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.

Dissecting the Dragon: GUR for Dragon Age™: Inquisition

2018 ◽  
Author(s):  
James Berg
Keyword(s):  
Game Design ◽  
Design Decisions ◽  
Ui Design ◽  
Game World

This chapter describes challenges involved in the development of Dragon Age™: Inquisition, in particular, problems arising from the size of the game world, as well as combat mechanics and player classes and playstyles. It shows how GUR directly contributed to game design decisions, for example, in terms of menu and UI design.

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.

The Creation of Design Modules for Use in Engineering Design Education

2012 ◽  
Author(s):  
Garrett Foster ◽  
Micah Holland ◽  
Scott Ferguson ◽  
William Deluca
Keyword(s):  
Engineering Design ◽  
Design Education ◽  
Resource Constraints ◽  
State University ◽  
Design Problems ◽  
Educational Value ◽  
North Carolina State University ◽  
Engineering Design Education ◽  
Analytical Approaches ◽  
Current Engineering

Industry demands that graduating engineers possess the ability to solve complex problems requiring multidisciplinary approaches and systems-level thinking. Unfortunately, current curricula often focus on analytical approaches to problem solving. Further, adding courses focused solely on engineering design is often unachievable due to the large amount of material covered in today’s undergraduate engineering curricula. Combined, these prevent a comprehensive focus on engineering design education from being realized. To overcome these time and resource constraints, this paper proposes the use of computational modules within current courses. The investigators hypothesize that the modules would eliminate the repetitive analysis barrier in design problems, thus allowing for design-related experiences to be included earlier in the curricula as opposed to postponing it to a capstone experience. Four major hurdles that hinder successful integration of modules in current engineering courses are: a) engaging students such that they will want to use the modules; b) ensuring the modules are easy to use; c) reducing the complexity of deploying the modules into the classroom; and d) providing educational value. To address these issues, this paper treats the design of the modules as a product design problem. This paper presents the redesign process followed to improve two different design modules planned for implementation in the engineering curriculum at North Carolina State University. Additionally, this research indicates that using a formal redesign process enhances a module’s ability to overcome the hurdles listed above.

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.

scholarly journals Educational Escape Rooms: Challenges in Aligning Game and Education

2020 ◽  
Author(s):  
Alice Veldkamp ◽  
Sigrid Merx ◽  
Jasper van Winden
Keyword(s):  
Design Process ◽  
Real World ◽  
Game Design ◽  
Integrated Approach ◽  
Learning Goals ◽  
Popular Entertainment ◽  
The Real ◽  
Game World ◽  
Model Combining ◽  
Design Challenges

This article analyzes the design of MasterMind, an escape room that served as a means of professional development in the use and implementation of online educational tools in academic teaching. Escape rooms have inspired educators all over the world to adapt the popular entertainment activity for education. The time-constrained and problem-based games require active and collaborative participants, which makes an escape room an interesting setting for educators. As there are differences in the settings and goals of educational and recreational escape rooms, there is a need for description of the design process, taking into account game design and educational aspects. MasterMind was developed by a multidisciplinary team of educators, educational researchers and game researchers. The design analysis of MasterMind focuses on three related challenges that have informed the design process: 1) the participants' transition from the real world to the game world; 2) the alignment of game design aspects and educational aspects in the game world; and 3) the transfer from experiences and knowledge obtained within the game world back into the real world. The description and analysis is guided by frameworks on persuasive games and the alignment of game goals and learning goals. The analysis gives insights in how to balance game and educational aspects in the design, in order for players to reach both persuasive and learning goals. We recommend an integrated approach of the different design challenges. Therefore, we propose a design model combining and aligning the used frameworks, leading to an integrated approach in tackling design challenges in persuasive, serious games.

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.          

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