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"Mobile games Development."
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Learn Unity 2017 for iOS game development : create amazing 3D games for iPhone and iPad
Learn how to use Unity to create 3D games for iPhone and iPad and incorporate the latest Game Center improvements in iOS into your game.
Book
PlayStation®Mobile Development Cookbook
Written as a series of engaging and practical recipes, this essential Cookbook has been meticulously designed and reviewed in order to provide you with the ultimate reference for PlayStation®Mobile development.If you've got some prior experience with C# and want to create awesome projects for the PlayStation®Vita and PlayStationCertified devices, then this book is for you.
eBook
PlayStation®Mobile Development Cookbook
With the PlayStation®Mobile SDK you can create stunning games for the PlayStation®Vita and PlayStation™Certified devices (PS Certified devices). It includes everything you need to get started, including an IDE for developing your code and even an emulator to test your creations. \"PlayStation®Mobile Development Cookbook\"| is an exciting and practical collection of recipes that help you make the most of this exciting new platform. It provides you with everything you need to create complete 2D or 3D games and applications that fully unlock the potential of the SDK. After quickly covering the basics, you'll learn how to utilize input sources like touch, gamepads, and motion controls, and then move on to more advanced content like creating and animating 2D graphics, networking, playing sound effects and music, adding physics, and then finally jumping into the world of 3D.
eBook
Beginning Android games
Provides information on creating a variety of game applications for the Android platform.
Book
Fuzzy AHP for determining the key features and cognitive differences of mobile game development among designer and game player
Previous studies have assessed the elements of a game design from game players’ viewpoints. Scant research has been conducted from the perspectives of both game players and game developers. This study explored the cognitive difference among game players and game developers in the importance of online game designs by employing the fuzzy analytic hierarchy process (FAHP) to analyze the importance of puzzle game designs. The online game design hierarchical framework comprising 3 systems, 9 components, and 29 factors was established. The research findings are summarized as follows: 1) System quality is the most crucial design component. 2) Game development should primarily focus on technology followed by aesthetics. 3) A gap exists in the perception of game players and game developers on the design component “service quality.” Finally, researchers can adopt the multiple criteria decision-making model used in this current study to rank the importance of design contents for cultural and creative industries.
Journal Article
Adolescents’ Electronic Media Use at Night, Sleep Disturbance, and Depressive Symptoms in the Smartphone Age
Adolescence is a time of increasing vulnerability for poor mental health, including depression. Sleep disturbance is an important risk factor for the development of depression during adolescence. Excessive electronic media use at night is a risk factor for both adolescents’ sleep disturbance and depression. To better understand the interplay between sleep, depressive symptoms, and electronic media use at night, this study examined changes in adolescents’ electronic media use at night and sleep associated with smartphone ownership. Also examined was whether sleep disturbance mediated the relationship between electronic media use at night and depressive symptoms. 362 adolescents (12–17 year olds, M = 14.8, SD = 1.3; 44.8 % female) were included and completed questionnaires assessing sleep disturbance (short sleep duration and sleep difficulties) and depressive symptoms. Further, participants reported on their electronic media use in bed before sleep such as frequency of watching TV or movies, playing video games, talking or text messaging on the mobile phone, and spending time online. Smartphone ownership was related to more electronic media use in bed before sleep, particularly calling/sending messages and spending time online compared to adolescents with a conventional mobile phone. Smartphone ownership was also related to later bedtimes while it was unrelated to sleep disturbance and symptoms of depression. Sleep disturbance partially mediated the relationship between electronic media use in bed before sleep and symptoms of depression. Electronic media use was negatively related with sleep duration and positively with sleep difficulties, which in turn were related to depressive symptoms. Sleep difficulties were the more important mediator than sleep duration. The results of this study suggest that adolescents might benefit from education regarding sleep hygiene and the risks of electronic media use at night.
Journal Article
A Naturalistic Study of Child and Family Screen Media and Mobile Device Use
Parental mediation of screen media (e.g., television, video games) is associated with better outcomes for children. Although much research has examined parental mediation of television (TV), there is a dearth of research examining communication about mobile media (e.g., Smartphones, tablets) in the digital age. This study seeks to identify themes of family communication around media and mobile devices using naturalistic observational methodology. The sample consisted of 21 toddlers (ages 12–24-months old), 31 preschool-age children (3–5 years old), and 23 school-age (10–13 years old) children and their families. Children wore Language ENvironment Analysis (LENA) audio recording devices, which recorded vocalizations and other sounds proximal to the child wearing the device in the home environment, as well as audible screen media use. ATLAS.ti was used to transcribe dialogue from the audio recordings that pertained to screen media. Experts from the fields of communication, clinical child psychology, and developmental-behavioral pediatrics independently analyzed the transcripts to identify common themes. Five main themes emerged. First, parental mediation of screen media was primarily restrictive, reactive, and focused on technology functionality. Second, active mediation was child-driven. Third, siblings played a more dominant role in mediation than parents. Fourth, parents and children negotiated screen time limits. Finally, parallel family media use was common. Multiple family members engaged with their own mobile devices while simultaneously being exposed to background screen media (i.e., media multitasking). Assessing media use in the naturalistic home environment elucidated current patterns of family media use and communication about media in the digital age.
Journal Article
Developing English language learners’ oral production with a digital game-based mobile application
This study examined the effect of using a digital game-based language learning mobile application “Liulishuo” (speaking English fluently) to develop complexity, accuracy, and fluency of English monologic oral production among 30 English language learners in China. Monologic oral production was measured using the same narrative picture description task in pre- and post-tests. The learners followed the “Imitation of English Monologues” game 30 minutes each time, twice a week, for 20 weeks. The oral production was measured using six indices: the mean words per T-unit and lexical density (i.e., complexity), the mean repairs and errors per 100 words (i.e., accuracy), speech rate and the mean length of pauses (i.e., fluency). The paired sample t -tests showed that the participants produced more complex monologic speech, had significantly fewer errors, and increased speech rate, but the mean repairs and mean length of pauses remained unchanged. The unchanged repairs and pauses could be possibly due to the non-proceduralized linguistic knowledge in oral production, which may require a more extended period of treatment. Our study showed positive effects of using a digital game-based language learning mobile application on the improvement of complexity, accuracy, and fluency of English language learners in China’ monologic oral production with varying effects.
Journal Article
Mobile-assisted and gamification-based language learning: a systematic literature review
Learning a new language is a challenging task. In many countries, students are encouraged to learn an international language at school level. In particular, English is the most widely used international language and is being taught at the school level in many countries. The ubiquity and accessibility of smartphones combined with the recent developments in mobile application and gamification in teaching and training have paved the way for experimenting with language learning using mobile phones. This article presents a systematic literature review of the published research work in mobile-assisted language learning. To this end, more than 60 relevant primary studies which have been published in well-reputed venues have been selected for further analysis. The detailed analysis reveals that researchers developed many different simple and gamified mobile applications for learning languages based on various theories, frameworks, and advanced tools. Furthermore, the study also analyses how different applications have been evaluated and tested at different educational levels using different experimental settings while incorporating a variety of evaluation measures. Lastly, a taxonomy has been proposed for the research work in mobile-assisted language learning, which is followed by promising future research challenges in this domain.
Journal Article