his preface to James M cG regor B urns‘ Pulitzer–prizewinning book, Leadership (1978), the author w rote that ―… an im m ense reservoir of data and analysis and theories have developed,‖ but ―w e have no school of leadership.‖ R ather, ―… scholars have worked in separate disciplines and sub-disciplines in pursuit of different and often related questions and problem s.‖ (p.3) B urns argued that the tim e w as ripe to draw together this vast accumulation of research and analysis from humanities and social sciences in order to arrive at a conceptual synthesis, even an intellectual breakthrough for understanding of this critically important subject. Of course, that was the aim of his magisterial scholarly work, and while unquestionably impressive, his tome turned out to be by no means the last word on the topic. Indeed over the intervening quarter century, quite to the contrary, we witnessed a continuously increasing outpouring of specialized political science, historical, philosophical, psychological, and other disciplinary studies with clearly ―no school of leadership‖with a single unifying theory emerging. -
Using Video Game Design to Motivate Students
Using Video Game Design to Motivate Students Michael A. Evans, Brett D. Jones, and Sehmuz Akalin Because video games are so popular with young people, (Reiber, 2005) can be particularly useful in fostering in- formal science learning. researchers have explored ways to use game play to en- To add to the knowledge base, we studied how stu- dents used level-based video game development in an gage students in school subjects (Peppler & Kafai, 2007; out-of-school time (OST) setting to learn science con- tent. Building on prior efforts (Evans & Biedler, 2012; Rockwell & Kee, 2011; Small, 2011). Motivating students Evans, Norton, Chang, Deater-Deckard, & Balci, 2013; Evans, Pruett, Chang, & Nino, 2014), we explored how in science is especially important because of declines the project incorporated the video game to support learn- ers’ science motivation. This work with a commercial both in the number of young people who choose science careers and in the number of adults who have a sufficient MICHAEL A. EVANS is an associate professor in the Department of Teacher Education and Learning Sciences at NC State University. He grasp of science to make thoughtful decisions (Bell, Lew- researches the effects of video games and other popular digital me- dia on youth learning and engagement, with a focus on academic enstein, Shouse, & Feder, 2009). relevance. BRETT D. JONES is a professor in the Educational Psychology pro- gram in the School of Education at Virginia Tech. He researches stu- To counter these trends, informal science educators have dent motivation and examines strategies teachers can use to design adopted video games and simulations as teaching tools instruction to support students’ motivation and learning. -
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. -
Colosseum Road to Freedom Guide
Colosseum road to freedom guide Continue Gladiator: Road to Freedom グディエタロドトゥフリダムリミク Remix is a PlayStation 2 video game. This is a re-release of the original Colosseum: The Road to Freedom, adding new content to the game. The game was developed by Goshow Inc. and Ertain and produced by Koei. It was released only in Japan. GameplayEdit The game's plot remains the same, and the main gameplay remains mostly the same. However, there are a few changes, tweaks and additions. There are new weapons, armor and skills in the game. There are two new player models for the history mode, Germania and Parthia. Striker, who previously had no weapons, now has many weapons to choose from, making the style more viable in combat. The player will encounter many NPC gladiators using style and they can be troublesome. There have been changes in the mechanics of equipment upgrades. Now the material updates can be thrown at the player after winning the match, can the player can use these materials to enhance the strength of the weapon. Arena mode now has new characters that can be solved. There is a Gladiator Skull and a female gladiator that can be detected in arena mode by accident. The new game now allows the player to choose body types from the characters in the game. Now the player can choose characters such as Commodus, Danaos, and Laetus among others to play through the main campaign with. Ursus now enters the arena, performing an unusual moon-type dance, while Hori enters to crawl on the floor. -
University of Warwick Institutional Repository
University of Warwick institutional repository: http://go.warwick.ac.uk/wrap A Thesis Submitted for the Degree of PhD at the University of Warwick http://go.warwick.ac.uk/wrap/59711 This thesis is made available online and is protected by original copyright. Please scroll down to view the document itself. Please refer to the repository record for this item for information to help you to cite it. Our policy information is available from the repository home page. Performative Identity and the Embodied Avatar: An Online Ethnography of Final Fantasy XIV By Emma Jane Hutchinson A thesis submitted in partial fulfilment of the requirements for the degree of Doctor of Philosophy in Sociology University of Warwick, Sociology Department September 2013 1 Table of Contents Table of Contents .............................................................................................................. 2 List of Illustrations and Tables ........................................................................................ 4 Acknowledgements............................................................................................................ 6 Declaration ........................................................................................................................ 7 Abstract ............................................................................................................................. 8 1. Introduction ................................................................................................................... 9 -
Uncivil Liberties and Libertines: Empire in Decay
Uncivil Liberties and Libertines: Empire in Decay MARIANNE MCDONALD 1. I’ve been a film nut from the time my parents would park me in a film theatre as their form of baby-sit- ting. My father invented phone vision, which was an early version of cablevision that allowed us to see newly released movies at home on our round television screen, which looked like an old Bendix washing machine. I wrote one of the earliest books on classics in cinema—and soon after, more books on the topic followed mine.1 I looked forward to seeing the films described in Ancient Rome, many of which I had not seen because I have avoided blood-fest films which invite being described with gore-filled ecstasy. (I have also avoided slasher movies, holocaust movies, and kiddie movies because they disturbed my possibly misguided sensi- bility.) The choices of films in Elena’s Theodorakopoulos’ book are all the work of interesting directors—some better than others, but the quality is, for the most part, high. The writ- ers for all these film scripts are generally outstanding. Good photography also seems to be a given. As we are told in the conclusion, “Whatever the story, spectacle is never far from Rome.” The key to assessing these treatments lies in the interpreta- tion of the portrayal of violence. Are we, the audience, ad- miring it? Calling for it, as we call for it in films by Quentin Tarentino, beginning with Reservoir Dogs (1992), or the se- ries called Saw, the seventh version (2010) now in 3-d? Do Elena Theodorakopoulos, Ancient Rome at the Cinema: Story and Spectacle in Hollywood and Rome. -
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. -
Spjaldtölvur Í Norðlingaskóla Smáforrit Í Nóvember 2012 – Upplýsingar Um Forritin Skúlína Hlíf Kjartansdóttir – 31.8.2014
Spjaldtölvur í Norðlingaskóla Smáforrit í nóvember 2012 – upplýsingar um forritin Skúlína Hlíf Kjartansdóttir – 31.8.2014 Lýsingar eru úr iTunes Preview eða af vefsíðum fyrirtækja framleiðnda forritanna. ! Not found on itunes http://ruckygames.com/ 30/30 – Productivity By Binary Hammer https://itunes.apple.com/is/app/30-30/id505863977?mt=8 You have never experienced a task manager like this! Simple. Attractive. Useful. 30/30 helps you get stuff done! 3D Brain – Education / 1 Cold Spring Harbor Lab http://www.g2conline.org/ https://itunes.apple.com/is/app/3d-brain/id331399332?mt=8 Use your touch screen to rotate and zoom around 29 interactive structures. Discover how each brain region functions, what happens when it is injured, and how it is involved in mental illness. Each detailed structure comes with information on functions, disorders, brain damage, case studies, and links to modern research. 3DGlobe2X – Education By Sreeprakash Neelakantan http://schogini.com/ View More by This Developer https://itunes.apple.com/us/app/3d-globe-2x/id430309485?mt=8 2 An amazing way to twirl the world! This 3D globe can be rotated with a swipe of your finger. Spin it to the right or left, and if you want it closer zoom in, or else zoom out. Watch the world revolve at your fingertips! An interesting feature of this 3D globe is that you can type in the name of a place in the given space and it is shown on the 3D globe by affixing a flag to show you the exact location. Also, when you click on the flag, you will get the details about the place on your screen.