1,061 results on '"Game programming"'
Search Results
2. Creative Use of OpenAI in Education: Case Studies from Game Development.
- Author
-
French, Fiona, Levi, David, Maczo, Csaba, Simonaityte, Aiste, Triantafyllidis, Stefanos, and Varda, Gergo
- Subjects
ARTIFICIAL intelligence ,STUDENT interests ,CRITICAL thinking ,CHATGPT ,SCHOOL year ,CONCEPT mapping - Abstract
Educators and students have shown significant interest in the potential for generative artificial intelligence (AI) technologies to support student learning outcomes, for example, by offering personalized experiences, 24 h conversational assistance, text editing and help with problem-solving. We review contemporary perspectives on the value of AI as a tool in an educational context and describe our recent research with undergraduate students, discussing why and how we integrated OpenAI tools ChatGPT and Dall-E into the curriculum during the 2022–2023 academic year. A small cohort of games programming students in the School of Computing and Digital Media at London Metropolitan University was given a research and development assignment that explicitly required them to engage with OpenAI. They were tasked with evaluating OpenAI tools in the context of game development, demonstrating a working solution and reporting on their findings. We present five case studies that showcase some of the outputs from the students and we discuss their work. This mode of assessment was both productive and popular, mapping to students' interests and helping to refine their skills in programming, problem-solving, critical reflection and exploratory design. [ABSTRACT FROM AUTHOR]
- Published
- 2023
- Full Text
- View/download PDF
3. Techy Tennis-- A Game beyond Reality.
- Author
-
Zaveri, Ayesha Anees, Shehmir, Sarama, Faisal, Nabiha, Nazar, Mobeen, Imtiaz, Saba, and Parveen, Misbah
- Subjects
AUGMENTED reality ,TENNIS ,VIDEO games ,GAMES ,VIDEO surveillance - Abstract
The concept is to create a game based on augmented reality and use object tracking as the primary function for recognizing objects using a camera. The key goal is to design an atmosphere that not only satisfies a person's desire to play video games but also lowers their stress levels in a manner that is both cost-effective and makes less use of flashy devices and cutting-edge technology. The environment produced in this way will use a camera that can identify objects and carry out a series of activities that have been preset according to their function, [ABSTRACT FROM AUTHOR]
- Published
- 2023
- Full Text
- View/download PDF
4. Development of Interactive Digital Learning Multimedia Applications as Independent Learning Module in 2-Dimensional Game Programming Courses
- Author
-
Yeni Nurhasanah, Yuyun Khairunisa, and Deni Kuswoyo
- Subjects
Development Research ,Game Programming ,Independent ,Learning Module ,Education (General) ,L7-991 ,Theory and practice of education ,LB5-3640 - Abstract
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.
- Published
- 2022
- Full Text
- View/download PDF
5. Creating complex mazes quickly: Solution path first.
- Author
-
Turan, Metin and Pekyürek, Emircan
- Subjects
- *
MAZE tests , *MAZE puzzles , *CORPORATE meetings - Abstract
A maze is a structure of passageways interconnected in a complex way, so that it presents at least one path to reach the designated end starting from a predefined location. A new approach is proposed in this algorithm. First of all a solution path is carved on the opposite edges of the board in order to meet maze definition. Later, walls are built up on the even lines (or odd lines) and some parts of these lines randomly break off. Finally passages are constructed randomly between broken even lines. This technique opens new era to produce different versions of it for maze construction. The algorithm is applied to a 100 × 100 board and evaluation compared with the well-known maze algorithms. Its prominent features are being more speedy (3.5 second) to construct and more complicated (10.32% dead ends) to solve. [ABSTRACT FROM AUTHOR]
- Published
- 2022
- Full Text
- View/download PDF
6. A framework for tailorable games: toward inclusive end-user development of inclusive games.
- Author
-
Garcia, Franco Eusébio and de Almeida Neris, Vânia Paula
- Subjects
PEOPLE with drug addiction ,SOFTWARE architecture ,HUMAN-computer interaction ,JIGSAW puzzles ,GAMES - Abstract
One strategy toward universalizing play is enabling more people to develop their own games. In this paper, our efforts toward a framework for inclusive creation of inclusive games are discussed. The hypothesis is that if end-users used creation tools suitable to their interaction needs and followed a collaborative work model to iteratively improve accessibility features to be inserted into a software architecture able to modify human-computer interaction at use-time, then they would be able to create games satisfying heterogeneous interaction needs of possible players. To verify the hypothesis, the architecture, the collaborative work model, and a game creation platform (Lepi) were designed to support game creation and play activities. Abilities were focused to provide opportunities for contributions based on skills, interests, and knowledge of people. The framework was evaluated over ten meetings spanning four months by people with alcohol and drug addiction from a public healthcare service. With the framework, participants were able to create their own games despite their different interaction needs (including low literacy, no previous contact with computers, emotional disabilities). By following the collaborative work model, they enabled people with different interaction needs than their own to play their games. Hence, with the framework, opportunities were provided to enable people with different interaction needs to contribute, create, and play. Game creation became a jigsaw puzzle, on which each piece (contribution) allowed people to create and play according to their abilities and skills. [ABSTRACT FROM AUTHOR]
- Published
- 2022
- Full Text
- View/download PDF
7. PENDAMPINGAN PROGRAM EKSTRAKULIKULER PEMBELAJARAN CODING DI SD ANAK PANAH KENJERAN.
- Author
-
Santoso, Rudi and Churniawan, Agus Dwi
- Abstract
Basic programming training and assistance for Elementary School at SD Kr. Anak Panah are an urgent need. This is caused by the demands of students to develop their potential. Elementary students Kr. Anak Panah requires an increase in skills in terms of making or coding basic games. This training aims to improve the basic abilities of elementary school (SD) in terms of information technology. Training for students to meet the need for basic and high-level coding mastery for elementary school age children. The training was conducted online for 5 (five) months involving 200 Elementary School (SD) students. The final result of the training showed an increase in students' competence in terms of game programming coding. Basic level. Meanwhile, the average ability of the trainees increased from level 4th (four) to level 8th (eight) from a scale of 1 -- 10. [ABSTRACT FROM AUTHOR]
- Published
- 2022
- Full Text
- View/download PDF
8. Tight Integration of Rule-Based Tools in Game Development
- Author
-
Angilica, Denise, Ianni, Giovambattista, Pacenza, Francesco, Goos, Gerhard, Founding Editor, Hartmanis, Juris, Founding Editor, Bertino, Elisa, Editorial Board Member, Gao, Wen, Editorial Board Member, Steffen, Bernhard, Editorial Board Member, Woeginger, Gerhard, Editorial Board Member, Yung, Moti, Editorial Board Member, Alviano, Mario, editor, Greco, Gianluigi, editor, and Scarcello, Francesco, editor
- Published
- 2019
- Full Text
- View/download PDF
9. An Action Research Study on the Development of Object-Oriented Programming Course.
- Author
-
Yildirim, Osman Gazi and Ozdener, Nesrin
- Subjects
ACTION research ,COMPUTER programming ,SEMI-structured interviews ,VOCATIONAL education - Abstract
Computer games are effective instructional tools used in programming courses to increase students' motivation and engagement. This participatory action research aims to redesign the Object-Oriented Programming course in which the first author is both the instructor and researcher to make it more effective and efficient. In the first step of the action research, data were collected for the definition and solution of the problem through questionnaires and semistructured interviews. After this step, an action plan was created, and the Object-Oriented Programming course was redesigned as part of the action plan. In line with the objectives of the action plan, The Karting Microgame Template, a game prototype prepared by Unity 3D, was integrated into the course, and students were expected to add various game components (bonus collection system, a scoring system, collision mechanisms, etc.) to this game prototype using C# programming language. After the action plan creation phase, an action plan was implemented. The implementation phase was conducted in the 2019-2020 spring semester with 29 post-secondary students enrolling in Computer Technology Department at a vocational college in Turkey. After the implementation phase, data were collected through the Object-Oriented Programming achievement test, student and researcher diaries, and focus group interviews on measuring this implementation's effectiveness. This paper describes the difficulties encountered during the study, the students' views on this implementation, and the researchers' experiences in this process. [ABSTRACT FROM AUTHOR]
- Published
- 2021
- Full Text
- View/download PDF
10. Integrating Rule-Based AI Tools into Mainstream Game Development
- Author
-
Calimeri, Francesco, Germano, Stefano, Ianni, Giovambattista, Pacenza, Francesco, Perri, Simona, Zangari, Jessica, Hutchison, David, Series Editor, Kanade, Takeo, Series Editor, Kittler, Josef, Series Editor, Kleinberg, Jon M., Series Editor, Mattern, Friedemann, Series Editor, Mitchell, John C., Series Editor, Naor, Moni, Series Editor, Pandu Rangan, C., Series Editor, Steffen, Bernhard, Series Editor, Terzopoulos, Demetri, Series Editor, Tygar, Doug, Series Editor, Weikum, Gerhard, Series Editor, Benzmüller, Christoph, editor, Ricca, Francesco, editor, Parent, Xavier, editor, and Roman, Dumitru, editor
- Published
- 2018
- Full Text
- View/download PDF
11. Game Design Principles in a Game Programming Framework
- Author
-
Konrad, Robert, Tregel, Thomas, Göbel, Stefan, Hutchison, David, Series Editor, Kanade, Takeo, Series Editor, Kittler, Josef, Series Editor, Kleinberg, Jon M., Series Editor, Mattern, Friedemann, Series Editor, Mitchell, John C., Series Editor, Naor, Moni, Series Editor, Pandu Rangan, C., Series Editor, Steffen, Bernhard, Series Editor, Terzopoulos, Demetri, Series Editor, Tygar, Doug, Series Editor, Weikum, Gerhard, Series Editor, Göbel, Stefan, editor, Garcia-Agundez, Augusto, editor, Tregel, Thomas, editor, Ma, Minhua, editor, Baalsrud Hauge, Jannicke, editor, Oliveira, Manuel, editor, Marsh, Tim, editor, and Caserman, Polona, editor
- Published
- 2018
- Full Text
- View/download PDF
12. Computer Science Outreach Workshop and Interest Development: A Longitudinal Study
- Author
-
Antti Jussi LAKANEN and Ville ISOMÖTTÖNEN
- Subjects
interest development ,outreach ,novice programming ,game programming ,Special aspects of education ,LC8-6691 - Abstract
This longitudinal study investigates the impact of an extra-curricular programming workshop in student interest development in computer science. The workshop was targeted at 12-18-year old youngsters. A survey was sent to all previous participants with a known home address; 31.5% responded the survey (n = 197). This data was then combined with pre-workshop survey data, and analyzed with mixed methods. Positive development of interest was discovered for 57% of the respondents, of which nearly all attributed their interest increase to the workshop at least partly (92%). Qualitative inspection revealed that the workshop provided three anchors that facilitated students' reengagement with programming and development of interest: disciplinary content, a concrete artifact built by students themselves, and tools. Neutral development and interest regress were also discovered, though the impact of the workshop on these interest trajectories remains unclear.
- Published
- 2018
- Full Text
- View/download PDF
13. PyDiophantus maze game: Play it to learn mathematics or implement it to learn game programming in Python.
- Author
-
Koupritzioti, Dimitra and Xinogalos, Stelios
- Subjects
EDUCATIONAL games ,COMPUTER game programming ,PYTHON programming language ,MATHEMATICS education ,STEM education - Abstract
Serious games or educational games have attracted the interest of instructors and researchers for several years. In the field of education, serious games are being used for motivating students, attracting their interest in cognitively demanding fields and making the teaching and learning process more fun. Moreover, learning through implementing games has been proposed as an effective alternative to the traditional instructor-centered approach to teaching programming. Towards this direction the study presented in this article aims to investigate whether it is feasible to learn programming concepts, as well as game programming concepts, through implementing a game in Python. More specifically, the study presented has the following goals: firstly, to review and comparatively analyze existing game engines and libraries that can be used by novice programmers for implementing simple games in Python; secondly, to investigate whether it is feasible to implement a simple but yet meaningful game that can be used as a prototype for learning programming concepts and game programming concepts in Python. In order to reach the second goal a serious game was implemented as a case study, using the free and open source Python library of pygame that based on the aforementioned comparative analysis is appropriate for novices. The PyDiophantus Maze game that was implemented can be used for teaching and learning game programming in Python, but also for learning mathematics. The article concludes with proposals for utilizing the game in mathematics and (game) programming education, as well as plans for further research. [ABSTRACT FROM AUTHOR]
- Published
- 2020
- Full Text
- View/download PDF
14. Development of Interactive Digital Learning Multimedia Applications as Independent Learning Module in 2-Dimensional Game Programming Courses
- Author
-
null Yeni Nurhasanah, Yuyun Khairunisa, and Deni Kuswoyo
- Subjects
Game Programming ,Learning multimedia Application ,Learning Module ,General Medicine ,Development Research ,Independent - Abstract
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.
- Published
- 2022
- Full Text
- View/download PDF
15. Positive Experiences with an Online Introductory Course in Computer Game Development.
- Author
-
Roden, Timothy E.
- Subjects
- *
VIDEO games , *COMPUTER science education , *UNDERGRADUATE programs , *CURRICULUM , *EDUCATIONAL planning , *ONLINE education , *EDUCATION , *CONFERENCES & conventions - Abstract
A one-semester introductory undergraduate course in computer game development is described. The course has been taught for one year in online format. Before that the course was taught using a traditional face-to-face format for five years. The course has been part of a very successful curriculum in computer game development introduced at two universities. In an effort to reach more students it was decided the traditional face-to-face computer game development program should be converted into online courses. There were significant challenges in converting the introductory course material into online format. Despite fears the online course would not be as compelling as the original course, enrollment has grown. Part of the success of the course in the new format has been due to taking advantage of a variety of modes of teaching not available in the traditional setting. [ABSTRACT FROM AUTHOR]
- Published
- 2017
- Full Text
- View/download PDF
16. Learning Programming Concepts Through Maze Game in Scratch.
- Author
-
Ternik, Žan, Koron, Anja, Koron, Tine, and Šerbec, Irena Nančovska
- Subjects
COMPUTER programming education ,COMPUTER game programming ,COMPUTER scientists ,ADULT education workshops ,SCHOOL children - Abstract
Computational thinking, according to Wing, is a fundamental skill for everyone, not just for computer scientists. In the last decade, computer scientists and teachers stress that it is important to engage students in developing computational thinking at early age. It is strongly anchored in problem-solving paradigm of learning and could be supported by different activities, e.g., workshop on making maze games in Scratch. In the paper we analyse the projects developed by primary school students during the constructionist workshop. We were interested in how the students understand computational concepts, as a dimension of computational thinking, reflected in their projects. We analyse the computational thinking concepts in the projects in accordance with Brennan and Resnick suggestions and in the context of neo-Piagetian theory of cognitive development according to Lister and Teague. Projects reflect the understanding and use of following concepts: sequences, loops, parallelism, events, conditionals, operators and data. All of the students, no matter what the background knowledge they had, were at the end of the workshop able to understand and use sequences, loops, events and conditionals. Students who had background knowledge in Scratch were also able to include in their project parallelism and variables (data). We quantitatively assessed projects with the tool Dr. Scratch and checked the presence of the previously mentioned concepts. The results of our research will not be helpful only for understanding the development of student's computational thinking but they can also help scholars who use Scratch in process of learning in optional elective course Computer Science in the second three-year cycle of Slovenian primary schools. It was confirmed that the problem-based learning is suitable for students with different background knowledge. At the same time the topic of maze-game in Scratch holds the students' engagement and attention. [ABSTRACT FROM AUTHOR]
- Published
- 2017
17. Teaching Mixed Reality Using Video Tutorials.
- Author
-
Majgaard, Gunver
- Subjects
COMPUTER game programming ,MIXED reality ,VIDEO game development ,VIDEO games in education - Abstract
What are the learning potentials of using online video tutorials as educational tools in game programming of Mixed Reality (MR)? The paper reports on the first experiences of teaching third-semester engineering students design of MR using online step-by-step programming video tutorials. MR covers in this case both Augmented and Virtual Reality. Until recently, most of the instructional support for the software and game development came from paper tutorials. YouTube's rapid growth in popularity and easy to use programs for video production makes video tutorials a promising alternative to paper tutorials. It is often hard to find up-to-date thoroughly-worked-through textbooks on new and emerging topics such as MR. This motivated me to use existing video tutorials as teaching materials in the course titled Mixed Reality. The learning approach was inspired by the concepts of communities of practice and constructionist learning ideas. The imitating and copying of step-by-step programming video tutorials was a part of becoming a member of virtual community around game programming. In addition, the coding and problem-solving experiences were discussed in the classroom. The constructionist part was where the students made revisions and experiments by adding, combining and testing new coding elements to what they have already done in the tutorials. The students developed applications using the game engine Unity and tested the applications using android smartphones. Extending the applications based on the tutorials facilitated deeper learning for the students. For example, when they applied or recycled code components in new program contexts they developed a better and deeper understanding of the code. Surprisingly, comprehensive, polished and worked-through tutorials promoted minor changes in the developed applications. Whereas, less polished and less professional tutorials made the students become more creative and diverse in development of extended applications. The use of video tutorials in teaching of emerging technologies such as programming of MR prototypes is increasing. It is important to reflect on the learning potentials of both MR and video tutorials and to develop new appropriate teaching strategies to fit new types of learning materials. [ABSTRACT FROM AUTHOR]
- Published
- 2017
18. Computer Science Outreach Workshop and Interest Development: A Longitudinal Study.
- Author
-
LAKANEN, Antti Jussi and ISOMÖTTÖNEN, Ville
- Subjects
COMPUTER science ,ADULT education workshops ,COMPUTER game programming ,OUTREACH programs ,STUDENT activities ,INTEREST (Psychology) ,STUDENT engagement - Abstract
This longitudinal study investigates the impact of an extra-curricular programming workshop in student interest development in computer science. The workshop was targeted at 12-18-year old youngsters. A survey was sent to all previous participants with a known home address, 31.5% responded the survey (n = 197). This data was then combined with pre-workshop survey data, and analyzed with mixed methods. Positive development of interest was discovered for 57% of the respondents, of which nearly all attributed their interest increase to the workshop at least partly (92%). Qualitative inspection revealed that the workshop provided three anchors that facilitated students' reengagement with programming and development of interest: disciplinary content, a concrete artifact built by students themselves, and tools. Neutral development and interest regress were also discovered, though the impact of the workshop on these interest trajectories remains unclear. [ABSTRACT FROM AUTHOR]
- Published
- 2018
- Full Text
- View/download PDF
19. Enhancing Software Engineering Education with Game Design and Development.
- Author
-
MCCALLUM, SIMON, MISHRA, DEEPTI, and NOWOSTAWSKI, MARIUSZ
- Subjects
SOFTWARE engineering education ,JOB vacancies ,CURRICULUM ,COMPUTER game programming ,SELF-determination theory - Abstract
The benefits of integrating game development in software engineering education are multifold. It keeps the students interested, engaged and motivated during the courses and can potentially open a range of employment opportunities for students who would like to pursue a career in the game industry. The present study reports the design and delivery of four game related courses in Bachelor in Programming. A "red thread" of game courses are used to motivate the software engineering material, while a software engineering approach was used for regular addition of new courses and updating existing courses. As the authors were involved in teaching across all levels, they were able to retain an overview of the curriculum as a whole while implementing these improvements. Integration of new courses and new content requires testing and constant evaluation. The motivation for the assignments and the assessment of the courses are discussed in relation to development and Self-Determination Theory. The courses are reviewed for their contribution against both the SWEBOK knowledge areas and the IGDA curriculum framework. Further, lessons learnt about using games to teach software engineering to improve education are included. [ABSTRACT FROM AUTHOR]
- Published
- 2018
20. Action Games: Evolutive Experiences
- Author
-
Fernández, Antonio J., González, Javier Jiménez, Kacprzyk, Janusz, editor, and Reusch, Bernd, editor
- Published
- 2005
- Full Text
- View/download PDF
21. A GAME BASED APPROACH TO TEACHING COMPUTER PROGRAMMING TO GENERATION Z STUDENTS.
- Author
-
Ivanova, Slavina
- Subjects
- *
COMPUTER programming , *TECHNOLOGICAL innovations , *INFORMATION & communication technologies , *INFORMATION technology , *GAME theory - Abstract
During the past several years the demand for computer science graduates is at its peak. Still, the computer science majors have the highest dropout rates and a skills gap is observed when it comes to recruiting qualified employees into businesses' workforce. The paper investigates whether the reasons lay in the lack of keeping the curriculum current or the discrepancy between the traditional learning methods and the learning preferences of the students of the current generation Z. A game based approach involving mobile game development is introduced as a possible solution. [ABSTRACT FROM AUTHOR]
- Published
- 2016
22. Robot Programming Educational Studies in Turkey: A Content Analysis
- Author
-
Ebru Yılmaz İnce
- Subjects
Programming education ,Robot programming ,Game programming ,business.industry ,Computer science ,Geology ,Ocean Engineering ,Robotics ,Software ,Critical thinking ,Content analysis ,ComputingMilieux_COMPUTERSANDEDUCATION ,Mathematics education ,Artificial intelligence ,business ,Water Science and Technology ,Coding (social sciences) - Abstract
The digital age requires basic computer use qualifications as well as coding skills for individuals to produce technology instead of using them. The programming education, which was previously at the undergraduate level, started to be given to students at high school and secondary school levels because of their contribution to problem solving, critical thinking and mathematical thinking skills of the learner. Due to the fact that programming education contributes to academic development, the result of the addition of education to education has been the low level of student success in programming education and the complexity of coding. In order to overcome the understanding of conceptual abstract sequences from coding difficulties, the teaching of the software of the concrete systems is emphasized, and the contribution of new fields of study such as game programming and robotics programming to education is discussed. This research is to describe the work done in Turkey on robotics programming; studies have been conducted to provide general information. For this purpose, academic research on robotics programming in Turkey was examined using content analysis.
- Published
- 2020
23. Exploring the Development of Primary School Students’ Computational Thinking and 21st Century Skills Through Scaffolding: Voices from the Stakeholders
- Author
-
Volkan Kukul and Recep Çakir
- Subjects
Self-efficacy ,Future studies ,21st century skills ,Game programming ,Computational thinking ,05 social sciences ,050301 education ,050801 communication & media studies ,Popularity ,0508 media and communications ,Information and Communications Technology ,Mathematics education ,0503 education ,Implementation - Abstract
Computational thinking (CT) has become a skill that is taught starting from an early age with its increasing popularity. In addition, the opinion that CT is related to other 21st century skills finds its place in the literature. The main purpose of this study is to identify the contributions of scaffolding-based game programming activities to students' CT and 21st-century skills. In line with this purpose, the study was designed as a qualitative case study. The participants of the study consisted of 16 primary school students, 10 pre-service ICT Teachers, and 2 primary school teachers. The research results reveal that game programming has a positive effect on students' CT skills, 21st century skills and some psychometric variables like self-confidence and motivation. In future studies and implementations, educators may support their instructions of programming through different scaffolding strategies. In addition, it should be taken into consideration that students can become innovative designers with content that they find interesting.
- Published
- 2020
24. An action research study on the development of object-oriented programming course
- Author
-
Yıldırım, Osman Gazi, Dönmez, Nesrin Özdener, Marmara Üniversitesi, Eğitim Bilimleri Enstitüsü, Bilgisayar ve Öğretim Teknolojileri Eğitimi Anabilim Dalı, and Bilgisayar ve Öğretim Teknolojileri Öğretmenliği Bilim Dalı
- Subjects
Game Programming ,Oyun Programlama ,Programlama Dersine Yönelik Motivasyon ,Programming Anxiety ,Nesne Yönelimli Programlama ,Game Development Based Learning ,Oyun Geliştirmeye Dayalı Programlama Öğretimi ,Programlama Öz Yeterliliği ,Programlama Kaygısı. Object-Oriented Programming ,Motivation for Programming ,Programming Self-Efficacy - Abstract
Oyun geliştirmeye dayalı öğrenme stratejisi, öğrencilerin oyunlara karşı olan ilgilerini sıfırdan bir oyun geliştirmeye veya mevcut bir oyuna eklentiler yapmaya yönlendirerek programlamayı öğrenmelerini sağlamayı amaçlamaktadır. Bu stratejide öğrenciler yazılım mühendisliği yöntem ve tekniklerini oyun geliştirme projeleri vasıtasıyla deneyimlemektedir. Bu tez çalışmasında araştırmacının kendisinin vermekte olduğu Nesne Yönelimli Programlama dersinde yaşanan sorunları en aza indirebilmek ve dersin verimliliğini artırabilmek için oyun geliştirmeye dayalı programlama öğretiminin mevcut derse bütünleşmiş edildiği bir eylem araştırması yürütülmüştür. Bu bağlamda araştırmanın amacı; mevcut Nesne Yönelimli Programlama dersinin sorunlarının tespit edilmesi; mezun öğrencilerin, uzmanların ve alanyazındaki çalışmaların önerileri ışığında mevcut dersin oyun geliştirmeye dayalı öğretim stratejisini temel alarak yeniden tasarlanması; geliştirilen dersin uygulanması ve bu süreçte yaşanan deneyimlerin raporlanması olarak belirlenmiştir. Belirlenen amaç ve hedefler doğrultusunda bu tez çalışması, iki araştırma döngüsünü kapsayacak şekilde tasarlanmış ve uygulanmıştır. Birinci döngü analiz, tasarım, uygulama ve değerlendirme basamaklarını içerirken ikinci döngü tasarım, uygulama ve değerlendirme basamaklarını içermiştir. Birinci döngünün analiz aşamasında daha önce nesne yönelimli programlama dersini almış ve okullarından mezun olmuş 59 katılımcı ile nesne yönelimli programlama dersini vermekte olan altı öğretim elemanından veriler toplanarak mevcut dersin sorunlarının detaylı bir şekilde tespit edilmesi sağlanmıştır. İlave olarak analiz aşamasında öğrencilerin derste geliştirmek istedikleri yazılım projesi ve oyun türleri nedenleriyle incelenmiştir. Tasarım aşamasında; analiz aşamasından elde edilen verilerin çözümlenmesinden ve alanyazından yararlanılarak mevcut nesne yönelimli programlama dersi Morrison, Ross ve Kemp öğretim tasarım modeli ışığında oyun geliştirmeye dayalı öğretim stratejisini temel alacak şekilde yeniden tasarlanmıştır. Birinci döngünün uygulama aşaması sekiz hafta sürecek şekilde Türkiye'deki bir meslek yüksekokulunun bilgisayar teknolojisi programında öğrenim görmekte olan 29 önlisans öğrencisi ile yürütülmüştür. Birinci döngünün uygulama aşamasından sonra uygulanan eylem planının etkinliği değerlendirilmiş ve birinci döngüde karşılaşılan sorunların giderilmesi amacıyla ikinci döngünün tasarım aşamasında bazı revizyonlar gerçekleştirilmiştir. Revize edilen nesne yönelimli programlama dersi acil uzaktan öğretim yöntemi kullanılarak 15 hafta sürecek şekilde Türkiye'deki bir meslek yüksekokulunun bilgisayar teknolojisi programında öğrenim görmekte olan 30 önlisans öğrencisi ile yürütülmüştür. Bu aşamadan sonra uygulanan eylem planının değerlendirilmesine yönelik yansıtma yapılmıştır. Araştırmada hem nitel hem de nicel araştırma tekniklerine uygun olarak toplam 14 adet veri toplama aracı kullanılmıştır. Araştırmanın birinci döngü bulgularına göre oyun geliştirmeye dayalı stratejisi temel alınarak sunulan öğretimin katılımcıların nesne yönelimli programlama bilgi ve becerilerini anlamlı şekilde geliştirdiği tespit edilmiştir. Bunun yanında katılımcıların en çok çokbiçimlilik, kurucu metot ve kapsülleme konularında zorlandıkları da ortaya çıkmıştır. İkinci döngüde gerçekleştirilen revizyonlarla birlikte bu konularda gelişim sağlanmıştır. Araştırmanın diğer sonuçlarına göre oyun geliştirmeye dayalı programlama öğretiminin her iki döngüde de katılımcıların çoğunun programlama dersine yönelik motivasyonlarını ve programlama öz yeterlilik algılarını olumlu etkilediği görülmüştür. Ancak programlama kaygısı bağlamında değerlendirildiğinde, katılımcıların programlama kaygılarının çalışmanın başlarında arttığı ancak süreç içinde azaldığı; yine de programlama kaygılarının devam ettiği sonucuna varılmıştır. Bu çalışma kapsamında gerçekleştirilen öğretim tasarımın ve uygulama sonucunda elde edilen deneyimlerin, geliştirilen \"Programlama Kaygı Ölçeğinin\" alanyazına katkı sunması açısından önemli görülmektedir. Oyun geliştirmeye dayalı öğretim stratejisinin nesne yönelimli programlama dersine entegrasyonu açısından değerlendirildiğinde, mevcut çalışmanın öğrencilerin nesne yönelimli programlama dersinde karşılaştıkları sorunları en aza indirmeye çalışması; öğrencilerin programlamaya yönelik ilgi ve motivasyonlarını artırarak programlama öz yeterlilik algılarında olumlu değişimler yaratmayı amaçlaması bakımından güncel, işlevsel ve özgündür. The game development-based learning strategy seeks to assist students in learning programming by directing their interest in games towards creating games from scratch or adding features to existing games. Students gain exposure to software engineering principles and techniques through game development projects in this strategy. This participatory action research aims to redesign the Object-Oriented Programming course in which the first author is both the instructor and researcher by integrating game development-based programming instruction to make it more effective and efficient. In line with the determined goals and objectives, this dissertation was designed and implemented to cover two research cycles. While the first cycle included the analysis, design, implementation, and evaluation stages, the second cycle comprised the design, implementation, and evaluation steps. In the analysis phase of the first cycle, data were collected from 59 participants who had previously taken the object-oriented programming course and graduated from their schools, and six instructors teaching the object-oriented programming course, and the problems of the current course were determined in detail. In addition, the software project and game genres that the students desired to develop in the course were investigated during the analysis phase. The present object-oriented programming course was redesigned in light of the Morrison, Ross, and Kemp instructional design model, based on the study of the data obtained from the analysis phase and the literature. The implementation phase of the first cycle was carried out with 29 associate degree students studying in the computer technology program of a vocational school in Turkey, for eight weeks. The effectiveness of the action plan adopted after the first cycle's implementation phase was assessed, and some adjustments were conducted during the second cycle's design stage to address the issues that emerged during the first cycle. For 15 weeks, the revised object-oriented programming course was taught to 30 associate degree students in a vocational school's computer technology program in Turkey, utilizing the emergency remote learning technique. Following this stage, an evaluation of the action plan was carried out. The study employed a total of 14 data collection tools, which included both qualitative and quantitative research methods. According to the first cycle findings of the research, it was determined that the instruction based on the game-development-based strategy significantly improved the object-oriented programming knowledge and skills of the participants. In addition, it was revealed that the participants had the most difficulties in polymorphism, constructor methods, and encapsulation. Progress has been made in these areas as a result of the adjustments made in the second cycle. According to the research's other findings, game-based programming education had a good impact on the motivation of the majority of the participants toward the programming course and their perceptions of programming self-efficacy in both cycles. However, when the participants' programming anxiety was assessed in the context of the study, it was discovered that their programming anxiety increased at the start of the study but decreased over time; however, it was established that programming concerns persisted. The instructional design employed in this study, as well as the experience gained as a result of the implementation, are regarded as significant contributions to the literature. Regarding the endeavor to integrate a game development-based teaching technique into an object-oriented programming course, the current study is up-to-date, functional, and distinctive. It aims to reduce the problems schools encounter in the object-oriented programming course and to increase students' interest and motivation for programming by increasing their programming self-efficacy perceptions. In addition, the Programming Anxiety Scale was developed as part of the research.
- Published
- 2022
25. Battery-Free Game Boy
- Author
-
Przemyslaw Pawelczak, Jasper de Winkel, Josiah Hester, and Vito Kortbeek
- Subjects
Emulation ,Computer Networks and Communications ,business.industry ,Computer science ,Game programming ,Battery-free ,Intermittent Computing ,ComputingMilieux_PERSONALCOMPUTING ,020206 networking & telecommunications ,020207 software engineering ,02 engineering and technology ,Human-Computer Interaction ,Hardware and Architecture ,Embedded system ,Energy Harvesting ,Memory architecture ,0202 electrical engineering, electronic engineering, information engineering ,Key (cryptography) ,Systems design ,Reference implementation ,User interface ,business ,Volatile memory - Abstract
We present ENGAGE, the first battery-free, personal mobile gaming device powered by energy harvested from the gamer actions and sunlight. Our design implements a power failure resilient Nintendo Game Boy emulator that can run off-the-shelf classic Game Boy games like Tetris or Super Mario Land. This emulator is capable of intermittent operation by tracking memory usage, avoiding the need for always checkpointing all volatile memory, and decouples the game loop from user interface mechanics allowing for restoration after power failure. We build custom hardware that harvests energy from gamer button presses and sunlight, and leverages a mixed volatility memory architecture for efficient intermittent emulation of game binaries. Beyond a fun toy, our design represents the first battery-free system design for continuous user attention despite frequent power failures caused by intermittent energy harvesting. We tackle key challenges in intermittent computing for interaction including seamless displays and dynamic incentive-based gameplay for energy harvesting. This work provides a reference implementation and framework for a future of battery-free mobile gaming in a more sustainable Internet of Things.
- Published
- 2020
26. Designing a Computer Programming Environment for Gifted Students: A Case Study
- Author
-
Ali Kürşat Erümit, Dilara Arzugül Aksoy, and Sakine Öngöz
- Subjects
Independent study ,Instructional design ,business.industry ,Game programming ,Computer programming ,Active learning ,Attendance ,Mathematics education ,Qualitative property ,Academic achievement ,Psychology ,business - Abstract
The aim of this study was to design, implement and evaluate the programming process for gifted students and offer suggestions to teachers and researchers. For this purpose, 5 gifted students were provided programming activities for ten weeks. Scratch was used in the programming training process. The qualitative data was collected by observation, interviews and written forms. The results showed that students' interests and needs should be taken into consideration in programming teaching plans. The duration of the lessons should be kept flexible and the programming activities should be project-based. The study revealed that game programming increases the attendance and motivation of the gifted students. In future research, programming instruction can be repeated by making necessary corrections and researched in different dimensions such as motivation, academic achievement and self-efficacy.
- Published
- 2020
27. Computational Sophistication of Games Programmed by Children
- Author
-
Jill Denner, Shannon Campe, Linda Werner, and David M. Torres
- Subjects
General Computer Science ,Game programming ,Computer science ,4. Education ,media_common.quotation_subject ,Knowledge level ,Computational thinking ,05 social sciences ,050301 education ,02 engineering and technology ,Pair programming ,Education ,Learner engagement ,Human–computer interaction ,020204 information systems ,Computer software ,0202 electrical engineering, electronic engineering, information engineering ,0503 education ,Sophistication ,Face validity ,media_common - Abstract
This article builds on prior work that aims to measure computational learning (CL) during middle school. Since game computational sophistication (GCS) has been used as a proxy for a student’s engagement in CL we build on their model to more completely describe the relationship between different types of building blocks of computer games and GCS. In doing so, we present a single quantitative measurement for GCS. Our model, called GCS 2.0 , has face validity for 39 games, each programmed by a pair of middle school children. We choose four of these games, two with high GCS and two with low GCS, and discuss the computational building blocks found in each game. We do this to help the reader better understand our measurement of GCS and its relationship to CL.
- Published
- 2020
28. The Blackthorn Manor: A Case Study in Teaching Software Engineering for Computer Games Courses Using CodePlay Framework
- Author
-
Konstantinos Ntokos
- Subjects
Thesaurus (information retrieval) ,business.industry ,Computer science ,Game programming ,05 social sciences ,ComputingMilieux_PERSONALCOMPUTING ,Software development ,050301 education ,ComputingMilieux_COMPUTERSANDEDUCATION ,Student attendance ,0501 psychology and cognitive sciences ,business ,Software engineering ,0503 education ,050104 developmental & child psychology - Abstract
The goal of this paper is to make use of the CodePlay framework to teach software engineering in a computer games development cohort and record whether the use of such systems can enhance student attendance, satisfaction and performance. This is based on content gamification, tabletop role-playing games and the concept of student-generated assessment. In this experiment, students play the role of a character exploring a haunted mansion, and the in-game role-playing shapes the final assignment. This case study reports findings from a Level 5 cohort of 35 students enrolled in the unit “Software Engineering for Games: Methods and Tools” in computer games development (Software Development) and (Indie) courses, at Solent University. While this paper is the application of the CodePlay framework, the framework itself is analyzed in its complementary paper “CodePlay: A Tabletop Role-Playing Game System used in Teaching Game Programming using Content Gamification”.
- Published
- 2020
29. CodePlay: A Tabletop Role-Playing Game System used in Teaching Game Programming Using Content Gamification
- Author
-
Konstantinos Ntokos
- Subjects
Computer science ,Game programming ,Character (computing) ,Teaching method ,ComputingMilieux_PERSONALCOMPUTING ,020206 networking & telecommunications ,02 engineering and technology ,computer.software_genre ,Scripting language ,Human–computer interaction ,0202 electrical engineering, electronic engineering, information engineering ,020201 artificial intelligence & image processing ,Content (Freudian dream analysis) ,computer ,Curriculum ,Natural language ,Coding (social sciences) - Abstract
The goal of this paper is to provide a role-playing game system that combines gamification, role-playing teaching techniques and tabletop RPGs to be used in teaching, in an effort to increase student involvement. The main theory behind it is Content Gamification (which focuses on making a module’s content more fun), and tabletop role-playing games combined with rules from the “Betrayal at the house on the hill” board game. The framework itself is called “Code-Playing Technique” and it directly combines physical role-play and learning programming. This is a learning technique designed for use in Software Engineering and Game Programming curricula. With the “Code-Playing Technique”, students may express themselves through coding instead of via words or natural language. As such, during role-playing a character in a virtual setting, anything that the player does and anything that happens to that character must be expressed through programming and scripting from within a game engine. While this paper explores the CodePlay framework itself, the complementary paper “The Blackthorn Manor: A Case Study in Teaching Software Engineering for Computer Games Courses using CodePlay Framework” applies it in a university module.
- Published
- 2020
30. Development of Game Programming Education Model 4E for Pre-Service Teachers
- Author
-
Young-Hoon Sung
- Subjects
Pre service ,Programming education ,Development (topology) ,Game programming ,Computer science ,Teaching method ,Mathematics education - Published
- 2019
31. PyDiophantus maze game: Play it to learn mathematics or implement it to learn game programming in Python
- Author
-
Dimitra Koupritzioti and Stelios Xinogalos
- Subjects
Programming education ,Game programming ,Teaching method ,05 social sciences ,ComputingMilieux_PERSONALCOMPUTING ,050301 education ,Serious game ,Library and Information Sciences ,Python (programming language) ,Game play ,Learning programming ,Education ,Open source ,Human–computer interaction ,0502 economics and business ,050211 marketing ,0503 education ,computer ,computer.programming_language - Abstract
Serious games or educational games have attracted the interest of instructors and researchers for several years. In the field of education, serious games are being used for motivating students, attracting their interest in cognitively demanding fields and making the teaching and learning process more fun. Moreover, learning through implementing games has been proposed as an effective alternative to the traditional instructor-centered approach to teaching programming. Towards this direction the study presented in this article aims to investigate whether it is feasible to learn programming concepts, as well as game programming concepts, through implementing a game in Python. More specifically, the study presented has the following goals: firstly, to review and comparatively analyze existing game engines and libraries that can be used by novice programmers for implementing simple games in Python; secondly, to investigate whether it is feasible to implement a simple but yet meaningful game that can be used as a prototype for learning programming concepts and game programming concepts in Python. In order to reach the second goal a serious game was implemented as a case study, using the free and open source Python library of pygame that based on the aforementioned comparative analysis is appropriate for novices. The PyDiophantus Maze game that was implemented can be used for teaching and learning game programming in Python, but also for learning mathematics. The article concludes with proposals for utilizing the game in mathematics and (game) programming education, as well as plans for further research.
- Published
- 2019
32. Programming Human-Robot Interactions for Teaching Robotics within a Collaborative Learning Open Space: Robots Playing Capture the Flag Game
- Author
-
Konstantinos Chorianopoulos, Alexandros Merkouris, and Varvara Garneli
- Subjects
Game programming ,Computer science ,business.industry ,Learning environment ,ComputingMilieux_PERSONALCOMPUTING ,Robotics ,Collaborative learning ,Robotic spacecraft ,Human–robot interaction ,Human–computer interaction ,Robot ,Artificial intelligence ,Multiplayer game ,business - Abstract
Game-based competitive or cooperative robotics activities constitute an effective approach to exploit the child-robot interaction perspective. However, in most game-based robotics activities robots act autonomously to achieve the goal. In this work, we aim to promote the child-robot interaction aspect through a multiplayer game where one team of robots and humans collaborates to compete with another team of humans and cobots. We describe the design of an open space that will allow children to gain access, locally and remotely, and program robotic agents to play the traditional “Capture the Flag” game in a physical stadium-arena. Through this space, we intend to teach robotics, while programming human-robot interfaces, within a computer-supported game-based learning environment. We give insights on the initial design of such an open space and the educational benefits of its use in the comprehension of abstract computational and STEM concepts.
- Published
- 2021
33. Experience report and data visualization to evaluate a game programming project aimed for girls using Scratch tool
- Author
-
Maria Eugênia de Ávila Ferreira, Ana Laura Soares, and Danielli A. Lima
- Subjects
Data visualization ,Computer science ,Game programming ,business.industry ,Scratch ,Experience report ,Software engineering ,business ,computer ,computer.programming_language - Abstract
The inclusion of women in technology has increased in recent years, but the number of women in technology is still much smaller compared to male involvement. Many factors make women not part of the information technology field. These factors include cultural, social factors of lack of information about the area. Thus, this paper aims to understand some of the factors that lead women to look less for professional areas involving science and technology. This article presents the state of the art of science and technology projects that have been aimed at women around the world. In addition, a questionnaire was applied in order to present some of the factors that can affect the performance of girls in projects in the field of Exact Sciences. Among the variables studied, the one that had the greatest correlation with the worst performances achieved by the girls was the absence of technology and internet at home. Furthermore, a quali-quantitative analysis shows the importance of carrying out projects that involve women in science and technology.
- Published
- 2021
34. Teachers' Experiences Using KODU as a Teaching Tool.
- Author
-
Nygård, Ståle, Kolås, Line, and Sigurdardottir, Helga
- Subjects
SOCIAL reality ,EDUCATIONAL games ,SIMULATION methods in education ,DIGITAL technology ,CLASSROOM activities - Abstract
Digital games have become a part of the cultural and social reality in the Western world today, largely shaping the lives of those who have open access to them, children and young people in particular. In recent years digital games have been gathering acknowledgement as teaching facilitating tools and resources. This means that games are increasingly being applied in educational situations and within various educational contexts, which again requires that teachers not only understand both the potential and the limitations of digital game based learning - but also the fundamental coding logic that is the bases for all digital gaming, as well as numerous other things in our daily lives. In February 2013, 3 University Colleges in Norway started a cooperation project, creating a new University college course, titled "Game-based learning" (n. "Spillbasert læring"). The goal was to prepare teachers at different levels of the education system to employ digital games in their various forms, as learning tools. Programming is an important part of game-based learning and in this project the Microsoft programming tool Kodu Game Lab was utilized. The course was first tested out at The Nord-Trøndelag University College (HiNT) in the autumn semester of 2013. This paper analyses the reflections of the teachers who participated in the first digital game-based learning course on how they experienced the employment of the Kodu coding tool in the classroom. Inspired by domestication theory and engagement theory, this paper presents the experiences of the teachers when they got to learn to teach basic coding skills to their pupils. We identify several themes that came up in their reflections, such as first impressions, reflections about digital natives and digital immigrants, the concepts of learning to use versus using to learn, the status of the teacher, prejudice, attitude change and IT-challenges. [ABSTRACT FROM AUTHOR]
- Published
- 2015
35. A Collaborative Learning Framework for Computational Thinking Development through Game Programming
- Author
-
Ismar Frango Silveira and Ângelo Magno de Jesus
- Subjects
Development (topology) ,Video game development ,Computer science ,Game programming ,Human–computer interaction ,Communication ,Computational thinking ,Collaborative learning ,Computer Science Applications ,Education - Published
- 2021
36. The final spell. 3D RPG video game demo design and art implementation supported by agile practices
- Author
-
Cantos Roselló, Cristian, Díaz García, Diego José, and Universitat Jaume I. Departament d'Enginyeria de Sistemes Industrials i Disseny
- Subjects
game programming ,Bachelor's Degree in Video Game Design and Development ,Grado en Diseño y Desarrollo de Videojuegos ,agile practices ,ComputingMilieux_PERSONALCOMPUTING ,game art ,game design ,Grau en Disseny i Desenvolupament de Videojocs ,game development - Abstract
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.
- Published
- 2021
37. The final Spell. 3D RPG video game demo design and development supported by agile practices final bachelor's degree project
- Author
-
Gómez Ruiz, David, Díaz García, Diego José, and Universitat Jaume I. Departament d'Enginyeria de Sistemes Industrials i Disseny
- Subjects
game programming ,Bachelor's Degree in Video Game Design and Development ,Grado en Diseño y Desarrollo de Videojuegos ,agile practices ,ComputingMilieux_PERSONALCOMPUTING ,game art ,game design ,Grau en Disseny i Desenvolupament de Videojocs ,game development - Abstract
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#.
- Published
- 2021
38. Trained Behavior Trees: Programming by Demonstration to Support AI Game Designers
- Author
-
Pedro A. González-Calero, Marco Antonio Gómez-Martín, Pedro Pablo Gómez-Martín, and Ismael Sagredo-Olivenza
- Subjects
Computer science ,business.industry ,Game programming ,Programming by demonstration ,ComputingMilieux_PERSONALCOMPUTING ,Usability ,Visualization ,Artificial Intelligence ,Control and Systems Engineering ,Key (cryptography) ,Session (computer science) ,Artificial intelligence ,Electrical and Electronic Engineering ,business ,Video game design ,Video game ,Software - Abstract
Programming by demonstration (PbD) has a straightforward application in the development of the artificial intelligence (AI) for nonplayer characters (NPCs) in a video game: a game designer controls the NPC during a training session in the game, and thus demonstrates the expected behavior for that character in different situations. Afterwards, applying some machine learning technique on the traces recorded during the demonstration, an AI for the NPC can be generated. Nevertheless, with this approach, it is very hard for the game designer to fully control the resulting behavior, which is a key requirement for game designers, who are responsible for putting together a fun experience for the player. In this paper, we present trained behavior trees (TBTs). TBTs are behavior trees (BTs) generated from traces obtained in a game through PbD. BTs are a technique widely used for AI game programming that are created and modified through special purpose visual editors. By inducing a BT from a PbD game session, we combine the ease of use of PbD with the ability to fine-tune the learned behavior of BTs. Furthermore, TBTs facilitate the use of BTs by game designers and promote their authoring control on game AI.
- Published
- 2019
39. Assessing computational thinking process using a multiple evaluation approach
- Author
-
Yasemin Allsop
- Subjects
Structure (mathematical logic) ,Computer science ,Game programming ,Process (engineering) ,Computational thinking ,05 social sciences ,050301 education ,Metacognition ,Context (language use) ,Cognition ,Education ,Computer game ,Human-Computer Interaction ,Mathematics education ,0501 psychology and cognitive sciences ,0503 education ,050107 human factors - Abstract
This study explored the ways that the Computational Thinking (CT) process can be evaluated in a classroom environment. Thirty Children aged 10–11 years, from a primary school in London took part in a game-making project using the Scratch and Alice 2.4 applications for eight months. For the focus of this specific paper, data from participant observations, informal conversations, problem-solving sheets, semi-structured interviews and children’s completed games were used to make sense of elements of the computational thinking process and approaches to evaluate these elements in a computer game design context. The discussions around what CT consists, highlighted the complex structure of computational thinking and the interaction between the elements of artificial intelligence (AI), computer, cognitive, learning and psychological sciences. This also emphasised the role of metacognition in the Computational Thinking process. These arguments illustrated that it is not possible to evaluate Computational Thinking using only programming constructs, as CT process provides opportunities for developing many other skills and concepts. Therefore a multiple evaluation approach should be adopted to illustrate the full learning scope of the Computational Thinking Process. Using the support of literature review and the findings of the data analysis I proposed a multiple approach evaluation model where ‘computational concepts’, ‘metacognitive practices’, and ‘learning behaviours’ were discussed as the main elements of the CT process. Additionally, in order to investigate these dimensions within a game-making context, computer game design was also included in this evaluation model.
- Published
- 2019
40. Computer Science Outreach Workshop and Interest Development: A Longitudinal Study
- Author
-
Ville Isomöttönen and Antti-Jussi Lakanen
- Subjects
Longitudinal study ,kiinnostus ,vasta-alkajat ,050105 experimental psychology ,työpajat ,Education ,nuoret ,peliohjelmointi ,Mathematics education ,0501 psychology and cognitive sciences ,outreach ,ta113 ,Game programming ,Communication ,novice programming ,05 social sciences ,interest development ,050301 education ,Computer Science Applications ,Outreach ,game programming ,ohjelmoijat ,Learner engagement ,ohjelmointi ,0503 education - Abstract
This longitudinal study investigates the impact of an extra-curricular programming workshop in student interest development in computer science. The workshop was targeted at 12–18-year old youngsters. A survey was sent to all previous participants with a known home address; 31.5% responded the survey (n = 197). This data was then combined with pre-workshop survey data, and analyzed with mixed methods. Positive development of interest was discovered for 57% of the respondents, of which nearly all attributed their interest increase to the workshop at least partly (92%). Qualitative inspection revealed that the workshop provided three anchors that facilitated students’ reengagement with programming and development of interest: disciplinary content, a concrete artifact built by students themselves, and tools. Neutral development and interest regress were also discovered, though the impact of the workshop on these interest trajectories remains unclear. peerReviewed
- Published
- 2018
41. A Multi-engine Aspect-Oriented Language with Modeling Integration for Video Game Design
- Author
-
Shane L. Kavage and Ben J. Geisler
- Subjects
Domain-specific language ,business.industry ,Computer science ,Game programming ,Code reuse ,computer.software_genre ,System programming ,Game design ,High-level programming language ,Scripting language ,Software engineering ,business ,Video game design ,computer - Abstract
Video game programming is a diverse, multi-faceted endeavor involving elements of graphics programming, systems programming, UI, HCI, and other software engineering disciplines. Game programmers typically employ a new “codebase” per software artifact which often means a unique choice of game engines and scripting languages. Non-portable code is exacerbated by a lack of a shared language and a lack of translation utilities between languages. Meanwhile, many game programming tasks occur time and time again. Aspect-oriented programming was largely developed to assist software engineers in decoupling tasks while maintaining software reuse. GAMESPECT is a language that promotes software reuse through aspects while also providing a platform for translation of software artifacts which has enabled it to be used in multiple game engines across multiple projects. Code reuse on these projects has been high and our methodologies can be summarized by discussing three tenants of GAMESPECT: 1) composition specifications, which define source to source transition properties 2) pluggable aspect interpreters and 3) high level language constructs and modeling language constructs (MDAML) which encourage designer friendly terminology. By comparing accuracy, efficiency, pluggability, and modularity, these three tenants are demonstrated to be effective in creating a new game programming language.
- Published
- 2021
42. A collaborative learning strategy for computational thinking development through game programming
- Author
-
Jesus, Ângelo Magno de, Silveira, Ismar Frango, Hernandez, Cristiane Camilo, Barboza Junior, Alcides Teixeira, Barcelos, Thiago Schumacher, and García-Holgado, Alicia
- Subjects
CIENCIAS HUMANAS::EDUCACAO::ENSINO-APRENDIZAGEM::METODOS E TECNICAS DE ENSINO [CNPQ] ,Computational thinking ,Game programming ,Collaborative learning - Abstract
The inclusion of Computational Thinking in the classroom can bring great advances to education. The Computational Thinking approach allows students to practice problem-solving in a way that they can use a computer and the Computer Science mindset. In this sense, the collaboration between students is a key aspect of problem-solving activities. Therefore, social interactions among students from collaborative learning methods could contribute to cognitive development in different ways. This PhD thesis describes a research that has as objective the design of a collaborative learning strategy to support the Computational Thinking development in learners. In order to design the proposed strategy, several fundamental features of the collaborative learning concept of the literature have been studied and sketched. Each step of the collaborative approach was designed to fit this scheme. The proposed strategy uses Game Development teaching approaches to engage learners. Elements of Agile Software Engineering and Problem-Based Learning have also been taken into account. To carry out the experiments, a game development workshop was applied to middle school students from two public educational institutions. Data were collected by three means: (1) collecting artifacts produced during activities; (2) recording of game programming sessions; and (3) applying a structured interview to students. Also, a triangulation of the resulting information was carried out to give more robustness to the results. The data analysis showed evidence that the strategy was able to mobilize Computational Thinking skills related mainly to the algorithm design in addition to mobilizing collaborative skills in learners. The inclusion of Computational Thinking in the classroom can bring great advances to education. The Computational Thinking approach allows students to practice problem-solving in a way that they can use a computer and the Computer Science mindset. In this sense, the collaboration between students is a key aspect of problem-solving activities. Therefore, social interactions among students from collaborative learning methods could contribute to cognitive development in different ways. This PhD thesis describes a research that has as objective the design of a collaborative learning strategy to support the Computational Thinking development in learners. In order to design the proposed strategy, several fundamental features of the collaborative learning concept of the literature have been studied and sketched. Each step of the collaborative approach was designed to fit this scheme. The proposed strategy uses Game Development teaching approaches to engage learners. Elements of Agile Software Engineering and Problem-Based Learning have also been taken into account. To carry out the experiments, a game development workshop was applied to middle school students from two public educational institutions. Data were collected by three means: (1) collecting artifacts produced during activities; (2) recording of game programming sessions; and (3) applying a structured interview to students. Also, a triangulation of the resulting information was carried out to give more robustness to the results. The data analysis showed evidence that the strategy was able to mobilize Computational Thinking skills related mainly to the algorithm design in addition to mobilizing collaborative skills in learners.
- Published
- 2020
43. 'Let's Get Physiological, Physiological!'
- Author
-
Katelyn Wiley, Amir Rezaeivahdati, Regan L. Mandryk, Madison Klarkowski, and Raquel Robinson
- Subjects
Player experience ,Game programming ,Field (Bourdieu) ,ComputingMilieux_PERSONALCOMPUTING ,Game play ,Set (psychology) ,Psychology ,User Research ,Cognitive psychology - Abstract
Physiological sensing has been a prominent fixture in games user research (GUR) since the late 1990s, when researchers started to explore its potential to enhance and understand experience within digital game play. Since these early days, is has been widely argued that "affective gaming"---in which gameplay is influenced by a player's emotional state---can enhance player experience by integrating physiological sensors into play. Reflecting in 2020 on these last 20 years of progress, we systematically review the field of affective gaming to answer whether or not it has met this promise. We create a framework (the affective game loop) to classify 162 publications (included from an initial search set of 52,834 results) within affective gaming, present findings on the current state of the field, and discuss how our findings, contextualized within the affective game loop, can guide the future of affective gaming.
- Published
- 2020
44. A Generator of Game Programming Challenges for Computational Thinking Development
- Author
-
Angelo Magno de Jesus and Ismar Frango Silveira
- Subjects
Software ,business.industry ,Order (exchange) ,Computer science ,Game programming ,Computational thinking ,Component (UML) ,Mathematics education ,Information technology ,Face (sociological concept) ,business ,Generator (mathematics) - Abstract
Problem-solving skills can make students more autonomous in their learning in addition to contributing to the individual's success in real-life situations (professionally or personally). In this sense, Computational Thinking, as a problem-solving approach that can involve information technologies, can contribute a lot to this subject. Therefore, due to its essence, the development of Computer Science concepts is closely related to the employment of problem-solving activities. However, teachers may face difficulties when proposing Computational Thinking problem-solving activities to their students. This paper proposes the engineering of a software that aims to allow teachers to generate challenges related to game and interactive animations programming to support their classes. The problems generated by the system, do not limit the learners' creative power. Besides that, teachers can balance the reasoning component of the challenges according to the learners' level of knowledge in programming and algorithms. An experiment with Computational Thinking workshops was analyzed in order to design the proposed software.
- Published
- 2020
45. An INSPIRED game programming academy for high school students.
- Author
-
Doerschuk, Peggy, Liu, Jiangjiang, and Mann, Judith
- Abstract
The demand for computing professionals is growing, but the number of college freshmen selecting computing majors has declined in recent years. Many organizations host academies that attempt to engage students in computing at an early age by exposing them to fun applications. Lamar University's Increasing Student Participation in Computing Program has developed a high school computing academy that uses game programming as an engaging hands-on approach to teach kids computing concepts. The game programming platform is freely downloaded and so is easily accessible to teachers and students. A formal assessment of the 2011 academy found that the high school participants experienced a significant increase in knowledge and interest in computing. This paper describes how the academy is organized, taught and assessed. The paper also has pointers to a website from which the instructional and assessment materials for the academy can be freely downloaded. The intent of the paper is to provide all of the information that is needed for others to host such academies and further promote the effort to increase participation in computing. [ABSTRACT FROM PUBLISHER]
- Published
- 2012
- Full Text
- View/download PDF
46. SOLO TEST OYUNU ÜZERİNDE KUYRUK LİSTESİ İLE BİR PARALEL ÖNCE-DERİNE ARAMA ALGORİTMASI.
- Author
-
DOĞAN, Muzaffer
- Abstract
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. [ABSTRACT FROM AUTHOR]
- Published
- 2014
47. Effects of Competitive and Cooperative Classroom Response Systems on Quiz Performance and Programming Skills in a Video Game Programming Course
- Author
-
Luis de-Marcos, Adrián Domínguez, and Jose-Javier Martinez-Herraiz
- Subjects
Classroom response systems ,business.industry ,Computer science ,Game programming ,05 social sciences ,Control (management) ,050301 education ,Contrast (statistics) ,Context (language use) ,Dreyfus model of skill acquisition ,Software ,0502 economics and business ,ComputingMilieux_COMPUTERSANDEDUCATION ,Mathematics education ,Test performance ,business ,0503 education ,050203 business & management - Abstract
Classroom response systems (CRSs) are tools that allow all students to respond to teacher questions individually through a software platform during lectures. Some widely used CRSs, like Kahoot or Classtime, include gamified designs that transform teacher questions into competitive or cooperative challenges in an attempt to make their usage more enjoyable. A question arises as to what differences may exist in the effects of competitive and cooperative gamified CRSs on student's test performance and learning. This study aims to analyze those differences in the context of a pre-graduate programming university course, which introduces students to video game programming. We present a quasi-experiment with 69 students assigned to two experimental and one control group. We examine between-group differences in CRSs' quiz results and programming skills when using competitive, cooperative, and neutral CRSs. An initial analysis suggests that quiz results are significantly lower when using competitive CRSs, in contrast with cooperative and neutral CRSs, but that there are no significant differences in the programming skill acquisition, considering practical assignments, as well as midterm and final examinations.
- Published
- 2020
48. Meninas.comp Project: Programming for Girls in High School in Brazil
- Author
-
Aleteia P. F. Araujo, Maria Emilia M. T. Walter, and Maristela Holanda
- Subjects
Medical education ,Area studies ,Educational robotics ,Game programming ,Mobile phone ,ComputingMilieux_COMPUTERSANDEDUCATION ,Female students ,Programming profession - Abstract
The field of computing has not been a popular area of study for young women entering the University of Brasilia (UnB). In 2015, female students comprised a mere 5% of the students seeking to enroll in a Computer Engineering major. In an effort to popularize the field of Computer Science among girls in High School, the Meninas.comp Project (Girls.comp, in English) is being carried out in the public high schools of Brasfla, in Brazil. The project is coordinated by female professors from the Department of Computer Sciences at the UnB. This article reports on one of the activities of this project, presenting the hands-on workshop with programming for public high schools. These programming workshops are attended by students from 10th, 11th and 12th grades. The workshops include game programming, robotics and developing apps for mobile phone.
- Published
- 2020
49. Unlimited Rulebook: a Reference Architecture for Economy Mechanics in Digital Games
- Author
-
Fabio Kon and Wilson Kazuo Mizutani
- Subjects
Cost reduction ,Video game development ,Code refactoring ,Economy ,Game programming ,Computer science ,Software design pattern ,Reference architecture ,Mechanics ,Reuse ,computer.software_genre ,computer ,Architectural style - Abstract
In game development, mechanics are one of the basis of the entertainment experience. However, the cost of implementing, improving, and refactoring economy mechanics is high because solutions cannot be easily reused across products. We argue that a reference architecture reduces this cost by providing knowledge reuse in addition to software reuse. To achieve that, we designed Unlimited Rulebook, a reference architecture for economy subsystems in games. It builds on established techniques such as Predicate Dispatching, the Entity-Component-System pattern, and the Adaptive Object-Model architectural style to facilitate the addition and modification of entity types and mechanics to the game while reducing the cost of changing existing code. We evaluated this cost reduction empirically via quasi-experiments with university students in two game programming courses.
- Published
- 2020
50. Performance Enhancement Of Conway’s Game Of Life Using Parallel And Distributed Computing platform
- Author
-
Charan Lalchand Soneji, Rhythm Goyal, Sairabanu J, and Bhanu Venkata Kiran Velpula
- Subjects
symbols.namesake ,Amdahl's law ,Basis (linear algebra) ,SIMPLE (military communications protocol) ,Computer science ,Game programming ,Distributed computing ,Message passing ,Process (computing) ,symbols ,State (computer science) ,Game of life - Abstract
The game of life, a cellular automation model, is based on the principles of emergence and self-organization. It is a zero-player game that plays out on the basis of its initial state only with the help of some simple rules. It is an infinite computational process which may generate complex patterns over time. In this paper, we propose and compare 2 different methods along with their architectures to optimize the functioning of the existing method. The first method uses OpenMP which works on the fundamentals of shared memory architecture whereas the second method uses MPI which in turn uses message passing techniques on distributed memory systems.
- Published
- 2020
Catalog
Discovery Service for Jio Institute Digital Library
For full access to our library's resources, please sign in.