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Travail De Bachelor 2018 Outil De Sensibilisation Ludique
Travail de Bachelor 2018 Outil de sensibilisation ludique Serious game – AcquOie Game Etudiant-e : Taylan Caloz-Üregen Professeur : David Wannier HES-SO Valais-Wallis • rue de la Plaine 2 • 3960 Sierre +41 27 606 89 11 • [email protected] • www.hevs.ch Source de l’iMage d’illustration en page de tire : Donnée personnelle Résumé Ce docuMent traite des serious games, ou jeux sérieux en français. Nous commencerons par définir ce type de jeux qui Mélange pour la plupart l’aspect ludique des jeux vidéo et un côté pédagogique. Nous nous intéresserons aux réels objectifs d’un serious game afin de savoir si le développeMent et la conception d’une telle application sont pertinents. Ensuite, nous nous attarderons sur l’analyse des différents besoins nécessaires à l’élaboration de ce type de jeux. Nous définirons les besoins de notre client, ressortis lors de notre entretien, que nous veillerons à satisfaire avec le développeMent de notre application. Nous établirons un état de l’art afin de faire ressortir les éléMents intéressants qui ont déjà été conçus dans le Milieu des jeux sérieux : le développeMent durable et l’eau en particulier. Nous nous pencherons enfin sur les différentes plateforMes et technologies sur lesquelles nous pouvons concevoir ce type de jeu. Une fois la plateforMe choisie, nous analyserons les différentes technologies perMettant de concevoir au Mieux un serious game. Nous étudierons différentes librairies JavaScript, ainsi que des Moteurs de jeu transpilé (développé selon un langage, puis traduit et coMpilé en JavaScript). Puis nous passerons à la partie conception de notre jeu sérieux. Nous dresserons une liste des Métiers du jeu vidéo, et nous développerons dans le détail les différentes étapes de sa conception : scénario, graphisMe, architecture de notre projet, les Modes de jeux et les différentes Manières de sauvegarder les données du jeu. -
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. -
The Web. Webgl, Webvr and Gltf GDC, February 2017
Reaching the Largest Gaming Platform of All: The Web. WebGL, WebVR and glTF GDC, February 2017 Neil Trevett Vice President Developer Ecosystem, NVIDIA | President, Khronos | glTF Chair [email protected] | @neilt3d © Copyright Khronos Group 2017 - Page 1 Khronos News Here at GDC 2017 • WebGL™ 2.0 Specification Finalized and Shipping - https://www.khronos.org/blog/webgl-2.0-arrives • Developer preview on glTF™ 2.0 - https://www.khronos.org/blog/call-for-feedback-on-gltf-2.0 • Announcing OpenXR™ for Portable Virtual Reality - https://www.khronos.org/blog/the-openxr-working-group-is-here • Call for Participation in the 3D Portability Exploratory Group - A native API for rendering code that can run efficiently over Vulkan, DX12 and Metal khronos.org/3dportability • Adoption Grows for Vulkan®; New Features Released - Details here © Copyright Khronos Group 2017 - Page 2 OpenXR – Portable Virtual Reality © Copyright Khronos Group 2017 - Page 3 OpenXR Details OpenXR Working Group Members Design work has started in December Estimate 12-18 months to release WebVR would use WebGL and OpenXR © Copyright Khronos Group 2017 - Page 4 3D Portability API – Call For Participation ‘WebGL Next’ - Lifts ‘Portability API’ to A Portability Solution JavaScript and WebAssembly needs to address APIs and - Provides foundational graphics shading languages and GPU compute for the Web ‘Portability Solution’ Portability API Spec + Shading Language open source tools API MIR MSL Overlap ‘Portability API’ DX IL Specification Analysis HLSL GLSL Open source compilers/translators for shading and intermediate languages © Copyright Khronos Group 2017 - Page 5 Speakers and Topics for This Session Google WebGL 2.0 Zhenyao Mo, Kai Ninomiya, Ken Russell Three.js Three.js Ricardo Cabello (Mr.doob) Google WebVR Brandon Jones NVIDIA - Neil Trevett glTF Microsoft - Saurabh Bhatia All Q&A © Copyright Khronos Group 2017 - Page 6 WebGL 2.0 Zhenyao Mo, Kai Ninomiya, Ken Russell Google, Inc. -
Webgl™ Optimizations for Mobile
WebGL™ Optimizations for Mobile Lorenzo Dal Col Senior Software Engineer, ARM 1 Agenda 1. Introduction to WebGL™ on mobile . Rendering Pipeline . Locate the bottleneck 2. Performance analysis and debugging tools for WebGL . Generic optimization tips 3. PlayCanvas experience . WebGL Inspector 4. Use case: PlayCanvas Swooop . ARM® DS-5 Streamline . ARM Mali™ Graphics Debugger 5. Q & A 2 Bring the Power of OpenGL® ES to Mobile Browsers What is WebGL™? Why WebGL? . A cross-platform, royalty free web . It brings plug-in free 3D to the web, standard implemented right into the browser. Low-level 3D graphics API . Major browser vendors are members of . Based on OpenGL® ES 2.0 the WebGL Working Group: . A shader based API using GLSL . Apple (Safari® browser) . Mozilla (Firefox® browser) (OpenGL Shading Language) . Google (Chrome™ browser) . Opera (Opera™ browser) . Some concessions made to JavaScript™ (memory management) 3 Introduction to WebGL™ . How does it fit in a web browser? . You use JavaScript™ to control it. Your JavaScript is embedded in HTML5 and uses its Canvas element to draw on. What do you need to start creating graphics? . Obtain WebGLrenderingContext object for a given HTMLCanvasElement. It creates a drawing buffer into which the API calls are rendered. For example: var canvas = document.getElementById('canvas1'); var gl = canvas.getContext('webgl'); canvas.width = newWidth; canvas.height = newHeight; gl.viewport(0, 0, canvas.width, canvas.height); 4 WebGL™ Stack What is happening when a WebGL page is loaded . User enters URL . HTTP stack requests the HTML page Browser . Additional requests will be necessary to get Space User JavaScript™ code and other resources WebKit JavaScript Engine . -
SRJC CS42 5363 Sp 2021 Syllabus Final V2
CS42: Introduction to Game Coding Section 5363, Spring 2021 Course Syllabus Instructor: Ethan Wilde (he/him/his), [email protected] Course Description This course introduces students to the design, development, and coding of simple graphical computer-based games. During the course, students will be introduced to various game engines and development environments. Students will gain experience working individually and in a team environment. Emphasis is placed on engaging players through compelling application of game mechanics, dynamics, and aesthetics, as well as on playtesting and iterative development to ensure user-centered design goals are met. Recommended Preparation: Course completion of CS 110A and/or programming experience Prerequisites: None Whether you want to become a member of a professional AAA game development team, or just want to try your hand as an independent game developer, mastery of the game development process, including coding, is essential to those goals. We will work with the ECMA-compliant JavaScript language and real-world tools to develop proficiency in the creation of browser- based, mobile and console games. This course will follow the Transformational Process in development of final game projects. Student Learning Outcomes Students will be able to: 1. Understand and apply systems-level thinking and game development methodology best practices to the design and development of simple graphical computer-based games. 2. Develop team-based game creation skills that cover game logic sequencing; storyboarding; artistic and technical coordination; and understanding of technical requirements and limitations. Upon completion of the course, students will be able to: 1. Explain factors that motivate game players and apply those to the design of games that satisfy the needs of players. -
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. -
Faculteit Bedrijf En Organisatie Unity 5 Versus
Faculteit Bedrijf en Organisatie Unity 5 versus Unreal Engine 4: Artificiële intelligentie van 3D vijanden voor een HTML5 project Matthias Caryn Scriptie voorgedragen tot het bekomen van de graad van Bachelor in de toegepaste informatica Promotor: Joeri Van Herreweghe Co-promotor: Steven Delrue Academiejaar: 2015-2016 Derde examenperiode Faculteit Bedrijf en Organisatie Unity 5 versus Unreal Engine 4: Artificiële intelligentie van 3D vijanden voor een HTML5 project Matthias Caryn Scriptie voorgedragen tot het bekomen van de graad van Bachelor in de toegepaste informatica Promotor: Joeri Van Herreweghe Co-promotor: Steven Delrue Academiejaar: 2015-2016 Derde examenperiode Samenvatting Rusty Bolt is een Belgische indie studio. Deze studio wilt een nieuw project starten voor een 3D spel in een HyperText Markup Language 5 (HTML5) browser die intensief gebruik zal maken van artificiële intelligentie (AI) en Web Graphics Library (WebGL). Na onderzoek via een requirements-analyse van verschillende mogelijkheden van game engines komen we terecht bij twee opties namelijk Unity 5, die Rusty Bolt al reeds gebruikt, of de Unreal Engine 4, wat voor hen onbekend terrein is. Qua features zijn ze enorm verschillend, maar ze voldoen elk niet aan één voorwaarde die Rusty Bolt verwacht van een game engine. Zo biedt Unity Technologies wel een mogelijkheid om software te bouwen in de cloud. De broncode van Unity wordt niet openbaar gesteld, tenzij men er extra voor betaalt. Deze game engine is dus niet volledig open source in tegenstelling tot Unreal Engine 4. We vergelijken dan verder ook deze twee engines, namelijk Unity 5 en Unreal Engine 4. We tonen aan dat deze engines visueel verschillen van features, maar ook een andere implementatie van de AI hanteren. -
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 . -
An Authoring Tool for Educators to Make Virtual Labs
An authoring tool for educators to make virtual labs Dimitrios Ververidis1, Giannis Chantas1, Panagiotis Migkotzidis1, Eleftherios Anastasovitis1, Anastasios Papazoglou-Chalikias1, Efstathios Nikolaidis1, Spiros Nikolopoulos1, Ioannis Kompatsiaris1, Georgios Mavromanolakis2, Line Ebdrup Thomsen3, Antonios Liapis4, Georgios Yannakakis4, Marc Müller5, and Fabian Hadiji5 1 Centre of Research and Technology, Hellas, Greece ? 2 Ellinogermaniki Agogi 3 Aalborg University 4 University of Malta 5 goedle.io Gmbh Abstract. This paper focuses on the design and implementation of a tool that allows educators to author 3D virtual labs. The methodology followed is based on web 3D frameworks such as three.js and WordPress that allowed us to develop simplified interfaces for modifying Unity3D templates. Two types of templates namely one for Chemistry and one for Wind Energy labs were developed that allow to test the generalization, user-friendliness and usefulness of such an approach. Results have shown that educators are much interested on the general concept, but several improvements should be made towards the user-friendliness and the in- tuitiveness of the interfaces in order to allow the inexperienced educators in 3D gaming to make such an attempt. 1 Introduction Educational organizations often use electronic games in order to facilitate learn- ing. These games simulate real-life situations, and allow the learner to be trained in a controlled environment. 3D games have been significantly improved in the last years with the advent of Virtual Reality (VR) technologies. Their matu- rity has raised the interest of several organizations in order to be exploited in education and training [9],[12]. However, several barriers such as the high cost and the luck of proper design prevent their expansion.