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To really exploit the full potential of computer games in areas other than entertainment, it will be necessary to reduce the high cost associated with their design and development and to put their production directly into the hands of the domain experts. Although these experts might be interested in integrating games in their activities, they normally do not have the required technical background to create or adapt games to their needs. We propose to tackle the complexity of game design, and thereby facilitate end user design, by defining the games as a combination of more simple games following a combinatorial creativity approach. This approach does not impose the cognitive overload of learning a new design language. In addition, it might also speed up the description of the games insofar as designers do not start from scratch, trying to match their ideas with game components, but they rely upon a set of archetypical games they can combine to reach their goals. The design technique is complemented with a game platform that offers a set of authoring tools for describing game designs that can be exported to XML files, and a game engine able to interpret such files and automatically generate a 3D virtual environment in which the games can be played. In this way, designers can envision games they will be able to design in an iterative way and play the games they design to assess their validity. The proposed combinatorial approach has been evaluated in two focus group experiences that validate its feasibility and acceptability both by technical and non-technical users.

This study aims to design and develop smart game based on Unity3D engine that is a multi-platform game engine. The functions that Unity3D supports autonomously are very abundant. All game developments are possible such as shader, physics engine, network, terrain manipulation, audio, video, and animation, and it is enabled so that it is possible to revise, meeting demand of user according to the need. For the efficiency of game development process, this study aims to plan, design, and develop a smart game based on multi-platform game engine.

최근에는 많은 게임 플레이어들이 더 좋은 그래픽을 보기 위해 그래픽 카드를 업그레이드 하는 추 세이기 때문에 DirectX11 지원 그래픽 카드를 대부분 장착하고 있다. 따라서 DirectX11을 이용해서 개 발해도 대부 분의 사용자들이 무리 없이 게임을 즐길 수 있을 것이다. 또한 DirectX11의 새롭게 추가 된 기능으로 더 사 실적인 느낌의 게임을 만들 수 있을 것이다. 3D게임 성능 및 멀티미디어 성능을 높이는 DirectX11은 게임 엔진 개발에 필수 유틸리티이다. DirectX11은 새로운 셰이더와 기존에 불편 한 점을 몇 가지 해소하고 더 좋은 성능을 보여준다. 또한 최근 컴퓨터 부품의 가격 저하로 인해 많 은 사용자가 DirectX11을 지원하는 그래픽 카드를 사용하고 있다. 그러므로 DirectX11을 이용해 게임 을 개발하여도 많은 유저가 플레이 가능할 것으로 판단된다. 본 논문에서는 렌더링 성능 개선 등 다 양한 기능 요구사항을 유연하게 대처하는 게임 엔진을 직접 개발한다. 개발한 엔진은 라이센스 문제 가 없으며, 상용엔진보다 다양한 라이브러리를 사용할수 있다.

Public concern surrounding the effects video games have on players has inspired a large body of research, and policy makers in China and South Korea have even mandated systems that limit the amount of time players spend in game. The authors present an experiment that evaluates the effectiveness of such policies. They show that forcibly removing players from the game environment causes distress, potentially removing some of the benefits that games provide and producing a desire for more game time. They also show that, with an understanding of player psychology, playtime can be manipulated without significantly changing the user experience or negating the positive effects of video games.

$\kappa $ -labs is a research project exploring the possibilities of the logic programming paradigm in bot behavior programming for first-person shooter (FPS) games. The focus of previous work was to make Prolog a usable tool for bot programming and a baseline for further extensions. This paper presents one such extension, which makes it possible to script tactics of the entire team of bots. The algorithm was tested by bot-to-bot computer tests and by running surveys among human players who volunteered to take part in the research. The results of the both tests are presented in this paper. The extension itself demonstrates the flexibility of the framework. Although the proposed method for defining team behaviors relies solely on the knowledge of the bot’s designer, alternative approaches, which use rules that are obtained by computational techniques, can also be developed. Such approaches are also being investigated as part of the $\kappa$ -labs project.

Visual programming is the one programming technique in computer Science which aims to give easy understanding in writing code program. The main users of visual programming are students and people who have no experiences in making computer code and lack of computer programming language.Visual programming gives advantages to develop any kind of application software such as game and application related to education. This research was conducted to the teachers who teach Al-Quran for children learning in order to know the benefit of using visual programming in terms of creating an animation and game education.Several approach has been applied in this research. The first is surveying the knowledge in computer programming by using questioners. Following that, we provide a training of using visual programming and the last is conduction survey in order to know the progress of learning accuisiton.Based on the questioner’s data,it can be found that visual programming is very useful to introduce computer programming for people who have limited computer background. The data shows that 60% respondent believe that the visual programming is easy to follow, while the rest says it is hard to do. Furthermore, some of the participants are able to create simple education game

Background. Simulation games have proven to be useful in environmental education. In particular, the board game KEEP COOL has already successfully been used in multiple educational settings. In 2014, the new digital version of this game, KEEP COOL ONLINE 2 was developed. A special challenge was how to support interaction between players. Aim. This article investigates the potential of digital media for supporting interaction and educational experiences in multiplayer simulation games. Method. For this purpose the analog and digital versions of KEEP COOL have been compared, tested and evaluated in school classes. Results. This evaluation shows that interactivity and multimedia can be used in simulation games to provide an engaging game experience. However, compared to a face-to-face multiplayer game, drawbacks occur regarding ease of communication and traceability of interactions. Future Prospects. As the digital version is still in its prototype form, the full potential of digital media has not yet been put into practice. However, I will give some recommendations on how to make further use of interactivity and multimedia effects in order to enhance immersive player experience, as well as the achievement of relevant educational objectives.

Lately, the use of mobile applications in Smartphones has grown considerably. One of the most popular types of applications is videogames. As classic videogame development is a costly process several editors and tools to make this process quicker and easier have appeared. Although these editors allow the definition of various aspects of the videogame they do not include, in general, capabilities for modeling the logic of the game loop. In this research we propose VGPM, a specific notation based in the BPMN approach to define several important characteristics of the game logic, trying to reduce the cost of traditional videogame development.

Every day, more people are interested in learning computer science (CS), either to improve their skill set to apply for new jobs or just for personal growth. The sector of the population looking for instruction on these subjects has increased and diversified. We need new tools that appeal to this wider audience, and game-based learning is one of the most promising approaches at the moment. There is a need for more scalable game-based instruction paradigms that can be easily adapted to different levels of complexity and content related to CS (different programming languages, different programming paradigms, and so on). Throughout this paper, we present a flexible and scalable architecture to create videogames for learning CS languages. The architecture is based on the idea that students control the game using small pieces of text written in some CS language. The keys of the scalability of our approach are: 1) it separates the CS language used to write the programs from the game design and 2) the game model provides a system of levels that allows incremental learning of CS language structures. As validation and implementation of our approach, we developed Lost in Space, an educational videogame to teach the XML markup language. In this game, the player travels through several levels, guiding a spaceship by introducing small pieces of XML in a text console. Players can move and rotate the ship among other power-ups that get unblocked as they advances in the game. The game was tested with undergraduate students from CS and social sciences, by comparing it with traditional instruction (i.e., a teacher with a slides presentation). Students who played the game were much more engaged than those who attended the lecture, showing a more active attitude throughout the whole experience and also spent more time practicing after class. Findings also suggest that the game was effective for instruction, regardless of the background of the students. However, the educational gain observed with the game-based instructional approach, although effective, was not significantly higher than traditional instruction. We think that our approach is adequate to introduce CS languages in general, as well as new programming languages, and seems to be more appealing to new comers than traditional instruction.

Parkinson's disease (PD) is a progressive neurodegenerative movement disorder where motor dysfunction gradually increases as the disease progress. In addition to administering dopaminergic PD-specific drugs, attending neurologists strongly recommend regular exercise combined with physiotherapy. However, because of the long-term nature of the disease, patients following traditional rehabilitation programs may get bored, lose interest and eventually drop out as a direct result of the repeatability and predictability of the prescribed exercises. Technology supported opportunities to liven up a daily exercise schedule have appeared in the form of character-based, virtual reality games which promote physical training in a non-linear and looser fashion and provide an experience that varies from one game loop the next. Such "exergames", a word that results from the amalgamation of the words "exercise" and "game" challenge patients into performing movements of varying complexity in a playful and immersive virtual environment. Today's game consoles such as Nintendo's Wii, Sony PlayStation Eye and Microsoft's Kinect sensor present new opportunities to infuse motivation and variety to an otherwise mundane physiotherapy routine. In this paper we present some of these approaches, discuss their suitability for these PD patients, mainly on the basis of demands made on balance, agility and gesture precision, and present design principles that exergame platforms must comply with in order to be suitable for PD patients., 12 pages, 3 figures

One of the goals of modern game programming is adapting the life-like characteristics and concepts into games. This approach is adopted to offer game agents that exhibit more engaging behavior. Methods that prioritize reward maximization cause the game agent to go into same patterns and lead to repetitive gaming experience, as well as reduced playability. In order to prevent such repetitive patterns, we explore a behavior algorithm based on Q-learning with a Naive Bayes approach. The algorithm is validated in a formal user study in contrast to a benchmark. The results of the study demonstrate that the algorithm outperforms the benchmark and the game agent becomes more engaging as the amount of gameplay data, from which the algorithm learns, increases.

Primary school's programming courses for children are made up of software [1] courses and hardware courses. In the six semester, after summing up the teaching results, we found that the cultivation of computer thinking for primary school students, interest in training, could begin from elementary school. In the course of the lecture, there are many real-life knowledge: RFID cards, radar ranging, smart street lights, intelligent traffic lights, remote control, game programming, etc. While playing, I learned basic physics and mathematics, and learned computer programming knowledge. This paper summarizes the contents of the course and sorts out a set of courseware and experiment contents that are suitable for primary school students to develop computer programming.

Close to 100% employment of students and easy access to abundance of information on Internet has essentially changed student's learning practices and their earlier knowledge background, especially on rapidly progressing field of Software Engineering. On workplace they have to use technologies, which are used in practice of their employing enterprise, but often do not understand the scientific and/or technological principles on which these technologies are based. They seek explanations on Internet, but information on Internet is often low quality, one-sided and presented with business targets on mind — to get more users to technologies developed and sold by a business enterprise. Thus university has to explain basic principles of technologies what students already know and have used and correct some popular beliefs, which are supported by software vendors and based their business interests. Non-formal sources of knowledge — workplace training and Internet — do not reduce teacher's task, but force teachers constantly study all new which appears in this field, thus increase teachers workload. Students increasing use of non-formal sources of knowledge imply need for flipping the process — instead of teaching students are set to learn from provided detailed tutorials. Use of Internet and work has made self-study, seeking information from Internet sources very customary for current students, thus such flipping worked very well in a game programming course provided by the first author.

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

The integration of programming into the school curriculum has become increasingly important, especially in places and class levels where computer science is not yet available as a subject of its own. In this paper we investigate the performance of a class of sixth grade students who were trained in programming as part of their regular mathematics curriculum following the method of Forster [ACM SIGITE'16], which uses programming as a teaching tool for geometry skills. As a final project the students were tasked to program a computer game in Scratch, by which we gauge the students programming skills using the methodology proposed by Funke et al. [IEEE EDUCON'17], as well as the automatic quality assessment tool Dr. Scratch. We compare our results with the results reported by Funke et al. from over 50 students, and with the automatic quality assessment scores of a data set of 250K Scratch programs published by Aivaloglou et al. [MSR'17]. Our pilot study shows that introductory programming skills taught as part of mathematics classes, aiming at the improvement of geometry skills, also satisfy the computer science requirements of an introductory programming course.

Game programming projects are concrete and motivational for students, especially when used to teach more abstract concepts such as algebra. These projects must have open-ended elements to allow for creativity, but too much freedom makes it hard to reach specific learning outcomes. How many degrees of freedom do students need to make a game feel like one they genuinely designed? What kinds of personalization do they undertake of their games? And how do these factors correlate with their prior game-playing experience or with their identified gender? This paper studies these questions in the concrete setting of the Bootstrap:Algebra curriculum. In this curriculum, students are only given four parameters they can customize and only a few minutes in which to do so. Our study shows that despite this very limited personalization, students still feel a strong sense of ownership, originality, and pride in their creations. We also find that females find videogame creation just as satisfying as males, which contradicts some prior research but may also reflect the nature of games created in this curriculum and the opportunities it offers for self-expression.

We report our experience teaching elective game development courses at two colleges at a public university. Over the past nine years these courses have been taught in a variety of languages on several platforms. As the courses evolved we introduced serious games with game-based-learning as a focus for the projects and ultimately offered a special topics elective in serious game development. In this paper, we discuss the merits of using serious games as a focus in game programming, including the benefits for students without a strong interest in gaming. We also describe the novel restructuring of one college's Computer Science elective sequence in response to recommendations from students, alumni, and an advisory board of computing professionals. By introducing 200-level electives, students are able to sample advanced topics including game development early in their academic sequence. This has led to involving more students in game-based undergraduate research which can result in increased interest and retention in Computer Science. We discuss our curriculum design and lessons learned including challenges and successes, and data from student surveys indicating student motivation and engagement.

The computing and STEM industries face challenges in attracting people to fill expanding needs. The literature shows that computing preconceptions shape interest in and impact decisions of whether or not to enter computing disciplines, especially for women and underrepresented minorities. In this study, our research questions focused on how perceptions of programming in elementary and middle school students varied based on prior programming experience. We examined the programming constructs they found challenging. Our study was in the context of a week-long summer camp dedicated to Scratch-based game development. We conducted semi-structured interviews at the beginning, middle, and end of the weeklong program with 28 students who agreed to participate. During the interviews, we asked students about their perceptions of programming in general and which programming constructs they found easy and/or hard. We found that all students perceived programming as a means of creating artifacts, but that students with prior programming experience went deeper by associating programming with process and function. We also characterize the specific Scratch programming constructs that beginning versus experienced children perceive as easy and/or hard. These findings will help experts and educators better understand how children think about programming and how experience changes these perceptions over time. These findings also have implications on the design of curricula and instructional resources to address difficulties children face while learning to program.

Writing books isn’t my day job. My regular job is as an architect (who, thankfully, still gets to hack code a lot) for a large financial firm, and in that capacity, I also do a lot of mentoring of more junior developers. In that role, every so often, I am asked by developers what they can do to improve their skills. My answer is always immediate: make a game! Game programming is, I’ve found, a unique endeavor, because it forces you to confront so many different problems, and it touches on a great many computer science topics, many in subtle ways that you don’t even realize at first. I’ve found that few other types of projects are as good an educational experience as game programming, and that’s why I think all developers should make games.

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.

We will continue creating interactive games from scratch. They are simplistic video games, as modern computer and gaming consoles have such lifelike graphics, animation, and sounds that even the military is using the technology to train solders for combat scenarios. We, however, are essentially using a device only meant to be a controller of equipment to provide us with a little entertainment as we learn the fundamentals of coding. Our next program is the card game 21, also called blackjack. Card games work well for learning how to code because the games have specific rules and outcomes. We have a player and dealer, each given two cards. The cards’ numerical values range from 2 up to 10, and there are four picture cards, for a total of 13 possibilities. We will code a random number of 2 to 14, which gives us all of the possibilities. The code for this is “random (2, 15)”. This first version of the game is incomplete, but it begins the design process. Other more complete versions of the game are provided later. This first iteration does not use nonduplicate numbers and does not address the point value of picture cards; we will do that later. For now, we review concepts in a slow, methodical process and begin to develop the game. Open the Arduino IDE and load the code shown in Listing 7-1 without statements followed by the double forward slashes (//), as they are comment lines only seen by other programmers and not recognized by the processor as code. Comments are important for you and others to understand the thought process of the programmer. When writing your own code, please use them. Also, do not type in the line numbers as they are shown for illustration purposes only.

Chapter 1 introduces the goal of this book, which is to introduce programming with the Java language, through the mechanism of video game construction. Games are an effective and engaging learning paradigm that heightens student interest. The design and implementation of video games are immersive, innovative, and engaging experiences, which relieve the “tedious” feeling of the program writing process and inject excitement for extending and polishing every design. Video games emphasize inter-object interactions, which fit the Java object-oriented framework. As a starting point, this chapter briefly discusses game programming flow based on the working principles of a computer.

Programming game engines threatens to become an elitist activity with the industry split between the professional studios which are pushing for more direct but also more difficult to program hardware access and hobbyists using ready-made game-engines with little focus on understanding their inner workings. This paper presents an attempt to make game engine programming more accessible via a game programming framework which focuses explicitly on the programmers learning path in a similar manner to how video games are typically designed.

All of the event-driven games support different action-event update-repaint chains that are under the players’ controls to discretely drive the games for dynamically updating and repainting their output scenes. If we can continuously drive the chains, the output scenes can also be continuously changed, which makes an illusion of animation. Java provides a built-in class Thread that can be constructed as a “game loop” that continuously drives an update-repaint chain for realizing the illusion of animation. This chapter goes through a digital clock and an analog clock to discover the “game loop” for introducing the programming on sprite-based animation.

Rule-based declarative formalisms enjoy several advantages when compared with imperative solutions, especially when dealing with AI-based application development: solid theoretical bases, no need for algorithm design or coding, explicit and easily modifiable knowledge bases, executable declarative specifications, fast prototyping, quick error detection, modularity. For these reasons, ways for combining declarative paradigms, such as Answer Set Programming (ASP), with traditional ones have been significantly studied in the recent years; there are however relevant contexts, in which this road is unexplored, such as development of real-time games. In such a setting, the strict requirements on reaction times, the presence of computer-human interactivity and a generally increased impedance between the two development paradigms make the task nontrivial. In this work we illustrate how to embed rule-based reasoning modules into the well-known Unity game development engine. To this end, we present an extension of EmbASP, a framework to ease the integration of declarative formalisms with generic applications. We prove the viability of our approach by developing a proof-of-concept Unity game that makes use of ASP-based AI modules.

Huge Gap has been observed on study of projectile simulation models relating it to speed of camera or frame per seconds. The objective of this paper is to explore and investigate time driven simulation models to mimic projectile trajectory; with an intent to highlight importance of game programming on native platforms. The proposed projectile recurrence relation and extensive mathematical modeling based on Triangular Series is an innovative outcome of project and game based learning used in BSCS-514 Computer Graphics Course at Department of Computer Science (DCS) University of Karachi (UOK). Box2D Replica of Popular 2D Mobile Game Angry Bird has been created on desktop to have an in depth mathematical and programming insight of commercial physics engine and discrete event simulation. Analysis has also been performed to answer certain key questions for progressive projectile trajectory for e.g. (1) With What angle, projectile should be launched? (2) What is the maximum height it will reach? (3) How long it will take for landing? (4) What will be its velocity to reach a desired height? (4) Where it will hit? (5) How it will bounce? The above stated questions are important to answer so that projectile motion within engineering, Gaming and other CAD Applications can be taught and programmed correctly specially on native platforms like OpenGL. Besides reporting Numerical results, a successful projectile based game making has been compiled and reported to validate the significance of project based learning in classrooms and labs.

For imitation learning in games, AI programs commonly learn thinking and evaluating methods from professional players' game records. However, compared to the total number of all possible game states, top players' records are extremely insufficient. The limited amount of high-quality learning materials may become the bottleneck of training artificial intelligence. We proposed to introduce the idea of Generative Adversarial Networks into game programming, and validated its effectiveness in playing Shogi, a Japanese Chess game. The proposed method is experimentally proved to be capable to alleviate the data insufficiency problem and build more competitive AI programs than conventional supervised training methods.

The engaging and goal-oriented nature of serious games has been proven to increase student motivation. Games also allow learning assessment in a non-intrusive fashion. To increase adoption of serious games, their full lifecycle, including design, development, validation, deployment and iterative refinement must be made as simple and transparent as possible. Currently serious games impact analysis and validation is done on a case-by-case basis. In this paper, we describe a generic architecture that integrates a game authoring tool, uAdventure, with a standards-based Game Learning Analytics framework, providing a holistic approach to bring together development, validation, and analytics, that allows a systematic analysis and validation of serious games impact. This architecture allows game developers, teachers and students access to different analyses with minimal setup; and improves game development and evaluation by supporting an evidence-based approach to assess both games and learning. This system is currently being extended and used in two EU H2020 serious games projects.

Machine Learning in games and other areas of computer science that use games to analyze problems are hampered by the lack of a common language to define games. This paper presents the development of a general game language called RGL.

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.

Although we have recently seen an increase of good, free game engine editors, general purpose scenario (level) editors are still lagging behind in terms of functionalities and ease of use. Using them to create game scenarios can be difficult as they often expose general engine capabilities instead of limiting the toolset to fit game-specific requirements. They often require programming skills to use, which introduce additional user skill requirements, and configuring them for a specific game can be equally difficult. In this paper we have developed SpringBoard, an open source scenario editor for games using the SpringRTS engine. Extending it to support game and level requirements is achieved with multi-level meta-programming, while still providing a system that is integrated with the GUI editor and therefore intuitive to use. Our meta-programming system has support for trigger elements (events, functions and actions), custom (composite) data types, scoped data access, higher order functions and actions, and data synchronization mechanics. This novel approach allows us to have the full expressiveness of the underlying programming language, while exposing a user-friendly GUI that consists of terminology familiar to the domain expert.

This paper introduces a program structure that minimizes the client’s business logic by reducing the client’s specifications as a way of minimizing the limitations of online game platforms. The objective of this thesis is to design an online game that is based on a 3-tier client/server structure, and thus using this 3-tier structure to ultimately create an online Sutda game that anyone can enjoy. The progression of newly released games is highly based on the mobile market and the number of online games being launched is decreasing. As the mobile game market grows, more and more multi-platform games are being developed and target platforms within online games are greatly diversifying. Through these situations, this thesis minimizes the client’s business logic through a 3-tier structure of application-middleware-database, and also proposes an online game client/server that allows three or more users to participate simultaneously through the server.

Since the advent of digital games, game of the core platform has been changed from the arcade to the mobile device. I consider that I try to seek the direction of the use of game which works for PC and mobile in comparison to analyze the changes in the game graphics. Effects of three types of game platforms on the game graphics, change depends on the game of the genre and game graphics. By reduction of the screen size, a new interface was appeared. However, as directly applying the PC version of the interface, it has brought about a user's inconvenience. I have found that mobile hardware development have not been affecting the game graphics. The common point of PC and mobile, they both have the limit of the platform which they own. There is a need to take into account the differences of graphically elements to use the player language interface. Key Words : character, Game Platform, Game Interface, Digital Design, Convergence Design * 본 논문은 2015년 공주대학교의 자체학술연구비에 의하여 지원되었음.Received 1 July 2015, Revised 4 August 2015Accepted 20 September 2015Corresponding Author: Dong-Lyeor, Lee (Kongju National University) Email: ezer@kongju.ac.krⒸ The Society of Digital Policy & Management. All rights reserved. This is an open-access article distributed under the terms of the Creative Commons Attribution Non-Commercial License (http://creativecommons.org/licenses/by-nc/3.0), which permits unrestricted non-commercial use, distribution, and reproduction in any medium, provided the original work is ISSN: 1738-1916 properly cited.

Teaching programming and creating games have attracted much attention over the years, mostly the attention of curriculum developers and teachers. This study designed and developed a video game-based intervention, then investigated the effects of this intervention on middle school students’ learning of probability concepts. In the study, the students learned and used Scratch as a game programming tool. Initially, they received hands-on learning activities on how to use Scratch, and then developed video games based on scenarios authored by the researchers. The study collected quantitative as well as qualitative data using two different measurement tools: probability achievement test and student project assessment rubric, respectively. The data revealed that students were able to learn and use Scratch and develop probability-related and probability-based algorithms that generate random results successfully. The effect of Scratch intervention on students’ learning of probability was statistically significant. Findings were discussed in relation to similar studies reported in the literature. Finally, the study raised a set of further research questions in the Conclusion section.

This study makes a proposal about Flash mobile game applications using Adobe AIR. In developing a mobile game, the developer programs in Flash ActionScript, and distributes and publishes the program using Adobe AIR so that the game can be played on an Android mobile device. In order to run the game, the player downloads and installs Android Adobe AIR onto the mobile device and sets up the published app. This study designed and implemented a mobile game application and showed that a mobile game is executed on a smart phone. This outcome may be applicable to various genres of apps. Moreover, this study analyzed the trends of mobile games, focusing on their genres and characteristics, and according to the results, most of them were mobile games using Kakao Talk. The analysis results also showed that the popularity ranking of games varied little among sites.

Development of a game in the form of software for game-based learning poses significant technical challenges for educators, researchers, game designers, and software engineers. The game development consists of a set of complex processes requiring multi-faceted knowledge in multiple disciplines such as digital graphic design, education, gaming, instructional design, modeling and simulation, psychology, software engineering, visual arts, and the learning subject area. Planning and managing such a complex multidisciplinary development project require a unifying methodology and should not be performed in an ad hoc manner. This paper presents such a methodology named GAMED (diGital educAtional gaMe dEvelopment methoDology). GAMED consists of a body of methods, rules, and postulates and is embedded within a digital educational game life cycle. The life cycle describes a framework for organization of the phases, processes, work products, quality assurance activities, and project management activities required to develop, use, maintain, and evolve a digital educational game from birth to retirement. GAMED provides a modular structured approach for overcoming the development complexity and guides the developers throughout the entire life cycle.

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.

“Game Programming” has been used in the past for practicing “Worked Example” principles. In this novel attempt, it is used for teaching “Complex System Development” with the goals of covering software engineering principles and satisfying partially the ABET accreditation requirement, i.e., for students to acquire the ability to apply design and development principles in the construction of software systems of varying complexity. In this paper, the course design and the assessment are presented. The assessment results and the experiences learned are discussed.

Context-aware technology provides a potential to interact between real physical world and virtual information space more directly and naturally, which can improve efficiency and user experience. This paper introduces an exploration of integrating context-aware technology into traditional game, aiming at offering players innovative playing experience. One kind of context-aware technology, namely RFID, and one genre of traditional game, namely tabletop game, were selected to combine together to develop a new genre of game, called Augmented Tabletop Game. The procedure of user-centered design (UCD) was applied during the development. Firstly, player requirements were surveyed and analyzed. And then we determined which functions of RFID could be augmented into the traditional tabletop game, making the game different and more enjoyable. After that, specific game rules and a low fidelity prototype were designed for a usability evaluation, in which six experienced players were invited to do the heuristic evaluation. Finally, a high fidelity prototype was implemented, including game board, control panel, game pieces, graphical/audio output device and data process center, based on the improvements of low fidelity prototype.

The purpose of this study is to express elements in virtual world with logical constraints using objects in real world with physical constraints. As an example to achieve this purpose, this paper presents an English vocabulary game utilizing game engine Unity and programming language C# along with ARTool Kit, a software library for building Augmented Reality (AR) applications.This game, designed for the purpose of education by aiming at helping students memorize English vocabulary, can be classified as a serious game. Watching the question provided by the game program on the screen, which designates alphabets player can use to assemble into a word, the player arranges the cardboard boxes with alphabets on it in the real world. Through the camera, the AR program detects the arrangement and position of the markers which are the alphabets on the boxes. Then, the game program judges whether the arrangement is the correct English word. This game expresses the game objects in the game program using cardboard boxes in the real world.

This paper addresses the difficulties of teaching introductory programming to students in the field of information technologies and computer science. It reviews several existing approaches to make learning programming more attractive: using games or programmatically controlled hardware devices. The author believes that programming moving virtual actors motivates most of the students to learn programming. Moreover, seeing moving visual objects on the computer screen makes it easier for the students to perceive the mistakes in their code and correct them. However, writing such programs without any additional tools is not a task for a novice programmer. That is why this paper proposes an approach for teaching programming for IT professionals using a new game library, specially developed for training, which controls virtual models moving in a virtual environment. The system uses appealing 3D graphics to attract attention. Several sample programs, illustrating main features of this approach, are presented. Screenshots of the sample programs and results of teaching a pilot group of students are given at the end of the paper. Initial results show that the students enjoyed the course, most of them liked the game library approach better than the traditional one and do recommend using it in the future. More than half of the trainees improved their results.

Games have been an important tool for motivating undergraduate students majoring in computer science and engineering. However, it is difficult to build an entire game for education from scratch, because the task requires high-level programming skills and expertise to understand the graphics and physics. Recently, there have been many different game artificial intelligence (AI) competitions, ranging from board games to the state-of-the-art video games (car racing, mobile games, first-person shooting games, real-time strategy games, and so on). The competitions have been designed such that participants develop their own AI module on top of public/commercial games. Because the materials are open to the public, it is quite useful to adopt them for an undergraduate course project. In this paper, we report our experiences using the Angry Birds AI Competition for such a project-based course. In the course, teams of students consider computer vision, strategic decision-making, resource management, and bug-free coding for their outcome. To promote understanding of game contents generation and extensive testing on the generalization abilities of the student's AI program, we developed software to help them create user-created levels. Students actively participated in the project and the final outcome was comparable with that of successful entries in the 2013 International Angry Birds AI Competition. Furthermore, it leads to the development of a new parallelized Angry Birds AI Competition platform with undergraduate students aiming to use advanced optimization algorithms for their controllers.

This article reports the results of a study of the relationship of computer game programming to computational learning (CL). The results contribute to the growing body of knowledge about how to define and measure CL among children by proposing a new concept, Game Computational Sophistication (GCS). We analyzed 231 games programmed by 325 11 and 12 year olds with a range of prior computer experience who attended a voluntary technology class during or after school. Findings suggest that students’ games exhibited a range of GCS: programs composed of sequences of simple programming constructs; programs composed of programming constructs, some of which are used to implement higher-order patterns; and programs composed of game mechanics built from combinations of patterns “glued” together with simple programming constructs. We use case studies of students’ games to illustrate how variation in the use and integration of programming constructs, patterns, and game mechanics can be used to demonstrate evidence of CL. The study contributes to an understanding of what CL looks like in middle school, how to assess it, and how game-programming activities might promote CL.

A general game playing system, Axiom, was developed to overcome the limitations inherent in an existing commercial general purpose game playing system which incorporates a generic AI. Axiom extends the range of possible games via an extensible language, thereby allowing for a high degree of game-specific customization within the AI as well as in defining complex game behaviors. This paper provides an overview of the Axiom system and discusses some important aspects of the customizable AI. It also answers the question “Can a powerful game definition language be developed to enhance a popular general game platform?”

Collaborative teams at the University of Washington Bothell are designing games like Corrupted that introduce students to basic programming structures and functionalities.

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.

In this paper, we design and implement a mobile game based on windows phone platform. Visual Studio and the Windows Mobile software development kit(SDK) and developer tool kits (DTK) make it possible to create software for the Windows Mobile platform in Visual C#. Also The XNA Framework is the set of .NET libraries that developers will code against to build games. XNA Framework support PC and XBOX and a ZUNE HD multiplex platform environment and 2D and 3D games provides the necessary functions to a development. XNA Framework is to make it easier to develop games because the codes which are succeeded creates with automatic, implements a game development relation resource and the game logic. The key idea of our game is that we use shooting and ranking system to raise fun.