Human Computation

2012 ◽  
pp. 1027-1047 ◽  
Author(s):  
Markus Krause ◽  
Jan Smeddinck
Keyword(s):  
Game Design ◽  
Digital Games ◽  
Scientific Study ◽  
Human Computation ◽  
Digital Game ◽  
The Core ◽  
Wide Range ◽  
Key Issues ◽  
Viable Approach ◽  
Computational Systems

The scientific study of serious games is a recent development, spanning less than two decades. One aspect in this field is human computation with digital games. The core of the paradigm is to outsource problems that are not yet solvable by conventional computational systems to humans. Therefore, these problems are reformulated into tasks that are then integrated into digital games. The players of the game then solve the problem while playing. Different human computation games have been successfully deployed, but tend to provide a relatively narrow gaming experience. This chapter analyzes the differences between game design for human computation and traditional digital game design. An in-depth consideration of these differences shows that it is a viable approach to build human computation games with a wide range of designs. The key issues of human computation game design are illustrated with the game OnToGalaxy.

Will Love Tear Us Apart: Adapting the Lyrical to the Ludic

CounterText ◽  
2016 ◽  
Vol 2 (2) ◽  
pp. 217-235
Author(s):  
Gordon Calleja
Keyword(s):  
Design Process ◽  
Game Design ◽  
Digital Games ◽  
Design Decisions ◽  
The Core ◽  
Lyrical Poetry ◽  
Insight Into ◽  
Made In

This paper gives an insight into the design process of a game adaptation of Joy Division's Love Will Tear Us Apart (1980). It outlines the challenges faced in attempting to reconcile the diverging qualities of lyrical poetry and digital games. In so doing, the paper examines the design decisions made in every segment of the game with a particular focus on the tension between the core concerns of the lyrical work being adapted and established tenets of game design.

Game Design as Part of Disciplinary Curriculum on Pedagogy

2021 ◽  
pp. 1-21
Author(s):  
Guaracy Silveira
Keyword(s):  
Problem Solving ◽  
Game Design ◽  
Structural Changes ◽  
Real Life ◽  
Digital Games ◽  
Abstract Model ◽  
Digital Game ◽  
Graduate Courses ◽  
Interdisciplinary Project ◽  
And Training

Guided by the principles of digital game design, the author proposes a reformulation of the pedagogical objectives and focuses of the pedagogical graduate courses, especially in relation to internship and training stages, in a problem-solving model based on digital games intending to shift the formation of future teachers from an abstract model to a real-life-based problem, thus proposing guidelines for an interdisciplinary project. The chapter summaries this proposal enlisting the necessary structural changes needed to achieve this goal to guide those wishing to adjust their pedagogical projects in a way to insert the digital games as educational devices in their courses without having to remodel the entire existing course. An introduction to the problem is made, its theorical background presented, followed by a contextualization of the Brazilian educational area with the proposition delineated and a conclusion.

Digital Game Design Tutorial for Use in the Basic School

2019 ◽  
pp. 63-88 ◽  
Author(s):  
Míria Santanna dos Santos ◽  
Camila Peres ◽  
Marcelo A. R. Schmitt ◽  
Andre Peres
Keyword(s):  
Digital Literacy ◽  
Game Design ◽  
Educational Games ◽  
Digital Games ◽  
Digital Natives ◽  
First Century ◽  
The Other ◽  
Digital Game ◽  
The Creation ◽  
Theoretical Foundations

The students of the twenty-first century are digital natives, presenting a nonlinear way of learning. The school, on the other hand, still keeps a sequential teaching structure. In order to approach the school of the students' reality, digital games can be an important educational tool. This can be done not only using educational games, but also by the creation of games. There are applications and software available online that allow the creation of games in a simple and accessible way. This process of building games enables students to mobilize various fields of knowledge and provide digital literacy, with the development of critical capacity. This chapter presents the theoretical foundations that justify the use of games in education, and a pedagogical proposal based on the construction of games, as well as tools that can be used to build digital games.

The Development Of Visual Aspects In Video Games Over The Years

2016 ◽  
Vol 7 (2) ◽  
pp. 18-22
Author(s):  
Christian Aditya
Keyword(s):  
Video Games ◽  
Game Design ◽  
Visual Quality ◽  
Digital Games ◽  
Digital Game ◽  
Game Engine ◽  
Game Development ◽  
History Of ◽  
Game Console

This report investigates the importance of creating a realistic environment in order to create an immersive world in digital games. The discussion will start from the history of Digital game development until now, discussing on the limitations of gaming consoles from time to time, and how game designers nowadays keep pushing the boundaries of the visual aspects of their game. Then focusing the discussion on the technical and art aspect of digital game design. By doing the analysis in this report, we can conclude that there are several reason that affects the visual quality of video games, such as the technology of the game console, the limitation of game engine, and also the skill of the game artist itself. Key words : Video Games, Digital Games, Game Console, Environment, Game Engine.

scholarly journals Making Sense of Digital Game-Based Learning: A Learning Theory-Based Typology Useful for Teachers

2018 ◽  
Vol 8 (4) ◽  
pp. 1
Author(s):  
Min Lun Wu
Keyword(s):  
Game Design ◽  
Digital Games ◽  
Role Playing ◽  
Subject Area ◽  
Educational Game ◽  
Digital Game ◽  
Game Based Learning ◽  
Role Playing Games ◽  
Making Sense ◽  
Commercial Off The Shelf

Digital game-based learning (DGBL) has gained traction on various educational levels in recent years as educators continue to seek best practices and researchers keep conducting studies to investigate the affordances and constraints of such technology-mediated instruction. This paper discusses the intersections between the historical development of educational digital games and contemporary theories of learning. Resultant from the review, a typology of educational digital games consisting of four genres -- edutainment and educational game applications, serious games, commercial off the shelf and massive multiplayer online role-playing games, and educational game design tools--is devised to help teachers interested in digital games better understand the pedagogical processes and cope with challenges involved in implementing DGBL. The paper concludes with the importance that the implementation of different genres of educational digital games in instruction entails teachers’ usage of different pedagogical strategies in accordance with the chosen game genre and opportunities to teach subject area content.

scholarly journals An Analysis of Game Design Elements Used in Digital Game-Based Language Learning

2021 ◽  
Vol 13 (12) ◽  
pp. 6679
Author(s):  
Terence Govender ◽  
Joan Arnedo-Moreno
Keyword(s):  
Language Learning ◽  
Game Design ◽  
Design Patterns ◽  
Language Education ◽  
Digital Games ◽  
Target Language ◽  
Digital Game ◽  
Element Analysis ◽  
Design Elements ◽  
Game Elements

Considerable changes have occurred in language learning with the introduction of gameful approaches in the classroom and the increase in the popularity of language applications like Duolingo. A review of existing studies on such approaches to language learning shows that gamification tends to be the most popular approach. However, this popularity has been achieved at the expense of other gameful approaches, such as the use of digital games. To gain a clearer picture of the developments and gaps in the digital game-based learning research, this paper examines and categorizes observations about game elements used in published papers (n = 114) where serious and digital games were tested in language education settings. Game element analysis reveals that (1) the most frequently occurring elements in digital game-based language learning (DGBLL) are feedback, theme, points, narrative, and levels; (2) even though there was significant variance in the number of elements observed in DGBLL, both the bespoke and off-the-shelf games show similar high-frequency elements; (3) DGBLL has been applied to vocabulary acquisition and retention in many cases, but lacks implementation and testing in input and output language skills; (4) although there is some consensus on the most frequent elements, the design patterns of common elements according to age group and target language skill show considerable variance; (5) more research is needed on less common design elements that have shown promise in encouraging language acquisition. The synthesis of information from the collected papers contributes to knowledge regarding DGBLL application design and will help formulate guidelines and detect efficacy patterns as the field continues to grow.

scholarly journals Design de práticas pedagógicas incluindo elementos de jogos digitais em atividades gamificadas

Obra digital ◽  
2016 ◽  
pp. 56-67
Author(s):  
Cristina Martins ◽  
Lucia Maria Martins Giraffa
Keyword(s):  
Qualitative Research ◽  
Teaching And Learning ◽  
Digital Games ◽  
Educational Practices ◽  
Sociocultural Context ◽  
Digital Game ◽  
Core Element ◽  
The Core ◽  
Game Elements

Este artigo apresenta um modelo para construção de práticas pedagógicas que incluam atividades gamificadas associadas a elementos de jogos digitais. A metodologia do estudo é de natureza qualitativa. Considerou-se o contexto sociocultural da cibercultura como elemento basilar das reflexões relacionadas às práticas criativas e potencialmente inovadoras que podem ser construídas a partir do uso de jogos e seus componentes. O resultado desta investigação possibilitou propor o modelo cuja aplicação pretende-se que seja uma alternativa para uso da gamificação nos processos de ensino e de aprendizagem.Design of educational practices, including digital game elements applied to gamified activitiesAbstractThis paper presents a model for organizing pedagogical activities using a gamification approach, and considering digital game elements. We considered the sociocultural context of cyberculture as the core element to design creative, potentially innovative educational practices based on the massive use of games and their components from students’ perspectives. The result of this qualitative research allowed us to propose the model as an alternative way of applying the gamification process in teaching and learning activities.Keywords: Gamification, digital games, cyberculture, educational practices, design

scholarly journals An Experience With A Faculty-Driven Approach To Business Curriculum Revision And Faculty Reorganization

2011 ◽  
Vol 1 (7) ◽  
Author(s):  
Stephen J. Holoviak ◽  
Michael T. Marsh
Keyword(s):  
Core Curriculum ◽  
Lessons Learned ◽  
Business Curriculum ◽  
College Leadership ◽  
The Core ◽  
Wide Range ◽  
Key Issues ◽  
College Of Business ◽  
Consensus Decision Making ◽  
Consensus Decision

Technology issues, student feedback, faculty turnover, employers needs, administration guidance, and AACSB recertification requirements combined to force the need for significant changes in the core business curriculum within the John L. Grove College of Business at Shippensburg University. College leadership approached both the identification of key issues and potential solutions with round-robin participation and consensus decision making by faculty rather than administrative edicts. Faculty Town Meetings were held regularly to discuss a wide range of issues, plan courses of actions, and design a new core curriculum. Faculty agreed to accept responsibility for the end products and ultimately made the final decisions regarding the content and structure of the core curriculum. This paper provides details of the processes, issues, problems, successes, lessons learned, and final results.

Digital Game Design Tutorial for Use in the Basic School

2022 ◽  
pp. 733-758
Author(s):  
Míria Santanna dos Santos ◽  
Camila Peres ◽  
Marcelo A. R. Schmitt ◽  
Andre Peres
Keyword(s):  
Digital Literacy ◽  
Game Design ◽  
Educational Games ◽  
Digital Games ◽  
Digital Natives ◽  
First Century ◽  
The Other ◽  
Digital Game ◽  
The Creation ◽  
Theoretical Foundations

The students of the twenty-first century are digital natives, presenting a nonlinear way of learning. The school, on the other hand, still keeps a sequential teaching structure. In order to approach the school of the students' reality, digital games can be an important educational tool. This can be done not only using educational games, but also by the creation of games. There are applications and software available online that allow the creation of games in a simple and accessible way. This process of building games enables students to mobilize various fields of knowledge and provide digital literacy, with the development of critical capacity. This chapter presents the theoretical foundations that justify the use of games in education, and a pedagogical proposal based on the construction of games, as well as tools that can be used to build digital games.

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