thesis game development

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Thesis Game Development Warren

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Anything that combines aspects of play, challenge and conflict can be seen as a game. Therefore, games provide a versatile but demarcated setting for education. From the students’ perspective the concept of ‘game’ is familiar, approachable and diverse, which makes it motivating for them. From the teachers’ point of view, a game can serve as a mixing pot for various study subjects. For example, making a game can concretise study topics as well as work practices and on-the-fly collaboration across many different disciplines. Therefore, games as an educational form seem to suit to situations where the study material cannot be partitioned into strict independent fragments. Because our areas of teaching are digital arts and software development, it is natural to instruct students using computer games projects. However, the selection of a game as an educational form does not solve problems in learning such as misconceptions due to simplification. To deepen the students’ understanding we h...

This article considers game design research in educational settings. Its focus is on how undergraduate students – particularly engineering students – learn computer game design. From observations conducted during our game design courses we have developed a model of expanded game design space. It encapsulates the entire development process from the first ideas to the final game with emphasis on game design thinking. Our model of expanded game design space consists of four separate – yet interconnected – layers in the process of game development. The first layer addresses the importance of framing, providing a clear game design assignment that involves the formulation of intended player experience and a description of game mechanics. The second layer focuses on game design thinking from six different aspects of game design chosen in relation to the framing of the game design assignment. The third layer establishes correspondence between formal elements of computer games and the structure of problem-based creativity. It addresses how game design challenges should be formulated and how creative solutions can be measured. The fourth and final layer demonstrates how clear framing can act as a guideline for evaluating game design thinking and for measuring solutions made in the development process. To strengthen our model of expanded design space, we will present examples from our game design courses.

American Journal of Business Education, 2010

To create professionals for the future, who will be innovative and internationally competitive, we need to change the learning environment. The current traditional delivery systems of education do not develop the necessary interpersonal, analytical and creative skills to deal with the new knowledge economy. Baer (2005), in calling for a new model of learning, says this will require collaboration between educators and game designers to research how games are best aligned with the targeted learning environment and needs. The incorporation of games will require realistic assessment of the current structure of education so that "students' ability to participate in complex social practices; learn new knowledge and perform well in novel, changing situations needs to be considered valuable learning" (Squire and Jenkins, 2004, p.31). When games and simulations are combined with technology they can generate the environment within higher education that can produce the highly-skilled professionals which are required.

Without a doubt computer technology holds great potential for improving the way that people learn. Through the use of network resources, learners can engage in individualized instruction where they can investigate and learn concepts and content to meet their specific needs. A significant number of case studies conducted by academic researchers are published every year concerning the new “Edutainment” (education and entertainment, education via entertainment) form of modern educational approach, most important of which is the “Games To Teach” project under the concurrence of Microsoft and the Massachusetts Institute of Technology (MIT). Edutainment materials are bringing about a change in the definition of the learning process as they attract and hold the attention of the learners by engaging their emotions through a computer monitor full of vividly coloured animations (Buckingham and Scanlon, 2000). Playing games is an important part of our social and mental development. The advent of personal computers with superior graphics systems has precipitated an explosion in game software. The multimillion game industries produce many different kinds of games which cultivate cognitive functions, motivation and remove players from the “real world”. It involves an interactive pedagogy and, in Buckingham et al's words, totally depends on an obsessive insistence that learning is inevitably "fun”. Many researches (Lepper and Cordova, 1992; Quinn, 1994, 1997) underline that the games can benefit education practice and learning if they combine fun elements with aspects of instructional design and system design that include motivational, learning and interactive components. These facts demonstrate a close association between play and learning. Computer games are gaining unprecedented access to the homes, minds and souls of people today. Hence, it has become increasingly important for game developers and educators to study the application of computers for enhancing the education offered to the next generation of students. Computer games enhance learning through visualization, experimentation and creativity of play (Betz, 1995) and often include problems that develop critical thinking (Amory et al., 1999). Computer games can be used to give a better form of education and can even make computers become the unique tools of learning. In the current research a different approach is proposed to the new “Edutainment” form of education, oriented in the integration of aspects of the game design process in the Greek National Curriculum. Based upon the collaborative action research and using grounded theory techniques (biographical analysis) and semi-structured interviews on a 20 K-12 students sample, it consists of a project which applies the means of designing a computer (video) game on several courses directed by the Greek National Curriculum. Being more specific, the educator may emerge or enhance several students’ skills such as collaboration between himself and her students, individual learning, brainstorming, critical and strategic thinking and creative writing through conducting a project in which certain courses will be approached though the stages of the game design process. These stages consist of script writing, character creation, scene direction, music setting, sound and visual effects immersion and can be approached through the courses of Greek Language, Geography, Arts Education, Greek Literature and Greek History courses. Thus, learners acquire those cognitive skills viewed as the fundamental objectives of the curriculum of studies through processes of playing and fun while they engage into something that meets their specific needs.

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Nuh Ha Mim Keller, a contemporary Muslim theologian , argues against the compatibility of evolution and Islam. In this article we intend to critically evaluate his position in which he advances three separate arguments. First, he criticizes the science of evolution. Second, he demonstrates the metaphysical problems with naturalism and the role of chance in the enterprise of evolution. Third, he contends that evolution and the creationist narrative in Islamic scripture is irresolvable. Given these points, Keller concludes that believing in human evolution takes one outside the fold of Islam (kufr). After reviewing each of these points we argue that his claims are unwarranted because of other possibilities which Keller may have not considered. In effect, we argue that believing in evolution doesn't necessarily or definitively entail kufr.

war and self-defense: some reflections on the war in gaza, 2024

This paper reflects on the current war on Gaza in 2024 that followed the Hamas attack on October 7th 2023, reading the events is a wider historical context. The paper has three main parts. In the first part, the paper argues against the fragmentation of the question of Palestine historically and geographically, arguing instead for the importance of the overall context of the conflict. The second part considers the issue of Palestinian resistance. How can the Palestinians resist occupation? This part is mainly descriptive and indicates the impasse that the Palestinians found themselves in it after the Oslo accords in 1993. The third and last part moves to normative questions regarding the question of self-defense both on the part of the Palestinians and on the part of Israel and tries to outline the ways these arguments can develop.

The MA program Manuscript Cultures is a one-year course (60 CP) that conveys central topics in the field of general manuscript research combined with specific skills. The degree program promotes the independent, critical, and analytical work with manuscripts. Students will learn how to conduct cultural and scientific examination of the texts, images, notes and diagrams contained in the manuscripts, including the scientific material analysis. They will develop creative approaches to solving complex scientific and scholarly questions. The range of manuscript cultures covered includes Asian, African, and European cultures.

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