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The Poetics of Reflection in Digital Games
© Copyright 2019 Terrence E. Schenold The Poetics of Reflection in Digital Games Terrence E. Schenold A dissertation submitted in partial fulfillment of the requirements for the degree of Doctor of Philosophy University of Washington 2019 Reading Committee: Brian M. Reed, Chair Leroy F. Searle Phillip S. Thurtle Program Authorized to Offer Degree: English University of Washington Abstract The Poetics of Reflection in Digital Games Terrence E. Schenold Chair of the Supervisory Committee: Brian Reed, Professor English The Poetics of Reflection in Digital Games explores the complex relationship between digital games and the activity of reflection in the context of the contemporary media ecology. The general aim of the project is to create a critical perspective on digital games that recovers aesthetic concerns for game studies, thereby enabling new discussions of their significance as mediations of thought and perception. The arguments advanced about digital games draw on philosophical aesthetics, media theory, and game studies to develop a critical perspective on gameplay as an aesthetic experience, enabling analysis of how particular games strategically educe and organize reflective modes of thought and perception by design, and do so for the purposes of generating meaning and supporting expressive or artistic goals beyond amusement. The project also provides critical discussion of two important contexts relevant to understanding the significance of this poetic strategy in the field of digital games: the dynamics of the contemporary media ecology, and the technological and cultural forces informing game design thinking in the ludic century. The project begins with a critique of limiting conceptions of gameplay in game studies grounded in a close reading of Bethesda's Morrowind, arguing for a new a "phaneroscopical perspective" that accounts for the significance of a "noematic" layer in the gameplay experience that accounts for dynamics of player reflection on diegetic information and its integral relation to ergodic activity. -
Learning Board Game Rules from an Instruction Manual Chad Mills A
Learning Board Game Rules from an Instruction Manual Chad Mills A thesis submitted in partial fulfillment of the requirements for the degree of Master of Science University of Washington 2013 Committee: Gina-Anne Levow Fei Xia Program Authorized to Offer Degree: Linguistics – Computational Linguistics ©Copyright 2013 Chad Mills University of Washington Abstract Learning Board Game Rules from an Instruction Manual Chad Mills Chair of the Supervisory Committee: Professor Gina-Anne Levow Department of Linguistics Board game rulebooks offer a convenient scenario for extracting a systematic logical structure from a passage of text since the mechanisms by which board game pieces interact must be fully specified in the rulebook and outside world knowledge is irrelevant to gameplay. A representation was proposed for representing a game’s rules with a tree structure of logically-connected rules, and this problem was shown to be one of a generalized class of problems in mapping text to a hierarchical, logical structure. Then a keyword-based entity- and relation-extraction system was proposed for mapping rulebook text into the corresponding logical representation, which achieved an f-measure of 11% with a high recall but very low precision, due in part to many statements in the rulebook offering strategic advice or elaboration and causing spurious rules to be proposed based on keyword matches. The keyword-based approach was compared to a machine learning approach, and the former dominated with nearly twenty times better precision at the same level of recall. This was due to the large number of rule classes to extract and the relatively small data set given this is a new problem area and all data had to be manually annotated. -
Improving E-Learning Environments for Pen and Multi-Touch Based Interaction a Study Case on Blog Tools and Mobile Devices
eLmL 2014 : The Sixth International Conference on Mobile, Hybrid, and On-line Learning Improving e-Learning Environments for Pen and Multi-touch Based Interaction A study case on blog tools and mobile devices André Constantino da Silva Heloísa Vieira da Rocha Institute of Computing (PG) Institute of Computing, NIED UNICAMP, IFSP UNICAMP Campinas, Brazil, Hortolândia, Brazil Campinas, Brazil [email protected] [email protected] Abstract — e-Learning environments are applications that use power to process Web pages. So, it is possible to access blog the Web infra-structure to support teaching and learning tools, read the messages, post new messages and write activities; they are designed to have good usability using a comments through mobile devices. But, it is important to desktop computer with keyboard, mouse and high resolution consider that these tools (and so their Web pages) are medium-size display. Devices equipped with pen and touch developed to be accessed by desktop computers equipped sensitive screen have enough computational power to render with keyboard, mouse and a medium size display; in your Web pages and allow users to navigate through the e-learning previous work we described that when a user interface environments. But, pen-based or touch sensitive devices have a designed for a set of interaction styles is accessed by a different input style; decreasing the usability of e-learning different set of interaction styles the users face interaction environments due the interaction modality change. To work on problems [5]. Another problem is that it is not possible to mobile contexts, e-learning environments must be improved to consider the interaction through pen and touch. -
Games and Rules
Requirements for a General Game Mechanics Framework Imre Hofmann In this article I will apply a meta-theoretical approach to the question of how a game mechanics framework has to be designed in order to fulfil its task of ade- quately depicting or modeling the reality of game mechanics. I had two aims in mind when starting my research. I studied existing game theories and three game mechanics theories in particular in order to evaluate the state of the art of game mechanics theory. (Descriptive aim) The second aim followed on from these studies. With the results of my research I wanted to define the attributes a com- prehensive and general game mechanics theory might or – rather – needed to have. What are the general properties that such a theory should display? (Norma- tive aim) In my opinion the underlying mechanics of a game may be regarded in some way as its centerpiece. The reasons for this shall become clear over the course of this article. To begin with, I would like to make two terminological clarifications. First, I am not going to examine different game mechanics and typologies or categories of game mechanics. Instead, I will take a theoretical step backwards, so to speak, on the meta-level by analyzing and comparing different theories of game me- chanics (which themselves suggest categories and typologies). Secondly, I will use the expressions “game mechanics theory” “(game mechanics) framework” and “(game mechanics) model” synonymously. In my research I focused mainly on the following three key theories of game mechanics: 1. Carlo Fabricatore’s Gameplay and Game Mechanics Design (2007) 2. -
Week 3 Day 1: Designing Games with Conditionals
INTRODUCTION | CYBER ARCADE: PROGRAMMING AND MAKING WITH MICRO:BIT 3-1 | ELEMENTARY WEEK 3 DAY 1: DESIGNING GAMES WITH CONDITIONALS INTRODUCTION This week makers continue to use the Micro:bit microcontroller and begin coding and designing interactive games and art. ESSENTIAL QUESTIONS • How can we use code and math to create a fun game? • What is a conditional statement? • How do artists, engineers, and makers solve problems when they’re working? LEARNING OUTCOMES 1. Learn how to use code and conditionals to create a game. 2. Engage in project-based learning through problem-solving and troubleshooting by creating a game using a Micro:bit microcontroller and code. TEACHERLESSON | RESOURCE CYBER ARCADE: | CYBER PROGRAMMING ARCADE: PROGRAMMING AND MAKING AND WITH MAKING MICRO:BIT WITH MICRO:BIT 3-23-2 | | ELEMENTARY ELEMENTARY VOCABULARY Conditional: Set of rules performed if a certain condition is met Game mechanics: Basic actions, processes, visuals, and control mechanisms that are used to make a game Game designer: Person responsible for designing game storylines, plots, objectives, scenarios, the degree of difficulty, and character development Game engineer: Specialized software engineers who design and program video games Troubleshooting: Using resources to solve issues as they arise TEACHERLESSON | RESOURCE CYBER ARCADE: | CYBER PROGRAMMING ARCADE: PROGRAMMING AND MAKING AND WITH MAKING MICRO:BIT WITH MICRO:BIT 3-33-3 | | ELEMENTARY ELEMENTARY MATERIALS LIST EACH PAIR OF MAKERS NEEDS: • Micro:bit microcontroller • Laptop with internet connection • USB to micro-USB cord • USB flash drive • External battery pack • AAA batteries (2) • Notebook TEACHER RESOURCE | CYBER ARCADE: PROGRAMMING AND MAKING WITH MICRO:BIT 3-4 | ELEMENTARY They can also use the Troubleshooting Tips, search the internet for help, TEACHER PREP WORK or use the tutorial page on the MakeCode website. -
Computer Game Flow Design, ACM Computers in Entertainment, 4, 1
LJMU Research Online Taylor, MJ, Baskett, M, Reilly, D and Ravindran, S Game theory for computer games design http://researchonline.ljmu.ac.uk/id/eprint/7332/ Article Citation (please note it is advisable to refer to the publisher’s version if you intend to cite from this work) Taylor, MJ, Baskett, M, Reilly, D and Ravindran, S (2017) Game theory for computer games design. Games and Culture, 14 (7-8). pp. 843-855. ISSN 1555-4139 LJMU has developed LJMU Research Online for users to access the research output of the University more effectively. Copyright © and Moral Rights for the papers on this site are retained by the individual authors and/or other copyright owners. Users may download and/or print one copy of any article(s) in LJMU Research Online to facilitate their private study or for non-commercial research. You may not engage in further distribution of the material or use it for any profit-making activities or any commercial gain. The version presented here may differ from the published version or from the version of the record. Please see the repository URL above for details on accessing the published version and note that access may require a subscription. For more information please contact [email protected] http://researchonline.ljmu.ac.uk/ Game theory for computer games design Abstract Designing and developing computer games can be a complex activity that may involve professionals from a variety of disciplines. In this article, we examine the use of game theory for supporting the design of game play within the different sections of a computer game, and demonstrate its application in practice via adapted high-level decision trees for modelling the flow in game play and payoff matrices for modelling skill or challenge levels. -
Games and Rules
Games as a Special Zone Motivation Mechanics of Games René Bauer PLAY AS POSSIBILITY SPACE In games, sheep might speak, mountains fly, spaces move, moons disappear and faces morph; men can shrink, avatars can be moved, time rewound or frogs blown up. What would be regarded as delusional laws, imaginations and crazy ideas in other areas, as described for example in Dr. Daniel Schreber’s 1903 book “Denkwürdigkeiten eines Nervenkranken” (Memories of a Neuropath), is a tangible and interactive reality in many games. It is the special zone in which games operate that makes these divergent rules and laws culturally possible. Huizinga identified a number of playful special zones such as arenas, card tables, “Magic Circles”, stages or temples. They are all playgrounds. “The arena, the card-table, the magic circle, the temple, the stage, the screen, the tennis court, the court of justice, etc, are all in form and function play-grounds, i.e. forbidden spots, isolated, hedged round, hallowed, within which special rules obtain. All are tempo- rary worlds within the ordinary world, dedicated to the performance of an act apart.” (Huizinga 1955: 5) Thus, games (temporarily) position themselves against the ‘analog’ world with its fixed continuous rules that are based on atoms and their properties. The ana- log space surrounding us is bijective and continuous. It comes with three spatial dimensions, a continuous time and various resulting ‘laws’. The same applies to social and cultural conditions, which can also override or subvert games. This analog space and its rules become a complex, special set of rules in the much 36 | René Bauer more powerful possibility space of the games – or in other words: the analog space turns into another one of many game systems. -
Security in Online Gaming Bachelor Thesis Information Science
RADBOUD UNIVERSITY NIJMEGEN Security in online gaming Bachelor Thesis Information Science Rens van Summeren January 26, 2011 Online gaming has gone through an explosive growth in popularity during the last decade, and continues to grow at a great speed. With this growth in popularity and thus in the amount of players, the need for security also becomes increasingly clear. This thesis aims to provide a definition of security in online gaming, as well as security analysis for the various threats with examples and countermeasures. The goal is to help players and game developers assess online gaming security, and inform security experts about existing issues. CONTENTS 1 Introduction ................................................................................................................................... 1 Definition ............................................................................................................................... 1 Preface .................................................................................................................................. 1 2 Online Gaming ............................................................................................................................... 2 2.1 Why Look at the Security of Online Games? ................................................................... 2 2.2 Types of Online Games and Business Models ................................................................. 2 2.3 Massive Multiplayer Online Games ................................................................................ -
Mobile Pen-And-Paper Interaction
Mobile Pen-and-Paper Interaction Infrastructure Design, Conceptual Frameworks of Interaction and Inter- action Theory Dissertation genehmigt zur Erlangung des akademischen Grades eines Doktor-Ingenieurs (Dr.-Ing.) vorgelegt von Dipl.-Inform. Farid Hamza Felix Heinrichs geb. in Frankfurt am Main am Fachbereich Informatik der Technischen Universit at¨ Darmstadt Gutachter Prof. Dr. Max M uhlh¨ auser¨ (TU Darmstadt) Prof. Dr. Johannes Sch oning¨ (Universiteit Hasselt) Tag der Einreichung 26. August 2015 Tag der Disputation 12. November 2015 Darmstadt 2015 D17 ÕækQË @ á ÔgQË @ é <Ë @ Õ æ . ”In the name of God, the Most Gracious, the Most Merciful” Abstract Although smartphones, tablets and other mobile devices become increasingly popu- lar, pen and paper continue to play an important role in mobile settings, such as note taking or creative discussions. However, information on paper documents remains static and usage practices involving sharing, researching, linking or in any other way digitally processing information on paper are hindered by the gap between the digi- tal and physical worlds. A considerable body of research has leveraged digital pen technology in order to overcome this problem with respect to static settings, however, systematically neglecting the mobile domain. Only recently, several approaches began exploring the mobile domain and develop- ing initial insights into mobile pen-and-paper interaction (mPPI), e.g., to publish digi- tal sketches, [Cowan et al., 2011], link paper and digital artifacts, [Pietrzak et al., 2012] or compose music, [Tsandilas, 2012]. However, applications designed to integrate the most common mobile tools pen, paper and mobile devices, thereby combining the benefits of both worlds in a hybrid mPPI ensemble, are hindered by the lack of sup- porting infrastructures and limited theoretical understanding of interaction design in the domain. -
Learning Mechanics and Game Mechanics Under the Perspective of Self-Determination Theory to Foster Motivation in Digital Game Based Learning
Proulx, J. N., Romero, M., & Arnab, S. (2016). Learning Mechanics and Game Mechanics Under the Perspective of Self-Determination Theory to Foster Motivation in Digital Game Based Learning. Simulation & Gaming, 1046878116674399. Learning Mechanics and Game Mechanics Under the Perspective of Self-Determination Theory to Foster Motivation in Digital Game Based Learning. Jean-Nicolas Proulx1, Margarida Romero1, Sylvester Arnab2 Abstract Background: Using digital games for educational purposes has been associated with higher levels of motivation among learners of different educational levels. However, the underlying psychological factors involved in digital game based learning (DGBL) have been rarely analyzed considering self-determination theory (SDT, Ryan & Deci, 2000b); the relation of SDT with the flow experience (Csikszentmihalyi, 1990) has neither been evaluated in the context of DGBL. Aim: This article evaluates DGBL under the perspective of SDT in order to improve the study of motivational factors in DGBL. Results: In this paper, we introduce the LMGM-SDT theoretical framework, where the use of DGBL is analyzed through the Learning Mechanics and Game Mechanics mapping model (LM-GM, Arnab et al., 2015) and its relation with the components of the SDT. The implications for the use of DGBL in order to promote learners’ motivation are also discussed. Keywords Digital game based learning, DGBL, education, flow, game mechanics, learning mechanics, LM-GM, LMGM-SDT, motivation, self-determination theory, SDT. 1 Université Laval, Québec, Canada 2 Disruptive Media Learning Lab, Coventry University, UK Corresponding Author: Jean-Nicolas Proulx, Department of Teaching and Learning Studies, Université Laval, Québec, Canada. Email : [email protected] Educational technologies and motivation One of the persistent educational myths is that technology fosters learners’ motivation by itself (Kleiman, 2000). -
Florin Gheorghe Filip Constantin-Bălă Zamfirescu Cristian Ciurea Computer‐ Supported Collaborative Decision‐ Making Automation, Collaboration, & E-Services
Automation, Collaboration, A C E S & E-Services Florin Gheorghe Filip Constantin-Bălă Zamfirescu Cristian Ciurea Computer‐ Supported Collaborative Decision‐ Making Automation, Collaboration, & E-Services Volume 4 Series editor Shimon Y. Nof, Purdue University, West Lafayette, USA e-mail: [email protected] About this Series The Automation, Collaboration, & E-Services series (ACES) publishes new devel- opments and advances in the fields of Automation, collaboration and e-services; rapidly and informally but with a high quality. It captures the scientific and engineer- ing theories and techniques addressing challenges of the megatrends of automation, and collaboration. These trends, defining the scope of the ACES Series, are evident with wireless communication, Internetworking, multi-agent systems, sensor networks, and social robotics – all enabled by collaborative e-Services. Within the scope of the series are monographs, lecture notes, selected contributions from spe- cialized conferences and workshops. More information about this series at http://www.springer.com/series/8393 Florin Gheorghe Filip • Constantin-Bălă Zamfirescu Cristian Ciurea Computer-Supported Collaborative Decision-Making 123 Florin Gheorghe Filip Cristian Ciurea Information Science and Technology Department of Economic Informatics Section, INCE and BAR and Cybernetics The Romanian Academy ASE Bucharest—The Bucharest University Bucharest of Economic Studies Romania Bucharest Romania Constantin-Bălă Zamfirescu Faculty of Engineering, Department of Computer Science and Automatic Control Lucian Blaga University of Sibiu Sibiu Romania ISSN 2193-472X ISSN 2193-4738 (electronic) Automation, Collaboration, & E-Services ISBN 978-3-319-47219-5 ISBN 978-3-319-47221-8 (eBook) DOI 10.1007/978-3-319-47221-8 Library of Congress Control Number: 2016953309 © Springer International Publishing AG 2017 This work is subject to copyright. -
Classification of Games for Computer Science Education
Classification of Games for Computer Science Education Peter Drake Lewis & Clark College Overview Major Categories Issues in the CS Classroom Resources Major Categories Classical Abstract Games Children’s Games Family Games Simulation Games Eurogames (”German Games”) Classical Abstract Games Simple rules Often deep strategy Backgammon, Bridge, Checkers, Chess, Go, Hex, Mancala, Nine Men’s Morris, Tic-Tac-Toe Children’s Games Simple rules Decisions are easy and rare Candyland, Cootie, Go Fish, Snakes and Ladders, War Family Games Moderately complex rules Often a high luck factor Battleship, Careers, Clue, Game of Life, Risk, Scrabble, Sorry, Monopoly, Trivial Pursuit, Yahtzee Simulation Games Extremely complex rules Theme is usually war or sports Blood Bowl, Panzer Blitz, Star Fleet Battles, Strat-o-Matic Baseball, Twilight Imperium, Wizard Kings Eurogames (”German Games”) Complexity comparable to family games Somewhat deeper strategy Carcassonne, El Grande, Puerto Rico, Ra, Samurai, Settlers of Catan, Ticket to Ride Issues in the CS Classroom Game mechanics Programming issues Cultural and thematic issues Games for particular topics Game Mechanics Time to play Number of players Number of piece types Board morphology Determinism Programming Issues Detecting or enumerating legal moves Hidden information Artificially intelligent opponent Testing Proprietary games Cultural and Thematic Issues Students may be engaged by games from their own culture Theme may attract or repel various students Religious objections A small number of students just don’t like games Games for Particular Topics Quantitative reasoning: play some games! Stacks and queues: solitaire card games Sets: word games Graphs: complicated boards OOP: dice, cards, simulations Networking: hidden information, multiplayer games AI: classical abstract games Resources http://www.boardgamegeek.com http://www.funagain.com International Computer Games Association, http://www.cs.unimaas.nl/ icga/.