Relevant bibliographies by topics / Computer adventure games

Contents

  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic 'Computer adventure games'

Author: Grafiati
Published: 4 June 2021
Last updated: 30 July 2024

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Journal articles on the topic "Computer adventure games"

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Ju, Edward, and Christian Wagner. "Personal computer adventure games." ACM SIGMIS Database: the DATABASE for Advances in Information Systems 28, no. 2 (April 1997): 78–92. http://dx.doi.org/10.1145/264701.264707.

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Baltra, Armando. "Language Learning through Computer Adventure Games." Simulation & Gaming 21, no. 4 (December 1990): 445–52. http://dx.doi.org/10.1177/104687819002100408.

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Costa, Liliana Vale, and Ana Isabel Veloso. "Factors Influencing the Adoption of Video Games in Late Adulthood." International Journal of Technology and Human Interaction 12, no. 1 (January 2016): 35–50. http://dx.doi.org/10.4018/ijthi.2016010103.

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In the video game industry, older adults tend to be avid consumers. Although considerable research has been devoted to the positive cognitive effects of video games, less attention has been paid to the older adult gamer profile. The aim of this paper is to describe a survey conducted from November 2012 until May 2013, which includes 245 gamers aged 50 and over, about their game preferences. Specifically, the authors examined: (a) what types of video games are played and (b) what leads these players to be engaged by video games. The results indicate that adventure games with problem-solving are preferred, suggesting the skills that participants would like to practise. The study provides insight into a new video gamer profile.
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Lessard, Jonathan. "AdventureBefore Adventure Games." Games and Culture 8, no. 3 (May 2013): 119–35. http://dx.doi.org/10.1177/1555412012473364.

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Nosachev, Pavel G. "GAME OCCULTURE: WESTERN ESOTERICISM AND ADVENTURE COMPUTER GAMES." Study of Religion, no. 2 (2018): 131–39. http://dx.doi.org/10.22250/2072-8662.2018.2.131-139.

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The article discusses the possible perspectives of interdisciplinary research, standing on the border of the study of culture and religion. The author proposes to illustrate the specificity of such interdisciplinary character on the example of manifestation of Western esotericism in adventure computer games of the 90s. In the first part of the article main occulture myths are identified with the help of methodological frame of the part is C. Partridge’s theory of occulture. The author comes to the conclusion that the occulture makes the plot of games commercially successful. In the second part of the article the author refers to the theory of circulation of cultural product, developed by the Birmingham school of culture studies, in order to understand how from a research point of view, it is possible to use the knowledge of the deep occult influence on the industry of adventure games. The article discusses in detail the three phases of circulation: production, consumption and identity. The author concludes that occult plots and elements of computer games are secondary in relation to movies and literature, but this secondary character also provides them with the commercial success determined by recognition and justification of expectations of players.
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Kossuth, Karen C. "USING THE ADVENTURE FORMATS FOR CALI." CALICO Journal 3, no. 2 (January 14, 2013): 13–17. http://dx.doi.org/10.1558/cj.v3i2.13-17.

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Because adventure games can be highly interactive and so absorbing that users commonly spend hours in a session, they are well suited to CALI, as long as the level of language on the screen is low enough and as long as the parser can recognize naturally-formed commands. This article attributes the success of the adventure format to the Input Hypothesis and the Affective Filter Hypothesis and sets up criteria for instructional evaluation of foreign language adventures.
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Russell, Glenn. "Implications of Context-Based Software Development for Education." Australian Journal of Education 38, no. 2 (August 1994): 157–73. http://dx.doi.org/10.1177/000494419403800206.

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Criteria for the selection of a computer adventure game were established following an investigation into students' use of computer adventure games in a secondary school. The development of one piece of educational software, based on these criteria, is described. The importance of improving educators' abilities to select appropriate software by the identification of appropriate criteria in a context-based evaluation is stressed in a time of devolution and fiscal restraint.
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Lickhardt, Maren. "Game Logic in the TV Series The Walking Dead: On Transmedial Plot Structures and Character Layouts." Open Cultural Studies 1, no. 1 (December 20, 2017): 359–68. http://dx.doi.org/10.1515/culture-2017-0033.

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Abstract This paper discusses plot structures and characters of the The Walking Dead TV series which can be traced back to the influence of computer games and gameplay. It shall prove that the series’ narration as a transmedial phenomenon is characterised by ludic logic, although interactive aspects are omitted due to the intermedial change from games to a TV series. The characters’ twin layout as both civilised and archaic, the permanent necessity to make live-or-death decisions, as well as the struggle for survival, simulate aspects of adventure games in particular. The long duration of the series and its repetitive structure rely on PC gamers’ habits.
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Saito, Kumiko. "From Novels to Video Games: Romantic Love and Narrative Form in Japanese Visual Novels and Romance Adventure Games." Arts 10, no. 3 (June 25, 2021): 42. http://dx.doi.org/10.3390/arts10030042.

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Video games are powerful narrative media that continue to evolve. Romance games in Japan, which began as text-based adventure games and are today known as bishōjo games and otome games, form a powerful textual corpus for literary and media studies. They adopt conventional literary narrative strategies and explore new narrative forms formulated by an interface with computer-generated texts and audiovisual fetishism, thereby challenging the assumptions about the modern textual values of storytelling. The article first examines differences between visual novels that feature female characters for a male audience and romance adventure games that feature male characters for a female audience. Through the comparison, the article investigates how notions of romantic love and relationship have transformed from the modern identity politics based on freedom and the autonomous self to the decentered model of mediation and interaction in the contemporary era.
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Uiphanit, Thanakorn, Satien Janpla, Thatsanan Chutosri, Pongpisid Liangyoo, Natcha Wattanaprapa, Pongsakorn Kingsuwankul, Wannarat Bunchongkien, Phachaya Chiewchan, Aekkaphob Intarapoo, and Chunyarat Nititerapad. "Code Adventure: An Educational Game for Learning JAVA Programming." International Journal of Interactive Mobile Technologies (iJIM) 17, no. 22 (November 27, 2023): 26–37. http://dx.doi.org/10.3991/ijim.v17i22.42307.

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The purpose of this project is to (1) develop an educational game for learning in a JAVA programming course for undergraduate students, (2) compare the learning achievements of educational games and lectures, and (3) assess learner game acceptance with learning through games. The sample used in this research were 50 first-year undergraduate students in the field of management information systems from the Department of Information Science, S University in Thailand. In game design and development, The researcher developed the game based on the concept of game flow elements, such as challenges, story, fun, beauty, and so on, in order to inspire learners to be engaged in learning through games. The tools used in the research were (1) educational game performance evaluation forms, (2) an educational game for learning JAVA programming concepts, (3) a learning achievement test, and (4) student satisfaction assessment forms. The research results showed that (1) the learning efficiency of the educational game was very good, (2) the academic achievement of learning by the educational game was higher than that of learning by lecture, and (3) the acceptance of learning with computer games by the students was excellent. Additionally, learning through games made it easier for students to absorb the subject and learn more effectively. It has been discovered that learning through games improves learning results for students.
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Dissertations / Theses on the topic "Computer adventure games"

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Moser, Robert B. Computer Science &amp Engineering Faculty of Engineering UNSW. "A methodology for the design of educational computer adventure games." Awarded by:University of New South Wales. Computer Science and Engineering, 2000. http://handle.unsw.edu.au/1959.4/18613.

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This work undertakes a systematic study of various elements from differing fields which apply to the construction of computer-aided instructional systems. Drawing upon these works, the potential for instruction in computer adventure games is recognised, and previous work in the area analysed with respect to the theoretical findings. Based both on this theory and the germane advice of practicing game designers, a methodology for the design of educational computer adventure games is laid out in detail. The method described is then used to construct a sample game with basic programming skills as the pedagogical content, and this sample game is tested and the results examined. An informed approach to the design of computer-assisted instruction must begin with an understanding of how people acquire and store new information or skills. Cognitive psychology provides a number of conflicting models of the human information processing system, but these differing theories have a common basis which can be exploited in an attempt to make material more accessible. Instructional design describes a methodology for the analysis of pedagogical goals and demonstrates methods of learning support which can and should be incorporated into the new setting. In this field also is a judgement of different media, including computers, and their ability to provide the necessary elements of learning. By understanding the strengths and weaknesses of the medium the limits of what is possible within it can be catered to, and its failings augmented with supplemental materials. Both educational psychology and instructional design indicate benefits to learning from a correctly motivated learner, and the theory of engagement is therefore also scrutinised for elements helpful to the educational designer. The convergence of the knowledge gleaned from these various fields leads to one possible match to the desired criteria for computer-mediated instruction; the computerised fantasy adventure game. This being the case, other work in the field is examined for relevance, and it is found that a detailed methodology for the construction of such games does not exist. Existing material is combined with the aforementioned theoretical work and a survey of what is known about practical game design to create such a framework. It is proposed that through its use the systematic inclusion of educational content in an engaging environment will be facilitated. The hypothesis is examined, and an action research approach found to be called for. As such, the proposed methodology is used to create a sample game, and the process of its design used to inform the proposed methodology. The final form is described in detail, and the process of its application to the sample game elucidated. A prototype of the game is used with a number of test subjects to evaluate the game?s level of success at both engagement and the imparting of content material.
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Buckles, Mary Ann. "Interactive fiction : the computer storygame adventure /." Diss., Connect to 24 p. preview or request complete full text in PDF format. Access restricted to UC campuses, 1985. http://wwwlib.umi.com/cr/ucsd/fullcit?p8517895.

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Afram, Rabi. "Puzzle Design in Adventure Games." Thesis, Högskolan på Gotland, Institutionen för speldesign, teknik och lärande, 2013. http://urn.kb.se/resolve?urn=urn:nbn:se:hgo:diva-1916.

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This thesis investigates the level of difficulty of puzzles in the adventure games and the implications thereof. The thesis contains an in-depth background, and a brief history about the genre. It brings up the main problem of the genre and looks into both the cause and effect that follows. To support this process, an analysis has been made of design documents and a survey was issued on the subject of adventure game puzzles.
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Molley, Sean. "Ta Da! - The Text Adventure Design Assistant a Visual Tool for the Development of Adventure Games." TopSCHOLAR®, 1997. http://digitalcommons.wku.edu/theses/347.

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In this paper, I survey past and present tools available to text adventure game authors, and then describe a new product: the Text Adventure Design Assistant (TA DA!), a visual programming system for creating text adventure games. My system consists of two parts: an abstract framework which defines an archetypical game, and a user interface which allows for the construction of games in a visual manner by manipulating the elements of the abstract game to produce a concrete design. The two most popular contemporary programming languages for creating text adventure games, TADS and Inform, are compared and contrasted, and my abstract framework is adapted to both of these languages. The traditional pencil-and-paper design process used by adventure game authors is studied and its application to the development of TA DA! is described. Finally, the implications of TA DA! and similar advances in visual programming are discussed and I predict future trends in the design of both adventure games and other application domains based on this work.
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Rogers, Elise, and n/a. "Observed interaction between students using computers." University of Canberra. Education, 1995. http://erl.canberra.edu.au./public/adt-AUC20061107.154847.

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This study was conducted to see what cognitive and social skills and strategies were employed by pairs of students as they used a computer adventure game. The games used in the study were "Where in the World is Carmen Sandiego?" (Broderbund) and "Dinosaur Discovery" (Jacaranda) One male and one female pair of year five students were assigned to each game. Grounded Theory was selected as the methodology as it enabled categorization of the skills and strategies to emerge from the data without locking the researcher into previously identified categories. It was found in this study, and supported in other research, that what occurs between the students during a session with the computer depends on the nature of the task, the students involved, the type and amount of training provided and the classroom conditions under which the activity is conducted. The implications from the study are: that under most circumstances it is desireable for students to work in pairs with a computer to enable interaction to occur, students may require some training in the cognitive skills necessary for the software being used, training students to work cooperatively before placing them in groups is important; and integrating the computer into the classroom environment may encourage the use of other desired skills and strategies.
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Lee, Benjamin Nelson. "Lude behavior designing contexts for playing out the kingdom of God /." Theological Research Exchange Network (TREN), 2005. http://www.tren.com/search.cfm?p062-0272.

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Magnuson, Markus Amalthea. "The Dig : De grafiska äventyrsspelen som flyktigt medium." Thesis, Stockholms universitet, Filmvetenskapliga institutionen, 2010. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-179044.

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Hedenskog, Jens. "Exploring Game Design Pitfalls through patterns : Experiences when making our first game." Thesis, Högskolan på Gotland, Institutionen för speldesign, teknik och lärande, 2012. http://urn.kb.se/resolve?urn=urn:nbn:se:hgo:diva-1618.

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The purpose of this report is to analyze what went wrong with the adventure game project called Fairytale, I started together with 4 of my fellow university students at Gotland University, spring 2007. My ambition with this report is to enlighten problems in game design that arose during the game development process in order to prevent others from making the same mistakes. The problems are analyzed according to game design patterns defined by Björk, S. and Holopainen, J. (2005). Patterns in Game Design. Boston, Massachusetts. Jenifer Niles. The game was exhibited to the public at Gotland Game Awards 2007, Leipzig Game Developers Conference 2007, Tekniska Museet 2007, Almedalsveckan 2008 and Gotland Game Awards 2008. The results of the report show that redesigning already finished game features means a lot of troubles in relation to its dependency on other game elements. The key abilities of the main character were vaguely defined since the beginning of the project which caused problems with earlier designed levels whenever a new item was introduced. The terrain of the prior levels didn’t match the abilities of the new items, which forced changes to be made. The biggest mistake with this project was that finished game elements never were considered final. My role in the project was the solo game programmer and co-designer. I shared the designing tasks together with Annika Fogelgren who also was the producer of our team. Albertina Sparrhult, Emma Johansson and Marie Viberg were our core graphic artists. Together, we created the Fairytale game.
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Moser, Robert B. "A methodology for the design of educational computer adventure games /." 2000. http://www.library.unsw.edu.au/~thesis/adt-NUN/public/adt-NUN20021003.141152/index.html.

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Raková, Michaela. "Historie a kontext produkce počítačových her žánru adventure v České republice." Master's thesis, 2013. http://www.nusl.cz/ntk/nusl-322012.

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The thesis deals with the historical development of computer adventure games in the Czech Republic. It focuses on the period that started in 1994 with the production of the first commercial PC game Tajemství Oslího ostrova (The Secret of Donkey Island), and ended in 1998. It also touches an earlier period and factors that influenced the production of the adventure genre in the nineties. Researched titles belong to the genre of 2D point-and-click adventure. The paper brings the analysis of the games according to the theories of game studies, context of their production, information about their producers and analysis of the feedback in the press that focused on computer games. The thesis tries to identify the common features of the first commercial PC games thanks to which the games became very popular in the nineties and also describes the obstacles that the first producers had to overcome in the post socialistic country. At nearly twenty titles the paper tries to reveal the new elements that showed in the historical development of the adventure games and also to describe the differences among monitored titles. The sources of information for the thesis were both the literature, which dealt with computer games, and the interviews with the developers, game designers and distributors who focused on the...
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Books on the topic "Computer adventure games"

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Huffman, Eddie. Classic computer games. Greensboro, N.C: Compute Books, 1994.

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Simon, Marvin Kenneth. Keys to solving computer adventure games. Englewood Cliffs, N.J: Prentice-Hall, 1987.

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McGath, Gary. Compute!'s guide to adventure games. Greensboro, North Carolina: Compute! Publications, 1985.

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Michael, Knight, ed. Hottest PC games. Rocklin, Calif: Prima Pub., 1998.

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Rymaszewski, Michael. Prima's computer strategy games bible: Unauthorized. Rocklin, Calif: Prima Pub., 1996.

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Inc, Robin Computing, ed. Computer novel construction set: User manual. Lowell, MA (600 Suffolk St., Lowell 01854): Hayden Software Co., 1985.

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Gruber, Diana. Action arcade adventure set. Scottsdale, Ariz: Coriolis Group, 1994.

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David, Mitchell. An adventure in programming techniques. Wokingham England: Addison-Wesley Pub. Co., 1986.

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Lueders, Raymond. Compute's adventure game player's handbook. Greensboro, N.C: Compute Books, 1993.

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Stuart, S. D. Herobrine rises: A Minecraft adventure. London: Ramblin' Prose Publishing, 2013.

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Book chapters on the topic "Computer adventure games"

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Bundren, Dawson, and Newton Lee. "Sonic Adventure 2, an Analysis." In Encyclopedia of Computer Graphics and Games, 1700–1702. Cham: Springer International Publishing, 2024. http://dx.doi.org/10.1007/978-3-031-23161-2_340.

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Bundren, Dawson, and Newton Lee. "Sonic Adventure 2, an Analysis." In Encyclopedia of Computer Graphics and Games, 1–2. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-319-08234-9_340-1.

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Rexing, Brayden, and Newton Lee. "God of War (2018), an Action-Adventure Game." In Encyclopedia of Computer Graphics and Games, 847–49. Cham: Springer International Publishing, 2024. http://dx.doi.org/10.1007/978-3-031-23161-2_526.

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Rexing, Brayden, and Newton Lee. "God of War (2018), An Action-Adventure Game." In Encyclopedia of Computer Graphics and Games, 1–3. Cham: Springer International Publishing, 2023. http://dx.doi.org/10.1007/978-3-319-08234-9_526-1.

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Kellner, Gudrun, Paul Sommeregger, and Marcel Berthold. "Towards Guidelines for Educational Adventure Games Creation (EAGC)." In Lecture Notes in Computer Science, 550. Berlin, Heidelberg: Springer Berlin Heidelberg, 2012. http://dx.doi.org/10.1007/978-3-642-33263-0_66.

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Coleman, Douglas W. "Collaborative Creation of Adventure Games in the ESL One-Computer Classroom." In Global Interdependence, 125–30. Tokyo: Springer Japan, 1992. http://dx.doi.org/10.1007/978-4-431-68189-2_15.

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Cornillie, Frederik, Igor Jacques, Stefan De Wannemacker, Hans Paulussen, and Piet Desmet. "Vocabulary Treatment in Adventure and Role-Playing Games: A Playground for Adaptation and Adaptivity." In Communications in Computer and Information Science, 131–46. Berlin, Heidelberg: Springer Berlin Heidelberg, 2011. http://dx.doi.org/10.1007/978-3-642-20074-8_11.

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Cai, Xingquan, and Chao Chen. "Ocean Adventure Cell Phone Adventure Game Design and Implementation." In Advances in Computer Science and Ubiquitous Computing, 320–27. Singapore: Springer Singapore, 2017. http://dx.doi.org/10.1007/978-981-10-7605-3_53.

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Andreou, Panayiotis, George Nicou, Irene Polycarpou, Panagiotis Germanakos, and Nearchos Paspallis. "CodeAdventure: An Adventure Game for Computer Science Education." In Lecture Notes in Computer Science, 423–32. Cham: Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-58509-3_33.

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Švelch, Jaroslav. "Adventures in Everyday Spaces: Hyperlocal Computer Games in 1980s–1990s Czechoslovakia." In Game History and the Local, 17–35. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-66422-0_2.

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Conference papers on the topic "Computer adventure games"

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Sarinho, Victor Travassos. "GEnEbook: A Game Engine to Provide Electronic Gamebooks for Adventure Games." In 2021 20th Brazilian Symposium on Computer Games and Digital Entertainment (SBGames). IEEE, 2021. http://dx.doi.org/10.1109/sbgames54170.2021.00017.

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Kuehn, Eileen, and Juergen Sieck. "Location and Situation Based Services for Pervasive Adventure Games." In 2010 12th International Conference on Computer Modelling and Simulation. IEEE, 2010. http://dx.doi.org/10.1109/uksim.2010.95.

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Zahari, Ana Syafqah, Lukman Ab Rahim, and Mazlina Mehat. "A review of modelling languages for adventure educational games." In 2016 3rd International Conference on Computer and Information Sciences (ICCOINS). IEEE, 2016. http://dx.doi.org/10.1109/iccoins.2016.7783265.

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Anthony T. Cangao, Christian, Pamela A. Custodio, and Ma Teresita Borja-Osalla. "Learning as an adventure: how online video gaming values can recreate the traditional classroom." In Annual International Conferences on Computer Games, Multimedia and Allied Technology. Global Science & Technology Forum (GSTF), 2010. http://dx.doi.org/10.5176/978-981-08-5480-5_116.

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Dubinsky, Alexey, and Yana Zhykharieva. "THE PROJECT OF TEXT ADVENTURE GAME FOR STUDYING THE PARAMEDICAL ALGORITHMS." In eLSE 2020. University Publishing House, 2020. http://dx.doi.org/10.12753/2066-026x-20-004.

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First aid skills are the important part of medical's competency. The set of instructions for first aid operations are officially approved by the state. This instruction texts are the algorithms. Medical students are studying these algorithms in the special course. First of all, we convert the instructions from text to the graphical flowcharts (according to ISO 5807-85 standard) for checking the ambiguity and possible misunderstanding. The execution process of such algorithms is one of typical "complex open ended assignments". We have the classification of typical user errors. On the base of this errors we construct the set of alternative choices for all steps of algorithm. Every such set will convert to the answers for multiple choice question (MCQ). There are repeated cyclic question for student (executor): "what you will do?" or "what is your next operation?" We plan to build the special environment for gamification of the learning process. Short version will have only one right way - sequence of answers. Every wrong answer will lead the error message - "your patient is dead" and explanation why it happened. In the more complex model we evaluate the patient state and student can read the comments and the errors list only after the end of the algorithm execution. This year (2020) we plan to make the first iteration: text-based online adventure game, one content set, based on the first aid instructions that are approved in Ukraine. The next iteration will use first aid instructions that are accepted in other countries, starting from countries of EU. We suppose future development of this game will be like a well-known history of evolution of computer games. This project will be part of the second co-author PhD thesis
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Dumitrache, Anisoara, Bogdan Logofatu, and Beatrice Almasan. "GBL AND CREATIVITY IN CLASSES." In eLSE 2012. Editura Universitara, 2012. http://dx.doi.org/10.12753/2066-026x-12-144.

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The aim of this paper is to present the results obtained during ProActive project, a European project having as main objective the creation of learning contexts in which educators (teachers, professors, trainers) of different LLP sub-programmes (Comenius, Leonardo da Vinci and Erasmus) can an apply their creativity in designing their own GBL scenarios using digital tools (two games editors: Eutopia and <e-Adventure>). In order to identify project’s potential in developing educational games, in the first phase of the project were organized several focus groups with teachers, trainers and professors according to an initial project plan. The results obtained helped the team to adapt the two game editors according to the users’ needs. In a second phase, University of Bucharest has selected three pilot sites representing centers, associations, institutions that offer courses in different fields: from computer skills and advanced computer networks to personal development and outdoor education were selected to be part of implementation phase. The selection process was made according with specific criteria related to their experience in the field and institutions’ interests to use Game Based Learning in their current practice. Through co-design sessions and workshops participants learned how to use the tools for creating games, and how to integrate these computer aided instruction sequences in a regular classroom. Through Game Based Learning, trainers will improve their teaching methods, transforming classes in spaces for collaborative work, participation, problem solving. Game Based Learning will encourage students to continue their work at home and to communicate with other colleagues and trainer even if the learning scenarios are applied in traditional learning, in blended learning, or in distance learning.
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Yip, David. "Between passive viewing and active choosing in storytelling." In 13th International Conference on Applied Human Factors and Ergonomics (AHFE 2022). AHFE International, 2022. http://dx.doi.org/10.54941/ahfe1002037.

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Since the dawn of the Internet, abundance of content and information is constantly being created and shared at the speed of light across different media. Media technologies have given us almost unlimited access to choose and interact with vast amount of content and information. We seem to be in active control in choosing what information we want to see and interact with on the internet. Ironically, with all this interactive freedom, most of us still prefer to watch their favorite TV programs or films passively on interactive media platforms. New technologies such as streaming TV have provided many new platforms to present passive content but to what extent how these new technologies have affected the form and shape of content remains a question. Simply by looking at the ratio of programs for traditional passive viewing vs. programs with interactive content, the audience has spoken by choosing to watch conventional content passively. Interacting with content is more than just choosing what pre-made content to watch, for that we always have our remote control. Interacting with content is about having our own say or control about the outcome or direction of a story [1, 2]. Unlike what many media theories have predicted many years ago, interactive narrative has not become mainstream and would never replace conventional form of storytelling. Nevertheless, as more content is being delivered on mobile or personal computer in addition to the big screen, more interactive content will be made available in the foreseeable future. Many popular 4As video games have already mixed conventional storytelling elements with some interactive gaming functions in recent years [3]. This paper focuses on the concepts of choice and decision-making in storytelling and how interactive functions could be blended in with the narrative. Decision-making has always been an important part of storytelling, in which it’s the storyteller who make decisions for the characters and for the audience. A good story may still be best uninterrupted and told by the storytellers who know about the crafts of storytelling [4, 5]. Typical audience still enjoy watching adventure chosen for them rather than to choose their own adventure. This paper discusses the role of interactivity and the concept of choice-making in interactive storytelling.
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Ho, Pei-Chi, Chun-Hsiung Huang, and Szu-Ming Chung. "A Computer Adventure Game Applied in E-Learning." In The 2007 International Conference on Intelligent Pervasive Computing (IPC 2007). IEEE, 2007. http://dx.doi.org/10.1109/ipc.2007.76.

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Stadler, Viktor, and Helmut Hlavacs. "Blind Adventure - A Game Engine for Blind Game Designers." In CHI PLAY '18: The annual symposium on Computer-Human Interaction in Play. New York, NY, USA: ACM, 2018. http://dx.doi.org/10.1145/3242671.3242703.

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Guerreiro, Gustavo, Lucas Vargas, Igor Zafriel Schmidt, and Ricardo De la Rocha Ladeira. "Two Kingdoms: Relato de Desenvolvimento de um Jogo Utilizando Godot Engine." In Computer on the Beach. São José: Universidade do Vale do Itajaí, 2021. http://dx.doi.org/10.14210/cotb.v12.p571-574.

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This paper aims to explain the game development experience creating ‘Two Kingdoms’ an Action RPG with an 8-way movement, top-down camera, focused on exploration, and a multi-stage adventure while ex-plaining the functionalities of the used engine. The different abilities and knowledge necessary to develop a game and how they were learned will also be included, like coding, math, physics, music, art, and storyline creation. The article addresses game creation experience, such as the choosing process of the engine, the tools used for art and music creation, and the explanation of some functions provided by Go-dot Engine for the development of the game presented priorly.
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Reports on the topic "Computer adventure games"

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Ismailova, L. Yu, S. V. Kosikov, V. S. Zaytsev, and I. O. Sleptsov. educational computer game THE ADVENTURES OF THE GUSARIK" OR THE BASIS OF THE THEORY OF THE STATE AND LAW (version 1.0). SIB-Expertise, July 2022. http://dx.doi.org/10.12731/er0577.04072022.

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TRAINING GAME IS DESIGNED TO OBTAIN NEW AND TEST EXISTING KNOWLEDGE IN THE FIELD OF ONE OF THE MOST IMPORTANT LEGAL DISCIPLINES - THEORY OF STATE AND LAW. GAME ALLOWS TO TEST ITS FORCES IN INTERACTIVE MODE IN SOLVING A LARGE NUMBER OF THEORETICAL AND PRACTICAL QUESTIONS. THE STUDENT CAN WORK OUT NEW TOPICS USING NUMEROUS COMMENTS AND CHECK THE RESULTS OF THEIR ASSIMILATION. GAME CHARACTER'S CLUES AND FACIAL EXPRESSIONS MOTIVATE THE PLAYER TO CAREFULLY WORK WITH THE OBJECT AND ALLOW YOU TO INDEPENDENTLY WORK ON TOPICS THAT CAUSED DIFFICULTIES IN THE CONTROL MODE. GAME CONTENT COMPLIES WITH THE PROGRAM OF THE STATE STANDARD IN THE SPECIALTY "LAW." THE MAIN GOAL OF THE GAME IS TO HELP IN HIGHLIGHTING THEORETICAL LEGAL STRUCTURES IN PRACTICAL SITUATIONS, TO DEVELOP THE SKILLS OF LEGAL ANALYSIS OF THE TEXT OF LEGAL NORMS AND LAW ENFORCEMENT DOCUMENTS, AND THEREBY TO INCREASE THE EFFECTIVENESS OF THE APPLICATION OF LAW.IN ADDITION, THE EDucational GAME WILL INTRODUCE PROFESSIONAL LEGAL TERMINOLOGY IN THIS FIELD. THE GAME "THEORY OF STATE AND LAW" CAN BE USEFUL FOR STUDENTS OF LAW UNIVERSITIES AND FACULTIES, PRACTICING LAWYERS AND EVERYONE WISHING TO IMPROVE THEIR QUALIFICATIONS IN THE FIELD OF LAW. CERTAIN SECTIONS OF THE GAME WILL BE USEFUL FOR TRAINING IN THE UNIVERSITY IN LEGAL SPECIALTIES.
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