Game + Design Education

2021 ◽  
Keyword(s):  
Game Design ◽  
Design Education

Game Design Education "Terjumlah" Using Kinect Sensor

2021 ◽  
Vol 1 (1) ◽  
pp. 1
Author(s):  
Yedija Prima Putra ◽  
Erdhi Widyarto Nugroho ◽  
Hendra Prasetya
Keyword(s):  
Game Design ◽  
Design Education ◽  
Kinect Sensor ◽  
Educational Value ◽  
Game World

At present, the development of the game world is increasing. A lot of which utilize various sensors as input. However, many of these games have no educational value. Therefore, the game titled "Terjumlah" is designed, which has educational value, in this case math material. In the making of the game, collaborated using kinect sensor that can detect the movement of the user, to be more active and interactive.

scholarly journals Integration of Environmental Sustainability Issues into the “Game Design Theory and Practice” Design Course

2020 ◽  
Vol 12 (16) ◽  
pp. 6334
Author(s):  
Hsiu Ching Laura Hsieh
Keyword(s):  
Sustainable Development ◽  
Environmental Sustainability ◽  
Game Design ◽  
Design Education ◽  
Design Theory ◽  
Design Thinking ◽  
Social Issues ◽  
Theory And Practice ◽  
Art And Design ◽  
Positive Effects

International and Taiwanese research has suggested that education for sustainable development (ESD) requires interdisciplinary research and teaching. There is a lack of sustainable art and design courses in the field of humanities. We have learned that design students have neither a concern for the surrounding environment nor the ability to resolve social issues when teaching design. This study is intended to integrate sustainable development issues into design courses and apply design to resolve issues so that students can develop the ability to think creatively and solve environmental sustainability issues. This study aimed to examine the effectiveness of integrating sustainable development issues into “Game Design Theory and Practice” design course and to construct a model of “design course on environmental sustainability.” This study applied the action research method and incorporated the PBL (problem-based learning) and ADDIE (analysis, design, development, implementation, evaluation) modes. Ultimately, based on the results of course planning and implementation, we proposed the model of “design course on environmental sustainability,” with priorities given to: (1) The introduction of environmental sustainability issues; (2) the introduction of design methods by teachers; (3) the promotion of students’ participation in design thinking and discussion; (4) students’ adjustments to the design according to players’ feedback; and (5) interaction and communication between different characters. The results demonstrated that the integration of sustainable development issues into the planning and implementation of the “Game Design Theory and Practice” design course had positive effects. Game design could be used as a method and tool to encourage students and players to assume sustainable citizenship and to generate a concern for sustainable development in interesting game contexts. These findings can contribute to the future development of design education at colleges and universities.

Making Games for Environmental Design Education

2012 ◽  
Vol 4 (2) ◽  
pp. 60-83 ◽  
Author(s):  
Christopher M. Marlow
Keyword(s):  
Game Design ◽  
Design Education ◽  
Teaching And Learning ◽  
Landscape Architecture ◽  
Environmental Design ◽  
Future Directions ◽  
Games For Learning ◽  
Elective Course ◽  
Teaching Learning ◽  
Quality Learning

This paper features a pilot study about making games to foster good contemporary learning, challenging traditional environmental design education to embrace games as inspiration for better teaching, learning, and contributing to the general lack of investigation of video games in environmental design education. Alongside select literature supporting playing and making games for learning, this paper reveals design processes and products from an immersive, interdisciplinary, landscape architecture elective course on game design. Evidence suggests that designing and making games in the context of such an environmental design curriculum has potential to stimulate traditional pedagogies and foster student learning, providing an enriched venue for students to learn about their chosen discipline, and make teaching and learning enjoyable, meaningful, and memorable. Discussion also indicates future directions for how the course could provide an even better environment for quality learning.

The situation and importance of game interface design education in Turkey and a lesson proposal

2017 ◽  
Vol 7 (4) ◽  
pp. 93-98
Author(s):  
Seza Soyluçiçek
Keyword(s):  
Interface Design ◽  
Game Design ◽  
Design Education ◽  
Master's Degree ◽  
Fine Arts ◽  
Computer Engineering ◽  
Game Engines ◽  
Game Industry ◽  
Master’S Degree ◽  
Game Interface

Digital gaming industry has been an entertainment area that, since the mid 20th century, has come into prominence and distinguished itself in the game industry. Digital games have come a long way and reached large numbers of users since the time they got into the market. As for the digital game industry, the education of game design, along with the game production, is given high importance especially in USA and Europe. In these countries, game interface design with regards to programming and aesthetically designing is given place in the bachelor and master’s degree education. It can be said that, in Turkey, the number of researches in this field, lessons and game companies has been increasing in recent years. However, it’s clear that as a country, we have to come into prominence more in the international game field. As the necessity of developing more appealing, qualified and unique game interfaces is known, game companies are to act responsibly during the game interface design process. In terms of the creation of scenes, characters, environments, animations and the usage of the game engines, more professional tools and techniques are used and more original game designs are pursued nowadays. With regard to this, it’s clear that the need for qualified graphic designers to design aesthetically successful game interfaces has been increasing and will continue to. It’s seen that game design lessons have started to be given at bachelor and master’s degree programs at Universities in Turkey. Yet, the lessons are mostly on game programming at departments such as computer engineering. Game interface design lessons, on the other hand, are given at certain universities. In this study, the proposal of a game interface design lesson that can take place in the curriculum of Visual Communication Design or Graphic Departments of Fine Arts Faculties at Universities in Turkey is examined. Keywords: Game interface design education, graphic design education, game design, curricula.          

Game Design Education: Integrating Computation and Culture

Computer ◽  
2006 ◽  
Vol 39 (6) ◽  
pp. 43-51 ◽  
Author(s):  
J. Murray ◽  
I. Bogost ◽  
M. Mateas ◽  
M. Nitsche
Keyword(s):  
Game Design ◽  
Design Education

scholarly journals Application of Pattern Language for Game Design in Pedagogy and Design Practice

2021 ◽  
Author(s):  
Christopher Aaron Barney
Keyword(s):  
Game Design ◽  
Design Patterns ◽  
Design Education ◽  
Design Theory ◽  
Pattern Language ◽  
Pattern Languages ◽  
Pattern Theory ◽  
Development Tool ◽  
Pattern Production ◽  
Game Design Patterns

Existing implementations of game design patterns have largely been confined to theoretical or research settings. Weaknesses in these implementations have prevented game design patterns from being properly evaluated as an educational and practical development tool. This paper examines these weaknesses, describes a method of developing and applying patterns that overcome the weaknesses, and evaluates use of the method for game design education and practice. Weaknesses in existing pattern implementations are: omission of design problems, presumption of functional completeness at the level of pattern languages, narrow topical focus, and lack of a concise, repeatable method for pattern production. Several features of the proposed method were specifically built to address these weaknesses, namely the pattern template, the process for connecting patterns into a language and assessing the language’s scope, a rubric for assessing pattern confidence and interconnectivity confidence, and pattern-building exercises. This method was applied in a classroom setting. Results, as assessed by the evaluation of student work, suggest that creating patterns/pattern languages is an effective pedagogical approach. De-signs produced using designer-created patterns closely align with existing design theory and are clearly understood by students. The above results may indicate that the path to gaining wider acceptance of pattern theory as a design framework within game design is not to produce a universal pattern language but to facilitate the creation of case-specific languages, by students and professional designers, that use a shared ontology and thus can be combined easily to solve the diverse sets of problems faced by these groups.

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