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

Author(s):  
Christopher Aaron Barney

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.

Information ◽  
2021 ◽  
Vol 12 (10) ◽  
pp. 393
Author(s):  
Christopher Aaron Barney

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: the 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. Designs 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.


2018 ◽  
Vol 2018 ◽  
pp. 1-10
Author(s):  
Marcelo Arêas R. da Silva ◽  
Geraldo Bonorino Xexéo

The process of designing a game involves many phases. We can summarize the work of the game designer as satisfactorily converting the idea in their mind to a digital game, which is not a simple task. Therefore, game designers should have a variety of tools to assist them. However, there are not that many specialized tools to support the game design process. Herein, we describe the experience of using Pegasus to design a part of a game. We propose an environment to simulate progression games based on game design patterns. Thus, we described the interaction of the game designer with Pegasus in such an environment, in order to support the process of creating, testing, and refining game elements before proceeding to the programming phase. Each configuration of the game elements corresponded to a simulation that could be performed multiple times, like in discrete event simulation. The results showed that Pegasus has the potential to support game design. Additionally, we presented some support components that were created to facilitate the use of the tool.


2013 ◽  
Vol 8 (4) ◽  
pp. 215-237 ◽  
Author(s):  
C. Dormann ◽  
J. R. Whitson ◽  
M. Neuvians

Author(s):  
Michał Mochocki ◽  
Raine Koskimaa

We present a framework of story beats, defined as microunits of dramatic action, as a tool for the ludonarrative analysis of videogames. First, we explain the Goal - Action - Reaction - Outcome model of the story beat. Then, we present six types of story beats, Action, Interaction, Inaction, Mental, Emotion, and Sensory, providing videogame examples for each category. In the second half of the paper, we contextualise this framework in the classic game studies theory of videogame narrative and player action: unit operations, gamic action, anatomy of choice, and game design patterns, wrapping it up in the most recent trends in cognitive narratology. Ultimately, we present the story beat as a ludonarrative unit, working simultaneously as a ‘unit operation’ in the study of games as systems, and as a microunit of character action in narrative analysis. The conclusion outlines prospective directions for using story beats in formal, experiential, and cultural game research.


2020 ◽  
Author(s):  
Marius Hans Raab ◽  
Claus Christian Carbon ◽  
Niklas Döbler

Many aspects of handling the COVID-19 pandemic in Western countries bear resemblance to game-design patterns like point displays and leader boards, the visible assumption of roles, classic archetypes, collection and hoarding of resources, and spatial awareness. We argue that these patterns emerge as people lack cultural and individual norms and cognitive scripts to handle a pandemic, in contrast to other catastrophic events like wars and major economic crises. Understanding this spontaneous ludification of a serious and complex situation in terms of Johan Huizinga's homo ludens can raise awareness for possible failings in dealing with COVID-19. It also has the potential to strengthen people's motivation for cooperative effort.


Information ◽  
2020 ◽  
Vol 11 (3) ◽  
pp. 153
Author(s):  
Nuno Flores ◽  
Ana C. R. Paiva ◽  
Nuno Cruz

Teaching software engineering in its many different forms using traditional teaching methods is difficult. Serious games can help overcome these challenges because they allow real situations to be simulated. However, the development of serious games is not easy and, although there are good practices for relating game design patterns to teaching techniques, there is no methodology to support its use in a specific context such as software engineering. This article presents a case study to validate a methodology that links the Learning and Teaching Functions (LTF) to the Game Design Patterns (PIB) in the context of Software Engineering Education. A serious game was developed from scratch using this methodology to teach software estimation (a specific topic of software engineering). An experiment was carried out to validate the effectiveness of the game by comparing the results of two different groups of students. The results indicate that the methodology can help to develop effective educational games on specific learning topics.


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