Development of game design guidelines

2014 ◽  
Author(s):  
Rex P. Bringula ◽  
Argomer S. Alcid ◽  
Leonard Benjamin P. Bandril ◽  
Anfernee E. De Guzman ◽  
Lance Jasper C. Lopez
Keyword(s):  
Game Design ◽  
Design Guidelines

Novel games can come from novice game makers

2017 ◽  
Vol 25 (4) ◽  
pp. 250-252
Author(s):  
Mark Chen
Keyword(s):  
Game Design ◽  
Design Methodology ◽  
Interactive Media ◽  
Design Guidelines ◽  
Content Type

Purpose This paper aims to describe how a novice to game design pushed theory about what makes a good game. Design/methodology/approach The game in question was developed in Twine for an introductory undergraduate course in interactive media. Findings It featured very little player agency, which ironically served to give players a richer experience. Originality/value That a novice could create something deeply personal that butted against conventional game design guidelines highlights the importance of opening game design up to as broad an audience as possible.

Instructional Game Design Using Cognitive Load Theory

2009 ◽  
pp. 1143-1165 ◽  
Author(s):  
Wenhao David Huang ◽  
Tristan Johnson
Keyword(s):  
Cognitive Load ◽  
Game Design ◽  
Cognitive Load Theory ◽  
Learning Experience ◽  
Cognitive Learning ◽  
Learning Outcome ◽  
Design Guidelines ◽  
Design Framework ◽  
Instructional Efficiency ◽  
Load Theory

This chapter proposes an instructional game design framework based on the 4C/ID-model and cognitive load theory, its associated theoretical foundation. The proposed systematic design framework serves as the processing link to connect games’ powerful characteristics in enhancing learning experience with desired learning outcomes. In this chapter we focus on the cognitive aspect of learning outcome: the development of transferable schema. This chapter introduces design guidelines to attain specific game characteristic by prioritizing the design components in 4C/ID-model. Each game characteristic consists of three levels of design emphasis: preliminary, secondary, and tertiary. The ultimate goal of this chapter is to initiate a series of dialogue between cognitive learning outcome, systematic instructional design, and instructional game design thereby seeking to improve the overall game design and instructional efficiency.

Revisiting design guidelines for pervasive games

2017 ◽  
Vol 13 (4) ◽  
pp. 386-407
Author(s):  
Vlasios Kasapakis ◽  
Damianos Gavalas
Keyword(s):  
Game Design ◽  
Design Guidelines ◽  
Game Play ◽  
Pervasive Games ◽  
Content Type ◽  
Limited Applicability ◽  
Core Elements ◽  
Pervasive Game ◽  
Game Elements ◽  
And Control

Purpose Existing guidelines are typically extracted from a few empirical evaluations of pervasive game prototypes featuring incompatible scenarios, game play design and technical characteristics. Hence, the applicability of those design guidelines across the increasingly diverse landscape of pervasive games is questionable and should be investigated. Design/methodology/approach This paper presents Barbarossa, a scenario-driven pervasive game that encompasses different game modes, purposely adopting opposing principles in addressing the core elements of challenge and control. Using Barbarossa as a testbed, this study aims at validating the applicability of existing design guidelines across diverse game design approaches. Findings The compilation of Barbarossa user evaluation results confirmed the limited applicability of existing guidelines and provided evidence that developers should handle core game elements, taking into account the game play characteristics derived from their scenario. Originality/value Stepping upon those findings, the authors propose a revision of design guidelines relevant to control and challenge based on elaborate classification criteria for pervasive game prototypes.

scholarly journals Mobile Game Design Guide to Improve Gaming Experience for the Middle-Aged and Older Adult Population: User-Centered Design Approach

10.2196/24449 ◽  
2021 ◽  
Vol 9 (2) ◽  
pp. e24449
Author(s):  
Seyeon Lee ◽  
Hyunyoung Oh ◽  
Chung-Kon Shi ◽  
Young Yim Doh
Keyword(s):  
Older Adults ◽  
Older Adult ◽  
Game Design ◽  
Adult Population ◽  
Design Guidelines ◽  
Satisfaction Level ◽  
User Centered Design ◽  
Middle Aged ◽  
Mobile Games ◽  
Mobile Game

Background The number of older adult gamers who play mobile games is growing worldwide. Earlier studies have reported that digital games provide cognitive, physical, and socioemotional benefits for older adults. However, current mobile games that understand older adults’ gameplay experience and reflect their needs are very scarce. Furthermore, studies that have analyzed older adults’ game experience in a holistic manner are rare. Objective The purpose of this study was to suggest mobile game design guidelines for adults older than 50 years from a holistic gaming experience perspective. Adopting a human-centric approach, this study analyzes middle-aged and older adults’ gameplay experience and suggests practical design guides to increase accessibility and satisfaction. Methods We organized a living laboratory project called the “Intergenerational Play Workshop.” In this workshop, 40 middle-aged and older adults (mean age 66.75 years, age range 50-85 years) played commercial mobile games of various genres with young adult partners for 1 month (8 sessions). Using a convergent parallel mixed-method design, we conducted a qualitative analysis of dialogue, game diaries, and behavioral observations during the workshop and a quantitative analysis of the satisfaction level of the game elements for the mobile games that they played. Results This project was active from April 2019 to December 2021, and the data were collected at the workshops from July 1 to August 28, 2019. Based on the identified themes of positive and negative experiences from the qualitative data, we proposed 45 design guides under 3 categories: (1) cognitive and physical elements, (2) psychological and socioemotional elements, and (3) consumption contextual elements. Our empirical research could reaffirm the proposals from previous studies and provide new guidelines for improving the game design. In addition, we demonstrate how existing commercial games can be evaluated quantitatively by using the satisfaction level of each game’s elements and overall satisfaction level. Conclusions The final guidelines were presented to game designers to easily find related information and enhance the overall understanding of the game experience of middle-aged and older adults.

Instructional Game Design Using Cognitive Load Theory

2011 ◽  
pp. 1586-1606
Author(s):  
Wenhao David Huang ◽  
Tristan Johnson
Keyword(s):  
Cognitive Load ◽  
Game Design ◽  
Cognitive Load Theory ◽  
Learning Experience ◽  
Cognitive Learning ◽  
Learning Outcome ◽  
Design Guidelines ◽  
Design Framework ◽  
Instructional Efficiency ◽  
Load Theory

This chapter proposes an instructional game design framework based on the 4C/ID-model and cognitive load theory, its associated theoretical foundation. The proposed systematic design framework serves as the processing link to connect games’ powerful characteristics in enhancing learning experience with desired learning outcomes. In this chapter we focus on the cognitive aspect of learning outcome: the development of transferable schema. This chapter introduces design guidelines to attain specific game characteristic by prioritizing the design components in 4C/ID-model. Each game characteristic consists of three levels of design emphasis: preliminary, secondary, and tertiary. The ultimate goal of this chapter is to initiate a series of dialogue between cognitive learning outcome, systematic instructional design, and instructional game design thereby seeking to improve the overall game design and instructional efficiency.

scholarly journals THERAPEUTIC SERIOUS GAME DESIGN GUIDELINES FOR STIMULATING COGNITIVE ABILITIES OF CHILDREN WITH SPEECH AND LANGUAGE DELAY

2017 ◽  
Author(s):  
Nadia Akma Ahmad Zaki ◽  
Tengku Siti Meriam Tengku Wook ◽  
Kartini Ahmad
Keyword(s):  
Best Practices ◽  
Cognitive Abilities ◽  
Game Design ◽  
Relevant Literature ◽  
Design Guidelines ◽  
Cognitive Stimulation ◽  
Serious Game ◽  
Language Delay ◽  
Speech Pathology ◽  
Speech And Language

The creation of an effective therapeutic serious game (TSG) is highly dependent upon its design and the fundamental knowledge of the users. Furthermore, the TSG is designed for a purpose to the users by incorporating the needs of the users in all design components. Although numerous studies have been conducted on guidelines for designing serious games, to date, studies on the specific TSG’s design guidelines for stimulating the cognitive ability of children with speech and language delay (CSLD) has yet to be comprehensively studied. Therefore, this study focuses on the set of design guidelines for the development of TSG for CSLD, specifically on cognitive stimulation. The TSG design guidelines in this paper are derived through the study of relevant literature, and best practices gained from interviews with experts in the area of speech pathology. These guidelines would be useful for researchers and game designers to design TSG for CSLD focusing on cognitive stimulation.  

scholarly journals Understanding Educational Games Culture in Extending the Relationship between Graphic Appearance and Experiences among Malaysian Lower Secondary

2018 ◽  
Vol 45 ◽  
pp. 07002
Author(s):  
Lilian Lee Shiau Gee ◽  
Jasni Dolah ◽  
Norfarizah Mohd Bakhir
Keyword(s):  
Game Design ◽  
Educational Games ◽  
Theoretical Framework ◽  
Design Guidelines ◽  
Educational Game ◽  
Visual Design ◽  
Student Experiences ◽  
Measurement Scale ◽  
Visual Appearance ◽  
The Relationship

Educational games provide a virtual environment for the students, particularly in an endeavour to increase student immersion, and this need of students satisfied with the visual aspect conditions of the game screen to go to the following stage. In determining the effect of visual design on students' learning experiences - it’s required a further analysis within the students' motivation, engagement and enjoyment. To achieve this goal, a solid fundamental understanding in theoretical philosophy, which closely related to describe the relationship of visual experience, especially in intrinsic tendencies theory and visual principles that on holds the context of motivation, engagement and enjoyment among students. In this regard, a thorough discussion of relevant theories were led to the suggestion theoretical framework and proposed of Experience Based Design Graphic Style (EBDGS) to identify student’s experiences (motivation, engagement and enjoyment) outcomes which mostly depends on the visual design approaches to designing the game scenarios. This paper also aims to describe the theoretical framework proposed in understanding the Malaysian student experience’s outcomes by placing the abstract style and realistic style in developing Experience Based Design Graphic Style (EBDGS) game prototype: EBGDS A (Abstract) and EBGDS R (Realistic). The implication of the theoretical framework was focused on the visual design (graphic styles) of games that intentionally centred in the students’ experience that tied to the demographic factors (gender, type of schools and areas), and the resulting experiences are examined through the Student Experience in Graphic Measurement Scale (SEIGMS). The intention of this research not only emphasize the suitability visual appearance able better improve student experiences but also increases deeper local knowledge in visual design guidelines in educational game design contexts.

scholarly journals Mobile Game Design Guide to Improve Gaming Experience for the Middle-Aged and Older Adult Population: User-Centered Design Approach (Preprint)

2020 ◽  
Author(s):  
Seyeon Lee ◽  
Hyunyoung Oh ◽  
Chung-Kon Shi ◽  
Young Yim Doh
Keyword(s):  
Older Adults ◽  
Older Adult ◽  
Game Design ◽  
Adult Population ◽  
Design Guidelines ◽  
Satisfaction Level ◽  
User Centered Design ◽  
Middle Aged ◽  
Mobile Games ◽  
Mobile Game

BACKGROUND The number of older adult gamers who play mobile games is growing worldwide. Earlier studies have reported that digital games provide cognitive, physical, and socioemotional benefits for older adults. However, current mobile games that understand older adults’ gameplay experience and reflect their needs are very scarce. Furthermore, studies that have analyzed older adults’ game experience in a holistic manner are rare. OBJECTIVE The purpose of this study was to suggest mobile game design guidelines for adults older than 50 years from a holistic gaming experience perspective. Adopting a human-centric approach, this study analyzes middle-aged and older adults’ gameplay experience and suggests practical design guides to increase accessibility and satisfaction. METHODS We organized a living laboratory project called the “Intergenerational Play Workshop.” In this workshop, 40 middle-aged and older adults (mean age 66.75 years, age range 50-85 years) played commercial mobile games of various genres with young adult partners for 1 month (8 sessions). Using a convergent parallel mixed-method design, we conducted a qualitative analysis of dialogue, game diaries, and behavioral observations during the workshop and a quantitative analysis of the satisfaction level of the game elements for the mobile games that they played. RESULTS This project was active from April 2019 to December 2021, and the data were collected at the workshops from July 1 to August 28, 2019. Based on the identified themes of positive and negative experiences from the qualitative data, we proposed 45 design guides under 3 categories: (1) cognitive and physical elements, (2) psychological and socioemotional elements, and (3) consumption contextual elements. Our empirical research could reaffirm the proposals from previous studies and provide new guidelines for improving the game design. In addition, we demonstrate how existing commercial games can be evaluated quantitatively by using the satisfaction level of each game’s elements and overall satisfaction level. CONCLUSIONS The final guidelines were presented to game designers to easily find related information and enhance the overall understanding of the game experience of middle-aged and older adults.

scholarly journals How to Play with Maps

2019 ◽  
Vol 1 ◽  
pp. 1-2
Author(s):  
Ross Thorn
Keyword(s):  
Video Games ◽  
Video Game ◽  
Real World ◽  
Game Design ◽  
Design Principles ◽  
Design Guidelines ◽  
Efficiency And Effectiveness ◽  
Optimal Efficiency

<p><strong>Abstract.</strong> Introduction: Cartographic design guidelines are traditionally grounded in the concept of work, striving for optimal efficiency and effectiveness when accomplishing tasks (Roth 2013a). Much like traditional maps, video game maps help players navigate through and make sense of complex and often realistic virtual geographies. While maps in video games have evolved with similar technology to traditional cartography (Ahlqvist 2011), these playful maps deviate from real-world maps in that they are designed to facilitate play and adhere to game design principles to create a challenging yet satisfying experience. My research investigates how the playful purpose of video game maps informs unique design choices in cartographic representation and interaction. Specifically, I examined how video game maps exhibit interactivity, immersiveness, incompleteness, and inclusiveness characteristics of playful maps through traditional cartographic frameworks and how video game maps utilize elements of interaction and representation as cartographic tools for play.</p>

scholarly journals Employee Profiles and Preferences towards IoT-enabled Gamification for Energy Conservation

2018 ◽  
Vol 5 (2) ◽  
pp. 65-85 ◽  
Author(s):  
Dimosthenis Kotsopoulos ◽  
Cleopatra Bardaki ◽  
Stavros Lounis ◽  
Katerina Pramatari
Keyword(s):  
Energy Conservation ◽  
Energy Saving ◽  
Game Design ◽  
Behavioral Interventions ◽  
Design Guidelines ◽  
Holistic View ◽  
Design Elements ◽  
Free Spirit ◽  
Green Behavior ◽  
Game Elements

Gamification can be used to effect positive behavioral change in various fields, including energy conservation. This paper reports on a survey we conducted to formulate a holistic view of users’ profiles and preferences in an Internet of Things (IoT)-enabled gamified mobile application that provides personalized energy-saving recommendation tips to employees, towards conserving energy and adopting a more green behavior at the workplace. The collected insight dictates that a gamified app promoting energy saving at the workplace may become a daily habit for its users if it at least includes three game design elements: progression, levels and points. Additionally, we complement existing design guidelines about the requirements of each HEXAD gamification user type (Philanthropist, Socializer, Free Spirit, Achiever, Disruptor, Player) in game elements, specifically for energy efficiency applications. Thus, we apply and validate the HEXAD gamification user typology in a new context – multicultural workplaces – as well as domain – energy-saving. Moreover, the collected insight inspired us to devise a modular, rule-based mechanism for formulating personalized energy-saving recommendation tips tailored to the users’ profiles and game design choices. This research may assist researchers, as well as practitioners, in designing personalized gamified behavioral interventions, especially towards energy conservation in workplaces.

Sign in / Sign up

Export Citation Format

Share Document