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"Computer games Design and construction."
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Uncertainty in Games
How uncertainty in games—from Super Mario Bros. to Rock/Paper/Scissors —engages players and shapes play experiences. In life, uncertainty surrounds us. Things that we thought were good for us turn out to be bad for us (and vice versa); people we thought we knew well behave in mysterious ways; the stock market takes a nosedive. Thanks to an inexplicable optimism, most of the time we are fairly cheerful about it all. But we do devote much effort to managing and ameliorating uncertainty. Is it any wonder, then, asks Greg Costikyan, that we have taken this aspect of our lives and transformed it culturally, making a series of elaborate constructs that subject us to uncertainty but in a fictive and nonthreatening way? That is: we create games. In this concise and entertaining book, Costikyan, an award-winning game designer, argues that games require uncertainty to hold our interest, and that the struggle to master uncertainty is central to their appeal. Game designers, he suggests, can harness the idea of uncertainty to guide their work. Costikyan explores the many sources of uncertainty in many sorts of games—from Super Mario Bros. to Rock/Paper/Scissors , from Monopoly to CityVille , from FPS Deathmatch play to Chess . He describes types of uncertainty, including performative uncertainty, analytic complexity, and narrative anticipation. And he suggest ways that game designers who want to craft novel game experiences can use an understanding of game uncertainty in its many forms to improve their designs.
eBook
Critical Play
|a Mary Flanagan examines alternative games-games that challenge the accepted norms embedded within the gaming industry-and argues that games designed by artists and activists are reshaping everyday game culture.-Publisher's description. Summary reprinted by permission of MIT Press
eBook
The advanced game developer's toolkit : create amazing Web-based games with JavaScript and HTML5
\"Master the most important skills and techniques you need to know for professional HTML5 and JavaScript 2D game development\"--back cover.
Book
Game-based assessment framework for virtual reality, augmented reality and digital game-based learning
Immersive learning technologies such as virtual reality (VR), augmented reality (AR) and educational digital games offer many benefits to teaching and learning. With their potential to immerse learners in realistic environments and facilitate higher-order cognitive learning, these technologies could be used to complement current classroom pedagogical practices. However, given that these learning environments differ from conventional classroom learning activities, current assessment practices may be insufficient for assessing learning in immersive environments. This paper develops the concept of a game-based assessment framework (GBAF) for educators interested in the assessment of learning in digital games, VR or AR. Importantly, this paper also presents the application of the framework to the design and implementation of assessments for a VR game during the game design phase. Grounded in the principles of Constructive Alignment and the Evidence-Centred Design (ECD) framework, this assessment framework describes the steps to consider for assessments and outlines the components that must be aligned for the design of assessments. To illustrate the application of the GBAF to the design of assessments for immersive learning environments, a stepwise design of assessments for a VR game is presented. The results of the outcome of the assessment of laboratory health and safety competencies of six engineering students is also presented. The GBAF offers simple and useful guidelines for the design of assessments around game tasks. It could serve as a structured basis for educators and researchers to design assessments to measure lower and higher-order cognitive learning in complex immersive environments.
Journal Article
Why and How Serious Games can Become Far More Effective: Accommodating Productive Learning Experiences, Learner Motivation and the Monitoring of Learning Gains
This paper aims to improve the design methods for serious games (games for learning) by identifying a set of well-established pedagogical misconceptions and presenting design guidelines to avoid these. It analyses the pedagogical principles and models that are commonly used in serious game design, and contrasts these with evidence and advances in instructional psychology and instructional design research. The paper particularly focuses on (1) the concept of experience-based learning, which many serious games comply with, (2) the concept of learner motivation, which most games strongly claim to support, and (3) the score systems that many games use to track and display progress. Structural design weaknesses are exposed and countered with a large body of research evidence from the literature. A set of practicable design guidelines are presented that help to avoid the pedagogical flaws and contribute to improving the design methods for serious games.
Journal Article
Digital information technologies for prevention through design (PtD): a literature review and directions for future research
Purpose
With the rapid development of digital information and modelling software applications for construction, questions have arisen about their impact on construction safety. Meanwhile, recognition that designers can help reduce risks involved in construction, operation and maintenance via a prevention through design (PtD) approach (also known as design for safety) highlights the significance of digital technologies and tools to PtD. Thus, this paper aims to provide a systematic review of a wide range of digital technologies for enhancing PtD.
Design/methodology/approach
A five-stage systematic literature review with coding and synthesis of findings is presented. The review covers journal articles published between 2000 and 2020 related to the applications of various digital technologies, such as building information modelling (BIM), 4D, databases, ontologies, serious games, virtual reality and augmented reality, for addressing safety issues during the design phase in construction.
Findings
Analysis of the articles yielded a categorisation of the digital applications for PtD into four main areas: knowledge-based systems; automatic rule checking; hazard visualization; and safety training for designers. The review also highlighted designers’ limited knowledge towards construction safety and the possibility to address this by using gaming environments for educating designers on safety management and using artificial intelligence for predicting hazards and risks during design stage in a BIM environment. Additionally, the review proposes other directions for future research to enhance the use of digital technologies for PtD.
Originality/value
This paper contextualises current digital technology applications for construction health and safety and enables future directions of research in the field to be identified and mapped out.
Journal Article
Works of Game
Games and art have intersected at least since the early twentieth century, as can be seen in the Surrealists' use of Exquisite Corpse and other games, Duchamp's obsession with Chess, and Fluxus event scores and boxes -- to name just a few examples. Over the past fifteen years, the synthesis of art and games has clouded for both artists and gamemakers. Contemporary art has drawn on the tool set of videogames, but has not considered them a cultural form with its own conceptual, formal, and experiential affordances. For their part, game developers and players focus on the innate properties of games and the experiences they provide, giving little attention to what it means to create and evaluate fine art. InWorks of Game, John Sharp bridges this gap, offering a formal aesthetics of games that encompasses the commonalities and the differences between games and art.Sharp describes three communities of practice and offers case studies for each. \"Game Art,\" which includes such artists as Julian Oliver, Cory Arcangel, and JODI (Joan Heemskerk and Dirk Paesmans) treats videogames as a form of popular culture from which can be borrowed subject matter, tools, and processes. \"Artgames,\" created by gamemakers including Jason Rohrer, Brenda Romero, and Jonathan Blow, explore territory usually occupied by poetry, painting, literature, or film. Finally, \"Artists' Games\" -- with artists including Blast Theory, Mary Flanagan, and the collaboration of Nathalie Pozzi and Eric Zimmerman -- represents a more synthetic conception of games as an artistic medium. The work of these gamemakers, Sharp suggests, shows that it is possible to create game-based artworks that satisfy the aesthetic and critical values of both the contemporary art and game communities.
eBook
The impact of peer competition and collaboration on gamified learning performance in educational settings: a Meta-analytical study
This study is a meta-analytical study that examines the effectiveness of gamification in learning performance in educational settings (n = 29; year-span = 2011–2019). Specifically, it aimed to investigate (a) whether gamification could improve learning performance, and (b) whether peer interaction (i.e., peer competition and peer collaboration) moderated the effectiveness of gamification in learning performance. Results from random-effects models showed significant effects of gamification in learning performance (g = .595, 95% CI [.432, .758], N = 3515). This effect remained robust after excluding outliers and was stable in a sub-split analysis that excludes studies with low methodological rigor (i.e., studies with pre-post test design). Subgroup analyses revealed a moderating effect of peer competition in gamification in learning, suggesting that competitive games were better than non-competitive games for promoting learning performance in educational settings. However, this effect was not robust and no evidence of subgroup differences were found in the sub-split analysis. Peer collaboration did not moderate the effectiveness of gamification in learning as no subgroup differences were found between collaborative games and non-collaborative games. The effectiveness of games that were both competitive and collaborative did not differ from those that were only competitive. Other moderators such as education level and research design were also investigated. No subgroup differences were found for these two moderators. Educational implications and limitations were further discussed.
Journal Article