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Learning activities at the Creative Media State Polytechnic after the pandemic period, especially in the design department of the game technology study program, were held in blended learning. Blended learning is the right choice of learning because it needs adaptation from lecturers and students, where previously learning was held fully online, now it is held online and offline. Blended learning activities can be very effective and efficient in their implementation if the learning process is well prepared. One of the learning activities carried out is independent learning activities. Therefore, this study aims to produce a learning application that can be used as an independent learning module so that students can learn without being assisted by anyone just by using this independent learning module. The approach taken is the ADDIE development method. The ADDIE development model consists of five stages, namely analysis, design, development, implementation, and evaluation. Expert response to this learning application is a crucial thing to do. This application is evaluated by an expert with a background in graphic design, learning media, and communication. The independent learning module application was successfully developed and implemented in semester 3 of the 2-dimensional game programming course.

This document describes the whole process of making a 3D video game demo for the Final degree project in Design and development of video games, especially the artistic section of the video game. The artistic section consists of the design of the game art for a medieval fantasy RPG video game. The different parts of the art of The Final spell are: 3D models, user interface, particle systems, shaders and improving the visual quality of the game. The game engine used in The Final Spell is the Unity 3D engine. In addition, Unity offers several tools to improve the visual quality that were used throughout the project.

Treball final de Grau en Disseny i Desenvolupament de Videojocs. Codi: VJ1241. Curs acadèmic: 2020/2021 This document describes the process of developing the demo of a 3D RPG video game called “The Final Spell” for the Bachelor’s Thesis in the Bachelor's Degree in Video Game Design and Development, including the design, implementation, art, music and teamwork required for the creation of said demo. Specifically, this document emphasizes the development from a programming view, explaining the implementation of the different mechanics of an RPG, such as the main character movement and spells, the interactions with NPCs - dialogues, quests… -, the interactions with the environment and a save system. The game has been developed using Unity Engine and coded in C#.

Game programming requirements, which is one of the problems of game programming in recent times, is constantly changing. Therefore, the process we are conducting while programming the game does not keep up with this change leads to the failure of the product we develop or the result of higher costs. Therefore, the use of agile programming, which brings a more dynamic and modern solution to changing environment conditions, is increasing day by day and the project teams are transitioning to these processes. In this thesis, firstly historical development, content, rules and methods of Agile methods are presented with literature researches. In the next section, Grumpy Ball is applied by using Scrum method which is agile programming method. Since the agile methods provide dynamic solutions, an end date cannot be determined Therefore, the aim of this article is to determine the exact date of a game application using agile method. For this reason, our project is divided into specific parts and the last periods given to these parts were compared according to certain criteria. In the light of the results, determinations were made.

In this paper, we argue for the need of new kinds of visual, digital game authoring tools. The main goal for this project is to reconceptualization the programming of interactive digital contents, to minimize the coding aspects, and focus instead on the creative and design-like parts, leveraging on a tangible metaphor, so to empower teachers and pupils to create digital interactive content, expanding the creative affordances offered by digital games. The resulting tool is called Stick&Click, it is based on findings from our past research, and it targets the pedagogical practice of editing games that is currently common in Danish primary schools. The study is organized according to the research through design approach, and centers around user needs and experience. We discuss our explorations of the computational model behind Stick&Click, requirements and design principles, and alternative ways to visualize its user interface. In this paper, we argue for the need of new kinds of visual, digital game authoring tools. The main goal for this project is to reconceptualization the programming of interactive digital contents, to minimize the coding aspects, and focus instead on the creative and design-like parts, leveraging on a tangible metaphor, so to empower teachers and pupils to create digital interactive content, expanding the creative affordances offered by digital games. The resulting tool is called Stick&Click, it is based on findings from our past research, and it targets the pedagogical practice of editing games that is currently common in Danish primary schools. The study is organized according to the research through design approach, and centers around user needs and experience. We discuss our explorations of the computational model behind Stick&Click, requirements and design principles, and alternative ways to visualize its user interface.

In the last years, many didactic activities have been proposed to develop Computational Thinking (CT) skills in children and adolescents. Among these activities, the digital game programming stands out as a promising alternative considering that it is related to a familiar and motivating context for students. These initiatives are not specifically aimed at individuals with special needs such as the autism spectrum disorder (ASD). Children and adolescents with ASD usually have some limitations related to communication, cognitive flexibility, and interpersonal relationships. However, it seems natural that the skills potentially developed through game programming activities are especially beneficial for the public with ASD. In this paper, we describe the offering and evaluation of a Game Building Workshop adapted to adolescents with this condition. The guidelines used to define the workshop activities are described. An assessment based on the classroom observation and analysis of produced artifacts indicate that the participants acquired CT skills related to programming at a high level. In addition, the collaborative nature of the activities offered a stimulating and welcoming environment for individuals with ASD.

This article describes how game developers successfully ‘pull off’ game development, collaborating in the absence of consensus and working with recalcitrant and wilful technologies, shedding light on the games we play and those that make them, but also how we can be forced to work together by the platforms we choose to use. The concept of ‘boundary objects’ is exported from Science and Technology Studies (STS) to highlight the vital coordinating role of game development software. Rather than a mutely obedient tool, game software such as Unity 3D is depicted by developers as exhibiting magical, even agential, properties. It becomes ‘voodoo software’. This software acts as a boundary object, aligning game developers at points of technical breakdown. Voodoo software is tidied away in later accounts of game development, emphasizing how ethnographies of software development provide an anchor from which to investigate cultural production and co-creative practice.

The use of games in education has become an increasingly present practice in contemporary society. For so-called "digital natives", learning through electronic games becomes more significant. Digital educational games are often seen as boring, non-motivational, that fail to bring in some essential elements that promote engagement, making the learning goal is not achieved either. Game Design is a game project. It describes how the game should be, defining its mechanics and interactions between player and thevirtual world of the game and how they can affect the game environment. In order to document the design of a game, there is the Game Design Document (GDD), whose one of the main objectives, besides registration, is to help in communication between the different production teams of a game, allowing the game designer a broad view of that is being produced. However, because it is a large document that brings in detail all the main elements for the production of a game, it turns out to be little used, especially if the focus is the elaboration of small games, which are the majority of the digital educational games that exist. For these short games, which can often be worked out within a few hours, there are Short Game Design Document (SGDD). The SGDD, unlike GDD, will describe the elements of the game in a simplified way possible, whereas the game to be drawn from it is also a simple game. Thus, the proposal of this work is to elaborate a model of SGDD for educational games (the SGDDEdu), specifying elements of art, sound, mechanics and game programming, as well as educational elements in accordance with the new BNCC (National Curricular Common Base) of Elementary School, so that there is a standardization and better categorization of educational games aligned with the proposed pedagogical objectives and the skills and competences described in each level of education. This work will be developed from the study and analysis of some models of already existing SGDD and the BNCC of Elementary School in general, causing in SGDDEdu. The research will be applied with teachers and educators requesting that they specify an educational game in the SGDDEdu template. With this, we intend to verify if the SGDDEdu has relevance and if it facilitates in the production of digital educational games, providing the teaching and learning process through the games, as well as trying to identify how the NCCB can contribute in the development of educational games

Short-term outreach interventions are conducted to raise young students’ awareness of the computer science (CS) field. Typically, these interventions are targeted at K–12 students, attempting to encourage them to study CS in higher education. This study is based on a series of extra-curricular outreach events that introduced students to the discipline of computing, nurturing creative computational thinking through problem solving and game programming. To assess the long-term impact of this campaign, the participants were contacted and interviewed two to five years after they had attended an outreach event. We studied how participating in the outreach program affected the students’ perceptions of CS as a field and, more importantly, how it affected their educational choices. We found that the outreach program generally had a positive effect on the students’ educational choices. The most prominent finding was that students who already possessed a “maintained situational interest” in CS found that the event strengthened their confidence in studying CS. However, many students were not affected by attending the program, but their perceptions of CS did change. Our results emphasize the need to provide continuing possibilities for interested students to experiment with computing-related activities and hence maintain their emerging individual interests.

This paper presents a cultural entertainment game entitled “Rota do Tropeiro”. The aim of our article is to briefly present well-known tools that can be integrated and used by beginners to develop games with quality and optimized performance, especially for the Android platform. The document describes our game prototype, showing techniques and methodologies applied and highlighting new challenges. As a result, we produced a mobile game for end-users, and creative stuffs like animations, geometric models and artificial intelligence scripts.

In this paper we present a software platform called Chatbot designed to introduce high school students to Computer Science (CS) concepts in an innovative way: by programming chatbots. A chatbot is a bot that can be programmed to have a conversation with a human or robotic partner in some natural language such as English or Spanish. While programming their chatbots, students use fundamental CS constructs such as variables, conditionals, and finite state automata, among others. Chatbot uses pattern matching, state of the art lemmatization techniques, and finite state automata in order to provide automatic formative assessment to the students. When an error is found, the formative feedback generated is immediate and task-level. We evaluated Chatbot in two observational studies. An online nation-wide competition where more than 10,000 students participated. And, a mandatory in-class 15-lesson pilot course in three high schools. We measured indicators of student engagement (task completion, participation, self reported interest, etc.) and found that girls' engagement with Chatbot was higher than boys' for most indicators. Also, in the online competition, the task completion rate for the students that decided to use Chatbot was five times higher than for the students that chose to use the renowned animation and game programming tool Alice. Our results suggest that the availability of automatic formative assessment may have an impact on task completion and other engagement indicators among high school students. Fil: Benotti, Luciana. Universidad Nacional de Córdoba. Facultad de Matemática, Astronomía y Física; Argentina. Consejo Nacional de Investigaciones Científicas y Técnicas; Argentina Fil: Martinez, Maria Cecilia. Universidad Nacional de Córdoba. Facultad de Filosofía y Humanidades. Escuela de Cs. de la Educacion; Argentina. Consejo Nacional de Investigaciones Científicas y Técnicas. Centro Científico Tecnológico Conicet - Córdoba. Instituto de Humanidades. Universidad Nacional de Córdoba. Instituto de Humanidades; Argentina Fil: Schapachnik, Fernando. Universidad de Buenos Aires. Facultad de Ciencias Exactas y Naturales. Departamento de Computación; Argentina. Consejo Nacional de Investigaciones Científicas y Técnicas; Argentina

Novice programmers are facing many difficulties while learning to program. Most studies about misconceptions in programming are conducted at the undergraduate level, yet there is a lack of studies at the elementary school (K-12) level, reasonably because computer science neither programming are regularly still not the part of elementary school curricula's. Are the misconceptions about loops at elementary school level equal to those at the undergraduate level? Can we "prevent" the misconceptions by using the different pedagogical approach, visual programming language and shifting the programming context toward game programming? In this paper, we tried to answer these questions. We conducted the student misconceptions research on one of the fundamental programming concepts --- the loop. The research is conducted in the classroom settings among 207 elementary school students. Students were learning to program in three programming languages: Scratch, Logo and Python. In this paper, we present the results of this research.

International audience; Mobile gaming is an emerging concept wherein gamers are using mobile devices, like smartphones and tablets, to play best-seller games. Compared to dedicated gaming boxes or PCs, these devices still fall short of executing newly complex 3D video games with a rich immersion. Three novel solutions, relying on cloud computing infrastructure, namely, computation offloading, cloud gaming, and client-server architecture, will represent the next generation of game engine architecture aiming at improving the gaming experience. The basis of these aforementioned solutions is the distribution of the game code over different devices (including set-top boxes, PCs, and servers). In order to know how the game code should be distributed, advanced knowledge of game engines is required. By consequence, dissecting and analyzing game engine performances will surely help to better understand how to move in these new directions (i.e., distribute game code), which is so far missing in the literature. Aiming at filling this gap, we propose in this article to analyze and evaluate one of the famous engines in the market, that is, “Unity 3D.” We begin by detailing the architecture and the game logic of game engines. Then, we propose a test-bed to evaluate the CPU and GPU consumption per frame and per module for nine representative games on three platforms, namely, a stand-alone computer, embedded systems, and web players. Based on the obtained results and observations, we build a valued graph of each module, composing the Unity 3D architecture, which reflects the internal flow and CPU consumption. Finally, we made a comparison in terms of CPU consumption between these architectures.

Background. Despite the continuous and abundant growth of the game market the uptake of serious games in education has been limited. Games require complex technologies and are difficult to organise and to embed in the curriculum.Aim. This article explores to what extent game templates and game authoring processes can be designed so that they can easily be adopted and adapted by teachers while only using openly available tools.Method. It discusses the design and first evaluation of two game platforms: ARGUMENT, based on a wiki, and ARLEARN, a toolkit based on openly available Google technologies. ARGUMENT is a text-based game challenging students to take a position on a given topic. ARLEARN offers an explicit mobile and virtual gameplay environment and a defined authoring process to create game scripts.Results. ARGUMENT and ARLEARN have been evaluated in four small-scale studies, where educators designed game scenarios and students played the resulting games.Conclusions. The results indicate that both tools are useful instruments that can be operated by teachers to build games and game-alike educational activities and, additionally, are a valuable step to gain experience with serious games.

Smartphones have become a necessity. Almost everyone uses a smartphone in a variety of activities. Both young and old are sure to utilize this technology, for a wide range of activities such as doing the work, doing school work or enjoying entertainment. The purpose of this research is to build a casual-action game with war theme. The game is built for Android smartphone that has multi touch screen capability. The research methods used in this research are data collection and analysis method including user analysis with questionnaire. Furthermore, IMSDD method is implemented for game design and development phase including system requirement analysis, system design, system implementation, finally system evaluation. In this research, we conclude that 83.9% participants enjoyed the game with touch-screen as the game control.

The development of technology continues to increase. As well as the development of game that pamper the player. But on the other hand,with the increasing development of technology, gamers demand will also be higher as well. As example, technological devices to play games should be more practical, light, and easy to carry anywhere. This paper will discuss about the effectiveness of mobile game for game enthusiasts

This paper presents the architecture of the RAGE repository, which is a unique and dedicated infrastructure that provides access to a wide variety of advanced technology components for applied game development. The RAGE project, which is the principal Horizon2020 research and innovation project on applied gaming, develops up to three dozens of software components (RAGE software assets) that are reusable across a wide diversity of game engines, game platforms and programming languages. The RAGE repository provides storage space for assets and their artefacts and is designed as an asset life-cycle management system for defining, publishing, updating, searching and packaging for distribution of these assets. It will be embedded in a social platform for asset developers and other users. A dedicated Asset Repository Manager provides the main functionality of the repository and its integration with other systems. Tools supporting the Asset Manager are presented and discussed. When the RAGE repository is in full operation, applied game developers will be able to easily enhance the quality of their games by including selected advanced game software assets. Making available the RAGE repository system and its variety of software assets aims to enhance the coherence and decisiveness of the applied game industry.

Engineering training programmes commonly integrate project management skills as a legitimate subject for training competent graduates [7], [5]. Since a few years, this topic has been expanding to lower academic degrees. The challenge is then to combine students’ limited technical competences with management requirements and entrepreneurial skills (work experience, staff planning, feedback and even product promotion).The French institutes of technology (such as Grenoble IUT) provide undergraduate technical degrees in different technical specialities with two-year training programmes. In 2013, the programme of the Network and Telecommunication speciality [4] was modernised in this way to :1)introduce project management aspects with 20 hours of lectured training and 30 hours per student of personal work;2)take into account high-level programming languages and mobile devices (smartphones, tablets, …): 60 hour training must cover the basic algorithmic principles (procedural programming using Python language) but also the operating principles of the applications letting clients query server services.In this paper, we propose to describe the pedagogical approach we adopt to combine these two goals: students work in pairs for 12 weeks and experiment the programming process by developing a game (namely the Battleship) with given technical specifications. This approach offers two major learning points:•gaining skills on programming: students are motivated with a fun basic application [3]. Then they are invited to add gaming options with respect to their abilities and with increasing programming complexity (including graphical interface or network gaming service).•placing students in a professional situation: student work is driven by well-documented functional specifications and demonstrator programs. Specifications split the project development into four stages with fixed deadlines. Students are in charge of work assignment using classical project management tools and professional collaborative work systems (Gantt diagram and Subversion source version control system [1]).The proposed project is detailed based on our three-year teaching experience focusing on the pedagogical progression, the advantages of IT project management tools and the skills learned by students after this first practical experience.

Formal models of games help us account for and predict behavior, leading to more robust and innovative designs. While the games research community has proposed many formalisms for both the "game half" (game models, game description languages) and the "human half" (player modeling) of a game experience, little attention has been paid to the interface between the two, particularly where it concerns the player expressing her intent toward the game. We describe an analytical and computational toolbox based on programming language theory to examine the phenomenon sitting between control schemes and game rules, which we identify as a distinct player intent language for each game.

Gameplay programming is vital for video game development and benefits from good tools and techniques. However, techniques are still used in the industry that involves describing how the computer operates. Reactive programming is a way to describe eventful and stateful computer programs declaratively, focusing on what the program should accomplish. This thesis uses the reactive library UniRx with the game engine Unity 5 to create an FPS with reactive techniques, and discusses the advantages and disadvantages of these. Object-oriented reactive programming is used to combine reactive objects with Unity’s component-based framework without using wrappers for non-reactive objects. The results include static methods for observable user input, patterns when defining game components with reactive content, and communication between game objects through interface components. It can be concluded that reactive programming for game programming enables the programmer to describe and understand game logic in a declarative manner. However, combining UniRx and Unity 5 led to complex patterns. Suggestion for future work is using reactive programming with game engines that allows to design game objects that are fully reactive. Gameplay-programmering är avgörande för utveckling av videospel och har nytta av bra verktyg och tekniker. Dock används tekniker i spelbranschen som kräver att programmeraren beskriver hur datorn utför uppgifter. Reaktiv programmering är ett sätt att beskriva händelserika och föränderliga datorprogram med fokus på vad programmet ska utföra. Denna avhandling använder det reaktiva biblioteket UniRx med spelmotorn Unity 5 för att skapa en FPS med reaktiva tekniker, samt diskuterar fördelarna och nackdelarna med dessa. Objektorienterad reaktiv programmering används för att kombinera reaktiva objekt med Unity’s komponentbaserade ramverk utan att använda wrappers för icke-reaktiva objekt. Resultaten inkluderar statiska metoder för observerbar användarinput, programmeringsmönster för definition av spelkomponenter med reaktivt innehåll och kommunikation mellan spelobjekt via gränssnittskomponenter. Man kan dra slutsatsen att reaktiv programmering för spelprogrammering gör det möjligt för programmeraren att beskriva och förstå spellogik på ett deklarativt sätt. Kombinationen av UniRx och Unity 5 ledde emellertid till komplexa mönster. Förslag till framtida arbete är att använda reaktiv programmering med spelmotorer som gör det möjligt att designa spelobjekt som är helt reaktiva.

MOBA (Multiplayer Online Battle Arena) games are currently one of the most popular online video game genres. This paper discusses implementation of a typical MOBA game prototype for Windows platform in a popular game engine Unity 5. The focus is put on using the built-in Unity components in a MOBA setting, developing additional behaviours using Unity's Scripting API for C# and integrating third party components such as the networking engine, 3D models, and particle systems created for use with Unity and available through the Unity Asset Store. A brief overview of useful programming design patterns as well as design patterns already used in Unity is given. Various game state synchronization mechanisms available in the chosen networking engine, Photon Unity Networking, and their usage when synchronizing different types of game information over multiple clients are also discussed. The implemented game retains most of the main features of the modern MOBA games such as heroes with different play styles, skills, team versus team competition, resource collection and consumption, varied maps and defensive structures. The paper concludes with comments on Unity 5 as a MOBA game development environment and execution engine.

Understanding of elementary programming concepts, logic, and syntax is a vital part of learning to program. Unfortunately, learning programming is found to be difficult and boring, especially for novices. For example, drill type of exercises designed for learning elementary programming can be very tedious, making it hard to motivate learners. This study focused on the development of a mobile application, which integrates puzzle-based Parson’s programming exercises into a strategy board game with the aim of facilitating the teaching and learning of programming. With the mobile application, learners play Ayo, a variant of the famous traditional African strategy board game Mancala. In each round of the game, the learners will solve a Parson’s puzzle, which consist of small programming tasks where students are required to build programs by drag and drop, selection, indenting and ordering code fragments. The proposed solution of integrating the Parson’s puzzles to Ayo game provides a new perspective on how to use mobile devices in programming education. The long-term aim of our work is to create a framework for integrating board games into computing education. The study reported in the article is the first step towards creating the framework., final draft, nonPeerReviewed

Despite their potential, the market for educational serious games (SGs) is still limited, partly because of the high design and production costs. In this paper, we propose a game-engine plug-in for efficient development of a format of investigation in SGs that we designed in order to support discovery-learning in information-rich virtual environments. After describing the framework, the paper presents its application to the development of “Can’s Crime”, a SG teaching industrial production processes. Data from a preliminary pilot have shown that using the new module allows a significant reduction in development time. Moreover, creation of an abstraction level over the game engine allows improving structured content organization, which is in turn expected to enhance maintainability and modularity. We argue that the same approach could be employed to other game formats, especially in the emerging context of developing games as services.

This study is based on an iterative, participatory design investigation that we are conducting in order to create digital games that could be flexibly re-designed by players, without requiring programming knowledge. In particular we focus on digital game development, both design andimplementation, for primary school pupils and their teachers. We propose a scenario where digital game development is mediated by tinkering with paper prototypes similar to board games. We address the problems of making sense and expressing rules of a digital game without programming. Analysis of our latest participatory workshop offers evidence that a board game can work as a tangible model of the computation happening in a digital game. Children understand the practice of designing games mainly as manipulation of features and behaviors of the visual elements of a game. We attempt at looking beyond visual programming, and rely instead on a tangible model of gamessupported by a minimalistic domain-specific language.

Game engines generate high dependence of developed games on provided implementation resources. Feature modeling is a technique that captures commonalities and variabilities results of domain analysis to provide a basis for automated configuration of concrete products. This paper presents the Minimal Engine for Digital Games (MEnDiGa), a simplified collection of game assets based on game features capable of building small and casual games regardless of their implementation resources. It presents minimal features in a representative hierarchy of spatial and game elements along with basic behaviors and event support related to game logic features. It also presents modules of code to represent, interpret, and adapt game features to provide the execution of configured games in multiple game platforms. As a proof of concept, a clone of the Doodle Jump game was developed using MEnDiGa assets and compared with original game version. As a result, a new G-factor based approach for game construction is provided, which is able to separate the core of game elements from the implementation itself in an independent, reusable, and large-scale way.

This article discusses an emerging phenomenon of streaming programming to a live audience who in turn can interact with the streamer. In essence, this means broadcasting the programming environment and typically a web camera feed of the streamer to viewers. Streaming programming bears many similarities with live-streaming playing of video games, which has become extremely popular among gamers over the recent years. In fact, streaming programming often use the same web services as streaming gaming, and the audiences overlap. In this article, we describe this novel approach to programming and situate it in the broader context of computer science education. To gain a deeper insight into this phenomena, we analyzed viewer discussions during a particular programming stream broadcasted during a game programming competition. Finally, we discuss the benefits this approach could offer to computer science education.

For the Peg Solitaire game, existing computers can easily compute the moves required to obtain the solution board with one peg in a short time by applying the DFS algorithm. In order to shorten the solution time, advantages of parallel processing has been used in this paper. The problems that occur during locking and unlocking while accessing shared resources and processing sibling nodes before child nodes are solved by introducing List of Queues data structure and shorter execution times has been obtained compared to non-parallel DFS solution. English version of the Peg Solitaire game has been used in the experiments, Solo Test oyununda tablada tek taşın kaldığı duruma ulaşmak için takip edilmesi gereken hamleler, DFS algoritmasıyla günümüz bilgisayarlarında kısa sürede bulunabilmektedir. Bu sürenin kısaltılması amacıyla bu makalede paralel işlemenin avantajları kullanılmaya çalışılmıştır. Paralel DFS algoritmalarında karşılaşılan, ortak kaynaklara erişimde kullanılan kilitlerin kapatılıp açılması ve bir düğümün çocuklarının işlenmeden kardeşlerinin işlenmesi durumlarında ortaya çıkan problemler, Kuyruk Listesi adı verilen veri yapısının kullanımı ile aşılmaya çalışılmıştır ve paralel olmayan DFS çözümüne oranla daha kısa sürelerde çözüme ulaşılmıştır. Deneylerde Solo Test oyununun İngiliz versiyonu kullanılmıştır

This paper introduces the design and results of an applied game jam integrated in a game design and development curriculum, which took place February 2016 at HKU University of the Arts Utrecht in the Netherlands. The game jam followed a four-phased structure over the course of four days. Forty-five participants shared their demographics, baseline competency, attitude towards game jams, and learning expectations in a pre-jam questionnaire. In a post-jam questionnaire they assessed their collaboration and learning outcomes. Results are generally positive, although some measures of collaboration constructs were unreliable. Nevertheless, a game jam is in principal a format worthy of introduction into formal game design and development education. Several implications and next steps are discussed.

Treball Final de Grau en Disseny i Desenvolupament de Videojocs. Codi: VJ1241. Curs acadèmic: 2016/2015 This Final Degree Project is based on programming, research and implementation of some techniques that help programmers to optimize their work time and improve the quality of the code in order to make implementations more robust, extensible, easy to understand and which can be adapted to all changes happening in developing a video game. To perform this task, common techniques from other branches of programming will be adapted, such as techniques from web programming or applications, aimed at the development of a full video game project, with all the peculiarities that this has. These techniques can range from test driven development, to several of the best known design patterns. All this will be applied in a practical way in the programming core of a particular game called HIVE, for example, in the game functionality, character’s mechanics, in the development of artificial intelligence and multiplayer system, among many other areas in order to illustrate the utility of these techniques and its benefits for development. This research is motivated to solve one of the problems that appears in the development of some games, it is that a lot of game projects have a strict deadline for the development, and for the game’s life, so it is not a priority the stability and scalability of the code, because games usually have one or two years of life on the market. But, in this moment, there are new online games that can ben replayable for 4 years or more, so, the code needs to be better and easy to maintain for 4 years or more. In sum, development tasks applicable to the context of a specific project called HIVE will be made for this FDP, and also part of the same code can be used in other projects or even in different contexts, like build independent assets for the marketplaces of the game engines.