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Video game storytelling : what every developer needs to know about narrative techniques
\"This handy, to-the-point reference guide for video game development emphasizes the significance of storytelling and writing skills for creating today's most popular, narratively-engrossing video games. Video Game Storytelling provides developers with comprehensive, but easy-to-follow advice for facilitating the creation of compelling storylines in today's most popular and narratively successful video games. Video game writer and game writing instructor Evan Skolnick offers a clear and concise development reference guide for aspiring and professional developers, showing how each role (from character designer to animator to audio engineer and more) is impacted by and can affect the story/narrative of a game. This book aims to instill an understanding and appreciation of the basic storytelling principles that are essential for producing truly memorable video games that will bring today's savvy gamers back time and time again\"-- Provided by publisher.
Book
Potential Barriers to the Implementation of Digital Game-Based Learning in the Classroom: Pre-service Teachers’ Views
Τeachers seek to attract students’ attention by demonstrating the relevance of learning content to daily activities and enhancing their students’ self-esteem and satisfaction. In the digital world, an example of an innovative learning tool is digital games. Digital game learning (DGBL) is a smart pedagogical approach that utilises digital games. DGBL has a prominent place in learning technologies due to the potentiality of games to engage students, enabling them to effortlessly reach the edges of their competencies, skills, and knowledge. Teachers, students and games per se constitute important agents for the successful and effective implementation of DGBL. In this context, our research was extended to cover the study of teachers’ and students’ perceptions of DGBL. More specifically, the purpose of this research was to examine the pre-service teachers’ perceptions of the barriers to DGBL implementation. To that end, an online survey with closed-ended questions and one open-ended question was conducted. In this paper, we present the answers to the open-ended question. Quantitative and qualitative data processing and analysis were carried out. According to the pre-service teachers’ responses, it is concluded that a major obstacle is the inefficient allocation of available financial resources. Resources are required for the supply of up-to-date equipment, devices and educational software, as well as for the professional development and training of teachers, school administrators and policymakers. Utilizing easy-to-use and inexpensive devices, which most teachers and even students hold, is the answer to the hurdle called “lack of equipment”. Therefore, the implementation of the DGBL, as a smart and innovative pedagogical approach, is primarily a matter of political will to curriculum reform based on ongoing research into appropriate digital learning materials.
Journal Article
Media Education through Digital Games: A Review on Design and Factors Influencing Learning Performance
In the past two decades, a considerable amount of research has focused on digital games as part of media education. Digital game-based learning (DGBL) is identified as a potential pedagogical approach to enhance learning in the digital era. In light of the increased number of academic articles on educational games, this study considers the development and the factors that influence learning performance among children by providing a thematic review of the literature available on DGBL. Findings show that despite following developmental standard procedures, a distinct perspective between the game designer and the educator is essential. Three major approaches have been identified, namely the learner-centered, the game-centered and the model approaches. Learning processes that use digital games show empirically positive results as well as the great influence in terms of intrinsic motivation, game features and overall learning experience.
Journal Article
Gaming as extramural English L2 learning and L2 proficiency among young learners
Today, playing digital games is an important part of many young people's everyday lives. Claims have been made that certain games, in particular massively multiplayer online role-playing games (MMORPGs) provide L2 English learners with a linguistically rich and cognitively challenging virtual environment that may be conducive to L2 learning, as learners get ample opportunities for L2 input and scaffolded interaction in the L2. In this paper, we present empirical evidence that L2 English proficiency correlates with the frequency of gaming and types of games played. We base our observation on a study among young L2 English learners (N = 86, aged 11–12, Sweden). Data were collected through a questionnaire, a language diary, and three proficiency tests. The questionnaire provided demographic background information but was also targeted at measuring extramural English habits, i.e., learners’ out-of-school contact with English (cf. Sundqvist, 2009). The diary measured how much time the learners spent on seven predetermined extramural English activities during one week, while the tests measured their achieved L2 proficiency regarding reading and listening comprehension, and vocabulary. Previous research among learners aged 15–16 (Sundqvist, 2009) showed positive correlations between playing digital games and L2 proficiency, in particular with regard to vocabulary, and also identified gender-related differences regarding vocabulary (boys outperformed girls) as well as the frequency of gaming and types of games played. These results were corroborated in the present study. A clear pattern emerged from our data: frequent gamers (≥ 5 hours/week) outperformed moderate gamers who, in turn, outperformed non-gamers. Background variables could not explain the between-group differences. Even though the boys might have been more proficient or apt than the girls a priori and, therefore, chose to engage more in L2 gaming, the findings suggest that playing digital games at an early age can be important for L2 acquisition.
Journal Article
Current climate for digital game-based learning of science in further and higher education
Digital game-based learning (DGBL) is being used increasingly as an alternative learning tool to teach science in further and higher education. A variety of digital game formats currently exist for science learning, alongside diverse methods for their implementation and evaluation. This paper aims to provide a broad summary of the field by discussing the current platforms for DGBL and examples of games played on them. These include gamified simulations and traditional digital games delivered through personal computer and online software; mobile games delivered through downloaded applications for devices such as tablets and mobile phones; and educational modifications of commercial games, known amongst gamers as 'mods'. To conclude the summary, the paper discusses the current challenges and barriers associated with DGBL in further and higher science education, and potential strategies researchers may consider to overcome them.
Journal Article
Begin to code : building apps and games in the cloud
This work will inspire you to start solving problems and creating cloud-based applications and games fast, even if you've never done it before. Not just friendly and easy, it's the first cloud development beginner's guide that puts you in control of your own learning, and empowers you to build unique programs to solve problems you care about. Microsoft and author Rob Miles have reinvented the introductory programmer's tutorial, reflecting deep research into how today's newcomers learn, and why other books fall short. This guide is packed with innovations, including its 'Snaps' library of pre-built operations that are easy to combine your own unique programs, Cookie Cutter templates give you a flying start, and 'Make Something Happen' projects help you build skills by creating your own programs.
Book
A Digital Model-Based Serious Game for PID-Controller Education: One-Axis Drone Model, Analytics, and Student Study
This paper presents a serious game designed to support the teaching of PID controllers. The game couples a visually clear Unity scene with a physics-accurate digital model of a drone with a single degree of freedom (called a one-axis drone) and helps prepare students to meet the demands of Industry 4.0 and 5.0. An analytics back-end logs system error at 10 Hz and interaction metrics, enabling instructors to diagnose common tuning issues from a plot and to provide actionable hints to students. The design process that led to choosing the one-axis drone and turbulence application via “turbulence balls” is explained, after which the implementation is described. The proposed solution is evaluated in a within-subjects study performed with 21 students from mixed technical backgrounds across two short, unsupervised tinkering sessions of up to 10 min framed by four quizzes of both general and theoretical content. Three questions shaped the analysis: (i) whether error traces can be visualized by instructors to generate actionable hints for students; (ii) whether brief, unsupervised play sessions yield measurable gains in knowledge or stability; and (iii) whether efficiency of tuning improves without measurable changes in tune performance. Results show that analysis of plotted error values exposes recognizable issues with PID tunes that map to concrete hints provided by the instructor. When it comes to unsupervised play sessions, no systematic pre/post improvement in quiz scores or normalized area under absolute error was observed. However, it required significantly less effort from students in the second session to reach the same tune performance, indicating improved tuning efficiency. Overall, the proposed serious game with the digital twin-inspired one-axis drone and custom analytics back-end has emerged as a practical, safe, and low-cost auxiliary tool for teaching PID controllers, helping bridge the gap between theory and practice.
Journal Article