Dissertations / Theses on the topic 'Digital games'
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Falk, Anders. "Sacred Games - Becoming Gods : Priming digital game ethics." Licentiate thesis, Blekinge Tekniska Högskola, Institutionen för teknik och estetik, 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:bth-18570.
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The point of departure for my research is a perceived breach and resulting dissonance between how digital games and other parts of society that are similar in form, enact certain aspects of life. This shift was made especially clear in massive multiplayer games in 2004 with the release of World of Warcraft, the design of which panders to cultural weak points, rather than attempting to mimic them. Digital games are far-reaching. In February 2019, ‘Apex Legends’ reached over 10 million players in less than 72 hours. Nonetheless, the idea of games as separate from the ‘real’ is persisting. Digital games have become a cyclopean gathering of liminality, and there are still no form-based ethics emerging, from either industry or society. Even though society is now undergoing the same abstracting digitisation, that has been a base for game design for a long time, there is a continuing separation in the knowledge applying to games or ‘reality’. The purpose of this thesis is to explore different ontological, epistemological, and ethical understandings of digital games as media, technology, modes of experience, and form. This is undertaken by using the situated and reality producing grating1 of technoscience, together with an eclectic range of concepts such as media as a message, agential reality, liminal phases, anticipation, and ergon. The research delineates a primer for applied studies within the rhizomatic structure of digital games, digitisation, technoscience, and media-technology. In accordance with this aim, the thesis has a fragmented, non-linear, and mosaic approach. This licentiate thesis is a compilation of three papers with a complementary introduction and an epilogue.
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Larsson, Andreas, and Jonas Ekblad. "Physical vs Digital Tabletop Games." Thesis, Malmö universitet, Fakulteten för teknik och samhälle (TS), 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-20793.
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This paper shows the difference in User Experience between Physical and Digital tabletop games. The goal of the project is to get an understanding of how and why playing tabletop games differentiates depending on the platform. Seven tabletop games have been chosen from different genres with an official digital adaptation. We’ve measured four key factors, Usability, Aesthetics, Social Connectivity and Engagement. The key factors have been used to gather User Experience metrics that were used to compare the digital and physical versions of the tabletop games. The result from this thesis is that physical tabletop games have a higher rating than the digital versions in all key factors except in usability where the differences were miniscule. Games that rely on imperfect information offer a much higher social connectivity and engagement when it’s played around a table. Games relying on tile-placement offers a higher usability and engagement when played digitally due to the assistance provided by the game. Physical tabletop games are the preferred option of the two but the accessibility of the digital versions makes them remain relevant.
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Jin, Chengyue. "Game narrative conveyed through visual elements in digital games." Thesis, Högskolan i Skövde, Institutionen för informationsteknologi, 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:his:diva-20104.
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This thesis compares the different concepts of game narrative and traditional narrative, and aims to explore and analyze the relationship between visual elements and game narrative in video games. Game narrative is an emerging narrative based on digital media. It can not only include stories from traditional narratives, but also convey narratives through the virtual environment and mechanisms of games. This thesis discusses the concepts of traditional narrative and game narrative from the basic concepts of narrative, and lists different visual narrative elements and video games of different narrative types on this basis. In addition, this thesis designs a study that includes different dimensions of immersion to investigate the impact of narratives conveyed through visual elements on player immersion.
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Tahmassebi, Shadi. "Digital Game Design for Elderly People." Thesis, Malmö universitet, Fakulteten för teknik och samhälle (TS), 2018. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-20133.
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Researchers have found that digital gaming is beneficial for the cognitive,psychological, and physical health of the elderly people [1][6]. The percentage of theelderly people playing digital games is growing increasingly (and so do thedemographics) and thus the elderly generation form a potential base for a yetinexperienced game market. Nevertheless, the game industry seems to have ignoredthis important layer of the population as a special category of users [3]. Neither thehardware nor the software are designed with the elderlies’ age-related cognitive andphysical impairments.While there is a lot of research on the positive effects of digital games on the elderlies’well-being, the characteristics of the elderly gamers have rarely been explored [1]. Thepurpose of this study is to find out the elderly people’s perceptions and experiences ofplaying games and map the difficulties they experience. Based on the collected dataand facts, a number of important factors to be considered by the designers of gamesfor the elderly people are recommended.Almost 50 individuals between 65 and 90 years of age, living in their homes andenjoying a for their age normal health, have been interviewed by the author. The resultsreveal that a considerably high majority of the respondents show interest in playinggames. Meanwhile, they complain about the complexity of both hardware andsoftware in relation to their age-related cognitive and physical limitations. Most of theelderly individuals say that they need help with both playing games and using thedevices. An important conclusion from the findings of this research is that gamestargeting the elderly users should be designed beyond the general usability issues,considering the possibility of customizing the technologies to individual needs andrequirements, as the health and physical conditions of the elderly people vary greatly.The study concludes that for the elderly population to be motivated and benefit fromdigital games, developers producing the software and hardware, and designersengaged in the design of user interface, need to consider this population as a separatecategory of gamers and offer games meeting age-related needs and requirements.
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Wenz, Karin. "Narrative logics of digital games." Universität Potsdam, 2010. http://opus.kobv.de/ubp/volltexte/2010/4275/.
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The debate whether to locate the narrative of digital games a) as part of the code or b) as part of the performance will be the starting point for an analysis of two roleplaying games: the single-player game ZELDA: MAJORA’S MASK and the Korean MMORPG AION and their respective narrative logics. When we understand games as abstract code systems, then the narrative logic can be understood as embedded on the code level. With a focus on the player’s performance, the actualization of the possibilities given in the code system is central. Both logics, that of code and that of performance, are reflected in players’ narratives based on the playing experience. They do reflect on the underlying code and rules of the game system as they do reflect on the game world and their own performance within. These narratives rely heavily on the source text – the digital game –, which means that they give insights into the underlying logics of the source text. I will discuss the game structure, the players’ performance while playing the game and the performance of the player after playing the game producing fan narratives. I conceive the narrative structure and the performance of the player playing as necessarily interconnected when we discuss the narrative logics of a game. Producing fan narratives is understood as a performance as well. This performance is based on the experience the players made while playing and refers to both logics of the game they use as their source text.
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Holmqvist, Erik, and Cecilia Marklund. "Combining Digital Games and Rehabilitation." Thesis, Högskolan i Halmstad, Akademin för informationsteknologi, 2015. http://urn.kb.se/resolve?urn=urn:nbn:se:hh:diva-30188.
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AbstraktGenom att använda digitala verktyg går det att stödja barn som är i behov av rehabilitering och på så sätt underlätta deras vardagliga liv. Digitala verktyg som inkluderar ett salutogent perspektiv blir ett allt mer förekommande tillvägagångsätt för att behandla och främja hälsa över en längre tid. Denna form av verktyg kan tillhandahålla aspekter som social interaktion, lärande, kamratstöd, motivation och underhållning. Genom att kombinera och sammanföra dessa aspekter med spelutveckling hoppas vi kunna svara på frågan: Hur kan spelmekaniker integreras och designas in i digitala verktyg för att användas som stöd för barn i rehabiliteringsprocesser? Studien har genom ett holistiskt perspektiv överblickat problemområdet och tagit hjälp av metoder från designforskningen för att praktiskt utforska frågeställningen. I studien har barn som inte lider av någon sjukdom inkluderats i en deltagande designprocess för att få feedback under hela utvecklingen. Detta gjordes för att bättre lämpa de framtagna prototyperna för en riktig slutanvändare i dess verkliga miljö. Även en sjuksköterska har intervjuats för att bredda vårt perspektiv inom vården. Vår slutsats är att en kombinerad metod som omfattar både riktlinjer från Serious Games och traditionell speldesign stärker spelets syfte som en helhet och bidrar med andra viktiga egenskaper som kan användas inom ramen för digitala rehabiliteringsverktyg. Vårt resultat avbildas i de prototyper som utvecklats samt de riktlinjer i hur mätning kan genomföras och designas i detta sammanhang. Dessa erfarenheter och kunskaper kan användas för att bidra till utvecklingen av liknande digitala spel och verktyg för barn. Nyckelord: Mätning inom spel, Kamratstöd, Salutogent perspektiv, Serious Games, Spelutveckling, Spelutveckling, barn och rehabilitering.
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Kluge, Jacob, and Jonas Bjärnmark. "Digital Games and Language Learning." Thesis, Malmö högskola, Lärarutbildningen (LUT), 2012. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-31841.
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With this survey paper we have contrasted and summarized research on digital games and language learning in order to investigate whether digital games can be used to instil communicative competence in students. In addition, we have examined what kinds of considerations that need to be made by teachers when applying digital games in educational settings. In order to acquire an indication of whether games were being used as a language-learning tool in schools today, we conducted a small pilot study in the region of Skåne. In this pilot study, we asked 10 language teachers whether they had ever used videogames in their language teaching. The pilot study suggested that digital games were not being used as a teaching aid. However, the research examined in this survey paper suggests that videogames can be used to instil dimensions of communicative competence. Research also suggested that digital games only inherently supported one or two dimensions of communicative competence. With regard to this, we argued that all four dimensions of communicative competence can be supported through the use of different pedagogical strategies in combination with other approaches. Furthermore, research suggested that there are necessary precautions for teachers to consider before implementing digital games in teaching (e.g. having sufficient knowledge of the games to be used in order to be able to scaffold them according to students’ needs). Since the research explored in this paper suggest that videogames can be used to instil communicative competence in students, we argued that digital games might be an overlooked asset in language learning.
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Jonsson, Sandra. "Are games more than fun? : Motivational aspects on digital games." Thesis, Linköpings universitet, Institutionen för datavetenskap, 2009. http://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-63288.
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Games are increasingly becoming a powerful and effective tool for training. The use of games as a training tool increase intrinsic motivation which enhances learning. This study concerns why people play and why they continue play. The study consists of two parts; a focus group and a web questionnaire. The results suggest that people prefer playing together with others, and that they play mainly because of entertainment, fellowship and pastime. Results also show that the participants come to an agreement of five different characteristics a game must have in order for the participants to play; a pleasant game feeling i.e.- effects like sounds, characters and environments, variation in tasks, successively increased difficulty, a exciting story and that the game must be understandable. These findings are important because these are factors that game designers must take into consider when designing training games. After all, entertainment and intrinsic motivation in games is some of the general reasons why people play and why they learn, and therefore, a game only designed for training is doomed to fail.
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Barwick, Joanna. "Where have all the games gone? : an exploratory study of digital game preservation." Thesis, Loughborough University, 2012. https://dspace.lboro.ac.uk/2134/10222.
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It is 50 years since the development of the first computer game and digital games now have an unprecedented influence on our culture. An increasingly popular leisure activity, digital games are also permeating other aspects of society. They continue to influence computer technology through graphics, animation and social networking; an influence which is also being felt in other media, in particular film and television. They are a new art form and they are seen to be influential on children s learning and development. However, despite their pervasiveness and apparent importance within our society and culture, they are still largely ignored as part of our cultural heritage. Dismissed as disposable, entertainment products, they have not specifically been addressed in most of the academic literature on digital preservation which represents a serious omission in past research. This was justification for an exploratory study into the preservation of digital games and the aim of this study has been to explore the value of digital games, their significance in our culture, and the current status of their preservation. Investigating the relationship of games to culture; reviewing current preservation activities and drawing conclusions about the value of digital games and the significance of their preservation were the study s objectives. These have been achieved through interviews with key stakeholders the academic community, as potential users of collections; memory institutions, as potential keepers of collections; fan-based game preservation experts; and representatives from the games industry. In addition to this, case studies of key game preservation activities were explored. Through this research, a clearer picture of attitudes towards digital games and opinions on the need for preservation of these cultural products has been established. It has become apparent that there is a need for more coherent and collaborative efforts to ensure the longevity of these important aspects of digital heritage.
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Heintz, Stephanie Alexandra. "Digital educational games : methodologies for evaluating the impact of game type." Thesis, University of Leicester, 2016. http://hdl.handle.net/2381/37613.
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The main research question addressed in this thesis is how the choice of game type influences the success of digital educational games (DEG), where success is defined as significant knowledge gain in combination with positive player experience. Games differ in type if they differ at least by one game feature. As a first step we identified a comprehensive set of unique game features, summarised in the Game Elements-Attributes Model (GEAM), where elements are the defining components that all games share (e.g. Challenges) and attributes are their possible implementation (e.g. time pressure). To deepen the understanding of relationships amongst game features, we conducted a survey based on the GEAM and received 321 responses. Using hierarchical clustering, we grouped 67 games, selected by the survey respondents, in terms of similarity and mapped the identified clusters on a 2D space to visualise their difference in distance from each other. On the resulting Game Genre Map, five main areas were detected, which proved to conform mostly to a selection of existing game genres. By specifying their GEAM attributes, we redefined these genres: Mini-game, Action, Adventure, Resource, and Role-play. Based on the aforementioned groundwork, two empirical studies were conducted. Study 1 compared three DEGs of the Mini-game genre, differing in a single GEAM attribute - time pressure vs. puzzle solving and abstract vs. realistic graphics. Study 2 compared DEGs of different genres which vary in the implementation of several GEAM attributes. For both studies, statistically significant differences were found in learning outcome, for Study 2 also in the player experience dimensions: Flow, Tension, Challenge, and Negative Affect. However, the influences of the covariates - learning and play preconditions, learning style, and personality traits - were not confirmed. Further research based on the methodological frameworks developed is needed.
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Shakeri, Moozhan. "The use of digital games in participatory planning practices." Thesis, University of Manchester, 2017. https://www.research.manchester.ac.uk/portal/en/theses/the-use-of-digital-games-in-participatory-planning-practices(125107e9-761d-45ea-978d-7fe81369db8f).html.
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The past decade has seen a gradual but steady increase in the use of games in participatory planning practices. Since the 'Gamification' gained momentum, the thoroughly thought-through simulation and gaming discipline of the 1970s has been replaced by an amalgam of confusion and optimism about the role and added value of games in planning practice. The lack of clarity about what games really are and the scarcity of studies on how they can be used in dealing with contemporary participatory planning concerns have limited the use of digital games in planning to pedagogic and communication purposes. This research contributes to debates on the role and added value of digital games in participatory planning practices by unravelling the types of knowledge that can be produced by digital games and the many ways in which data flows happen between the real world and the imaginary world of games. To do so this research focuses on the epistemological analysis of digital games and core concepts of participatory planning, democracy and power, using a four-staged problem-centred Design Science Research (DSR) approach; 1) it first explores the existing limitations and potentials of the use of games in scientific fields in general; 2) it reviews the role of knowledge in participatory planning practices and its consequent effect on the defined role of games; 3) it proposes a new framework for using games as a research tool in participatory planning which conceptualizes games as artefacts with embedded information system; 4) it validates the framework by designing, testing and evaluating a game, called Mythoplastis with the aim of capturing the perception of the public about various locations in Manchester, UK. The study concludes that while games are powerful tools for capturing mental model of their players, the dominant gaming and simulation legacy and the emphasis on the scientific validity measures cease planners to be open or receptive to the artistic values of digital games and their potential in being used as research tools. It shows that by bridging the gap between commonly ignored theoretical and practical efforts of main stream game designers with the serious game design frameworks, new conceptions and roles of games can be explored. The designed game, Mythoplastis, shows how real world data can be abstracted in the game world for research purposes. It is also argued that for participatory planning to move beyond generalized and deterministic discourses about the role of planners and supporting tools, it is crucial for planners to re-examine the role of knowledge and validity measures in the conception of participation in planning.
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Haji, Mohammad Ali Sabbagh Shabnam. "Digital Interactive Games for Assessment: A Study of the Effectiveness of a Digital Game as a Measure of Students' Understanding of Boolean Logic." Master's thesis, University of Central Florida, 2014. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/6284.
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Digital games have been used mostly for entertainment but recently researchers have started to use digital games in other areas such as education and training. Researchers have shown that digital games can provide a compelling, creative, and collaborative environment for learning. However, the popularity of computers and the Internet brings this question to mind: Are the assessment methods falling behind and remaining traditional? Will the traditional methods of learning and knowledge assessment be sufficient for this new generation who are starving for new technology?
This study investigates the effectiveness of using a digital interactive game as an assessments method – in this case a mini-game that was designed to assess the student's knowledge on basic Boolean logic. The study reports on the performance differences of the students who participated in this study and correlations between the performance of these students in a digital interactive game, written tests and their in-class performance to examine the effectiveness of using a digital game as a new knowledge assessment method.M.F.A.
Masters
Visual Arts and Design
Arts and Humanities
Emerging Media; Digital Media
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Wang, Pengyu. "Labor or Play? Understanding Productive Activities in Digital Games." Thesis, Uppsala universitet, Medier och kommunikation, 2015. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-254800.
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For a long time, playing games was considered as the opposite of being productive. However, in the digital age, millions of players produce economic value in the game worlds. This new phenomenon challenges the previous dichotomy of labor and play. To understand this new phenomenon, theoretical innovations are required. This thesis aims to give a better understanding of in-game productive activities from a theoretical perspective. Based on previous academic studies, I develop a new theoretical framework upon the concept “playbor.” This framework is an attempt of combining two theoretical traditions, namely the Ludology tradition and the Marxism tradition. It is a framework from a ludological starting point toward a critical direction. In this framework, I firstly analyze how play has been transformed to playbor. This process is shown as a transition model by the shifts of characteristics. Based on the transition model, a taxonomy of playbor is introduced. In the taxonomy, I identify three types of playbors: unintentional playbor, autonomous playbor and obligational playbor. Thereafter, problems related to playbors are examined. Problems from which traditional labor suffers, such as division of labor, alienation and exploitation, can also be observed in the game worlds. Apart from these problems, I identify a new problem which threatens all forms of playbors, namely the vulnerability of data. This thesis is based on my theoretical research from January to May 2015. The main research method is literature review. Data from news reports and participant observations have also been used to support arguments.
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Jönsson, Joakim, and David Simonsson. "Digitala spel och pojkars språkutveckling." Thesis, Linnéuniversitetet, Institutionen för utbildningsvetenskap (UV), 2014. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-37871.
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Denna studie handlar om pojkars beskrivningar av att använda digitala spel och hur detta kan bidra till språklig kunskapsutveckling i skolans verksamhet. För att få studiens frågeställningar besvarade har intervjuer med fem pojkar i tio års ålder analyserats med utgångspunkt i socialsemiotiska teorier och begrepp. Pojkarnas beskrivningar visar tecken på att digitala spel kan användas som en resurs i utveckling av barns verbala och skriftligt språk. Pojkarna beskriver att utvecklingen av språklig och verbal kunskap kan äga rum dels individuellt och dels i grupp genom att använda digitala spel. Resultatet visar även att skolans verksamhet inte har erbjudit pojkarna möjlighet att använda digitala spel för att utveckla sina språkliga kunskaper.
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Gunder, Anna. "Hyperworks : on digital literature and computer games /." Uppsala : Avd. för litteratursociologi vid Litteraturvetenskapliga institutionen i Uppsala, 2004. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-4517.
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KARLSSON, BORJE FELIPE FERNANDES. "AN ARTIFICIAL INTELLIGENCE MIDDLEWARE FOR DIGITAL GAMES." PONTIFÍCIA UNIVERSIDADE CATÓLICA DO RIO DE JANEIRO, 2005. http://www.maxwell.vrac.puc-rio.br/Busca_etds.php?strSecao=resultado&nrSeq=7861@1.
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COORDENAÇÃO DE APERFEIÇOAMENTO DO PESSOAL DE ENSINO SUPERIORA aplicação de inteligência artificial (IA) em jogos digitais atualmente se encontra sob uma constante necessidade de melhorias, na tentaiva de atender as crescentes demandas dos jogadores por realismo e credibilidade no comportamento dos personagens do universo do jogo. De modo a facilitar o atendimento destas demandas, técnicas e metodologias de engenharia de software vêm sendo utilizadas no desenvolvimento de jogos. No entanto, o uso destas técnicas e a construção de middlewares na área de IA ainda está longe de gerar ferramentas genéricas e flexíveis o suficiente para o uso nesse tipo de aplicação. Outro fator importante é a falta de literatura disponível tratando de propostas relacionadas a esse campo de estudo. Esta dissertação discute o esforço de pesquisa no desenvolvimento de uma arquitetura flexível aplicável a diferentes estilos de jogos, que dê suporte a várias funcionalidades de IA em jogos e sirva com base a introdução de novas técnicas que possam melhorar a jogabilidade. Neste trabalho são apresentadas: questões de projeto de tal sistema e de sua integração com jogos; um estudo sobre a arquitetura de middlewares de IA; uma análise dos poucos exemplos desse tipo de software disponíveis; e um levantamento da literatura disponível. Com base nessa pesquisa, foi realizado o projeto e a implementação da arquitetura de um middleware de IA; também descritos nesse trabalho. Além da implementação propriamente dita, é apresentado um estudo sobre a aplicação de padrões de projeto no contexto do desenvolvimento e evolução de um framework de IA para jogos.
The usage of artificial intelligence (AI) techniques in digital games is currently facing a steady need of improvements, so it can cater to players higher and higher expectations that require realism and believability in the game environment and in its characters' behaviours. In order to ease the fulfillment of these goals, software engineering techniques and methodologies have started to be used during game development. However, the use of such techniques and the creation of AI middleware are still far from being a generic and flexible enough tool for developing this kind of application. Another important factor to be mentioned in this discussion is the lack of available literature related to studies in this field. This dissertation discusses the research effort in developing a flexible architecture that can be applied to diferent game styles, provides support for several game AI functionalities and serves as basis for the introduction of more powerful techniques that can improve gameplay and user experience. This work presents: design issues of such system and its integration with games; a study on AI middleware architecture for games; an analysis of the state-of-the-art in the field; and a survey of the available relevant literature. Taking this research as starting point, the design and implementation of the proposed AI middleware architecture was conducted and is also described here. Besides the implementation itself, a study on the use of design patterns in the context of the development and evolution of an AI framework for digital games is also presented.
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Iacovides, Ioanna. "Digital games : motivation, engagement and informal learning." Thesis, Open University, 2012. http://oro.open.ac.uk/35603/.
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This thesis investigates the relationships between motivation, engagement and informal learning, with respect to digital games and adult players. Following the reconceptualisation of motivation and engagement (as forms of micro and macro level involvement respectively) three linked studies were conducted. In the first study, 30 players were interviewed via email about their gaming experiences. The resulting set of learning categories and themes drew attention to learning on a game, skill and personal level, which arose from micro-level gameplay and macro-level interaction with wider communities and resources. The second investigation consisted of eight case studies that examined how involvement and learning come together in practice. Participants were observed in the lab during two gameplay sessions and kept gaming diaries over a three week period. A method for categorising game-play breakdowns and breakthroughs (relating to action, understanding and involvement) was developed in order to analyse several hours of gameplay footage. The previous categories and themes were also applied to the data. The findings suggested a relationship between macro-involvement and player identity, which was further investigated by a third survey study (with 232 respondents). The survey helped to establish a link between identity, involvement, and learning; the more strongly someone identifies as a gamer, the more likely they are to learn from their involvement in gaming practice. Four main contributions are presented: (1) an empirical account of how informal learning occurs as a result of micro and macro-involvement within a gaming context, (2) an in-depth understanding of how breakdowns and breakthroughs relate to each other during play, (3) a set of categories that represent the range of learning experienced by players, and (4) a consideration of the role player identity serves with respect to learning and involvement.
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Persson, Jens Alexander. "Puzzles combined with horror in digital games." Thesis, Malmö högskola, Fakulteten för teknik och samhälle (TS), 2013. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-20948.
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Den här uppsatsen handlar om hur pussel och skr äck kan kombineras i ett och sammadigitala spel. Hur man som utvecklare kan f å en j ämn balans mellan skr äcken och pusslensom presenteras f ör spelaren i spelet. Den typ av skr äck som den h ar uppsatsen har fokuspå är genren 'Survival-Horror' och anv änder sig av den typ av skr äck som i digital spelkategoriserats som 'Survival-Horror'-spel.Den här uppsatsen visar en analys av 'Survival-Horror', samlar information om pusseloch skr äck f or att utforma en hypotes hur dessa kan kombineras. F ör att kontrolleraom hypotesen st ämmer utf ördes en intervju innan pussel- och skr äckmomenten implementeradesi ett digitalt spel. Efter implementationerna genomf ördes det speltester i tv åomg ångar f ör att analysera resultatet mellan de tv å omg ångarna.
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Jackson, David. "Digital games as collaborative story-writing platforms." Thesis, Manchester Metropolitan University, 2015. http://e-space.mmu.ac.uk/593707/.
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Can a game help you write a meaningful story with others? Academic discussion of collaborative story-writing games usually contains reference to Surrealist game Exquisite Corpse, known to many as Consequences. In it, a game rule prohibits players, writing in turn, from reading most of the story written before their contribution. This rule promotes a fragmented form of narrative which, although often inventive and entertaining, does not often fulfil the normal requirements of a story. Is it possible to design a writing game with different rules that instead promote the production of a cohesive and meaningful story? In order to explore the possibilities of game-based story writing, the researcher developed two web-based games that formed the online platform Storyjacker (www.storyjacker.net). These were produced via an iterative design methodology which involved cyclical phases of software development and user testing. Design was also informed by a multi-disciplinary literature review and analysis of four other online writing platforms. Following the design phase, a selection of the stories that had been produced during Storyjacker testing were then rated and commented on by an expert reading panel, made up of creative writing academics and literary industry professionals. The panel’s ratings and comments informed a final analysis of the Storyjacker games as methods for creating meaningful stories. The research found that bespoke creative writing games do produce relatively meaningful stories. Plotlines in emerging stories motivate and entertain players through a joint sense of purpose. Writing games are also effective as a collaborative framework because they allow participants to work creatively together without feeling vulnerable in front of other players. However, the research finds that there are limits to the meaningfulness of stories written through games. By aligning gameplay with linear plot development, a feature of both Storyjacker games, there is no opportunity or motivation for players to go back and redraft stories. This, ultimately, has the most negative effect on story meaningfulness as this is the normal way that writers make sense of their stories. Entertaining game features, such as turn-based writing challenges, can also negatively impact story quality by distracting the writer from the overall storytelling task. Complicating the debate on meaningfulness, the thesis also finds that texts written by games typically contain two discernable narratives: the story narrative and a description of the event of playing the game. This both enriches the text and makes it more difficult readers to decode as a meaningful story. Further practice-led research is needed to explore ways in which story games could incorporate a drafting process. This could significantly improve the meaningfulness of stories produced in this way. In the broader context of design, successful features in the Storyjacker games should be trialled in other digital interfaces to see if they help users perform other creative or subjective tasks. Finally, more research should be conducted on the effects of these collaborative games in broader educational, creative and organisational contexts.
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Hudson, Matthew. "Social presence in team-based digital games." Thesis, University of York, 2014. http://etheses.whiterose.ac.uk/9109/.
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This thesis explores the concept of social presence in team-based digital games, aiming to enlighten the core elements of social presence in this specific multi-user experience. The thesis achieves this exploration in three main ways, by using a novel approach to establish the core elements of social presence in team-based digital games, by developing a new measure for social presence specifically tailored for team-based digital games, and by exploring the effects of contextual gameplay factors on social presence in a large scale user study. The thesis documents the work carried out over the course of an Engineering Doctorate (EngD) sponsored by BAE Systems, who gave an industry perspective, helped to set the direction of the research and guide it throughout the program. The industry relevance to studying social presence in team-based digital games was the analogous nature of teambased games to virtual training technologies such as simulators and serious games, and the lack of understanding of social elements within these technologies. The research questions for this thesis were as follows: What is the nature of social presence in team-based digital games? How social presence is affected by sharing a team-based virtual environment with human or computer controlled entities? What other contextual elements encourage or reduce feelings of social presence? The first set of studies detailed in this thesis were a preliminary exploration of social presence in team-based digital games, a group of short user studies termed experiential vignettes, investigating the effect of agency on user experience. The experiential vignettes suggest that social presence is affected by a player’s perception of the other entities in the virtual environment, however the extent of the affect is highly dependent on task. These preliminary studies led to the development of a questionnaire designed to measure social presence in team-based digital games, the competitive and cooperative social presence questionnaire (CCPIG), developed and validated using user studies. The CCPIG was utilized and further validated in a large scale user study which aimed to explore the conceptual crossover between team trust and social presence, and how various contextual variables affected these concepts. This thesis shows that competitive and cooperative social presence are two distinct concepts, and that there is significant conceptual crossover between social presence and established notions of team trust. This thesis also shows that social presence is highly context dependent, affected by agency, familiarity with other players, team performance, and the nature of the game in which the experience occurs.
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Aghababyan, Ani. "E3: Emotions, Engagement, and Educational Digital Games." DigitalCommons@USU, 2014. https://digitalcommons.usu.edu/etd/4031.
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The use of educational digital games as a method of instruction for science, technology, engineering, and mathematics has increased in the past decade. While these games provide successfully implemented interactive and fun interfaces, they are not designed to respond or remedy students’ negative affect towards the game dynamics or their educational content. Therefore, this exploratory study investigated the frequent patterns of student emotional and behavioral response to educational digital games.
To unveil the sequential occurrence of these affective states, students were assigned to play the game for nine class sessions. During these sessions, their affective and behavioral response was recorded to uncover possible underlying patterns of affect (particularly confusion, frustration, and boredom) and behavior (disengagement). In addition, these affect and behavior frequency pattern data were combined with students’ gameplay data in order to identify patterns of emotions that led to a better performance in the game.
The results provide information on possible affect and behavior patterns that could be used in further research on affect and behavior detection in such open-ended digital game environments. Particularly, the findings show that students experience a considerable amount of confusion, frustration, and boredom. Another finding highlights the need for remediation via embedded help, as the students referred to peer help often during their gameplay. However, possibly because of the low quality of the received help, students seemed to become frustrated or disengaged with the environment. Finally, the findings suggest the importance of the decay rate of confusion; students’ gameplay performance was associated with the length of time students remained confused or frustrated. Overall, these findings show that there are interesting patterns related to students who experience relatively negative emotions during their gameplay.
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Harper, Todd L. "The Art of War: Fighting Games, Performativity, and Social Game Play." Ohio University / OhioLINK, 2010. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1283180978.
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Berg, Marklund Björn. "Unpacking Digital Game-Based Learning : The complexities of developing and using educational games." Doctoral thesis, Högskolan i Skövde, Forskningscentrum för Informationsteknologi, 2015. http://urn.kb.se/resolve?urn=urn:nbn:se:his:diva-11805.
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Digital game-based learning has traditionally been examined from an ‘artefact-centric’ perspective that focuses on understanding how game design and principles of learning are, or can be, intertwined. These types of examinations have resulted in many descriptions of games’ educational potential, which has subsequently led to many types of arguments for why games should be used more extensively in formal education. However, comparatively little research has been done to understand the educational settings in which many game-based learning processes and educational games are intended to be applied. The relative lack of research on formal education settings has resulted in a scenario where the educational potential of games is well detailed through theory and understood independently of their actual contexts of use, while successful examples of games “making good” on their promises as educational tools remain rare. This thesis explores and describes the various challenges that the realities of formal education present to developers and educators who attempt to work with educational games. In order to examine the multi-faceted nature of educational games, the research has used a qualitative mixed-method approach that entails extensive literature reviews coupled with several case studies that involve educators, students, and developers. Interviews were conducted in order to investigate these actors’ various attitudes towards, and experiences of, educational games and game-based learning. In addition, more in-depth researcher participation methods were employed during case studies to examine the processes involved in developing, integrating, and using educational games in formal settings. The research revealed obstacles which indicate that processes associated with “traditional” game development are incommensurable with educational game development. Furthermore, the research demonstrates that the use of games in formal education introduces heavy demands on the recipient organisations’ infrastructures, cultures, and working processes. So, while games created for “formal” and “informal” use are superficially similar, the different contexts in which they are used make them distinctly different from one another. The conclusion of this research is that educational games manifest a unique mixture of utility, gameplay, and context-dependent meaning-making activities. Educational games cannot be understood if they are only seen as a teaching utility or only as a game experience. To make educational games viable, both educators and developers need to alter their working processes, their own perceptions of games and teaching, as well as the way they collaborate and communicate with each other and other actors within the educational game ‘system’. The thesis thus argues that a more systems-oriented understanding of educational games, where the game artefact is not treated separately from the context of use, is necessary for both research and practice in the field to progress. To contribute to such an understanding of educational games, a comprehensive model (dubbed the Utility, Gameplay, and Meaning Model) of the ‘educational game system’ is presented, as well as a series of recommendations and considerations to help developers and educators navigate the complex processes involved in creating and using educational games.I denna avhandling presenteras en djupgående undersökning av digitala lärospel och hur de utvecklas för, och används inom, skolutbildning. Lärospelsforskning har traditionellt sett främst fokuserat på att undersöka spels utbildningspotential ur ett produktcentrerat perspektiv där spel och spelare sätts i centrum. Detta perspektiv har bidragit till en högre förståelse av sambandet mellan olika typer av spelmekanik och pedagogiska principer, samt vad spelare lär sig av sina interaktioner med spelinnehåll. Allteftersom denna typ av forskning påvisat olika typer av positiva sammanhang mellan spelande och lärande har således även argumenten och trycket för att använda spel i skolan ökat. Men trots att vår förståelse för vad som händer i förhållandet mellan spel och spelare stärkts, så är förståelsen av de krav och förutsättningar som spel ställer som utbildningsverktyg fortfarande väldigt begränsad; prioriteringen av att förstå spelens inneboende potential har lett till ett synsätt som inte tar utbildningsmiljöers realiteter i beaktande. Resultatet av detta är att det i dagsläget finns en stor mängd argument för varför digitala spel har stor potential för lärande och därmed bör användas mer i skolutbildning. Men det finns få studier som påvisar hur denna potential faktiskt kan uppnås, eller om den ens uttrycker sig som förväntat när spel används i verkliga utbildningssammanhang. Med denna kunskapsbrist i åtanke undersöker och beskriver denna avhandling hur formella utbildningssammanhang och digitala spel förhåller sig till varandra både konceptuellt och praktiskt. Genom fältstudier som inkluderat både utvecklare, utbildare och elever har utmaningar som uppstår i det unika mötet mellan utbildning och spelande identifierats. Observationer från fältstudier stöds även av intervjuer där lärare och utvecklares arbetsprocesser och synpunkter kring utbildning och lärospel undersökts. De huvudsakliga utmaningarna som uppdagats i dessa studier är att den ”traditionella” synen på spelutveckling, spelande och spelare är svårförenlig med skolutbildnings realiteter, pedagogiska principer och skolan som marknad för spelkonsumtion. Kort sagt så delar spel skapade för informellt och formellt spelande (till exempel för hemmabruk respektive klassrumsanvändning) många ytliga likheter, men användningskontexterna introducerar så pass olika krav och förutsättningar att informella och formella spel och spelsituationer inte är jämförbara. I avhandlingen konstateras slutligen att lärospel utgör en unik blandning av användbarhet, spelupplevelser och kontextberoende aktiviteter för meningsskapande. Lärospel kan inte förstås till fullo om de endast ses som läroverktyg, eller endast som spelupplevelser. För att lärospel ska mogna och bli användbara och effektiva inom skolutbildning i större utsträckning behöver både utvecklare och utbildare förändra arbetsprocesser i sina organisationer, och metoderna genom vilka de skapar och använder spel som läromedel. Lärospel kan inte förstås som ett förhållande mellan spel och spelare då de i själva verket utgör ett stort system av aktörer, processer och användningskontexter, som var och en påverkas av individuella och lokala krav och förutsättningar. Med detta i åtanke yrkar denna avhandling för en mer systemorienterad förståelse av lärospel där spelobjektet inte separeras från kontexter och arbetsprocesser. Avhandlingen bidrar till detta systemperspektiv genom att presentera modeller som beskriver systemet som lärospel utgör, samt en serie rekommendationer som kan hjälpa utbildare och utvecklare att navigera de komplicerade processerna involverade i användandet och utvecklingen av lärospel.
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Janssen, Anna Beatrice. "Healthy Competition: Multiplayer Digital Games in Health Education." Thesis, The University of Sydney, 2017. http://hdl.handle.net/2123/18966.
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The focus of this dissertation is on the role of multiplayer digital games in adult education, with a particular emphasis on health education. Although interest in the use of digital games for serious applications has been increasing since the early 2000s, there is a significant gap in understanding on the use of multiplayer digital games in adult education. In the context of health education, there has been a large amount of research conducted in to the use of repurposed commercial games for predicting performance of trainees and health students on surgical simulators. However, beyond this niche research into game based learning is notably less cohesive. There has been some research into the use of digital games in areas such as for delivering insulin management training, but understanding of the processes for widespread application of games based learning in the health sector is limited. Additionally, almost no research has been undertaken into the use of multiplayer digital games in health education, whether it be for tertiary or adult learners. In this dissertation two digital games were developed, implemented and evaluated to explore the value of multiplayer games for supporting cooperation and collaboration in health education. The first game, They Know: Anatomy, was a real time team based strategy game designed to support anatomy revision by second year medical students. The second game, the Qstream: Cancer Cup Challenge, was a team based asynchronous online program designed to reinforce understanding of how to identify and manage adverse events by oncology registrars. A design research framework informed the methodology used in this dissertation. This framework emphasises the need to use multiple iteration cycles to develop a comprehensive understanding of player experiences with the digital games they encountered. Data on participant experiences with the digital games was collected using qualitative methods, including post-game surveys and semi-structured interviews. Between iterative cycles data on participant experiences with the digital games were analysed so that future implementations of the game could be modified to maximise cooperation and collaboration between players. At the conclusion of the study period data collected across all implementations of the digital games were analysed to increase understanding of how multiplayer digital games supported cooperation and collaboration between learners. Findings from this dissertation demonstrate that multiplayer digital games can be used to engage medical students in anatomy revision and medical oncologists in adverse events retraining. This is the first study to look at the use of digital games for either of these demographics. Additionally, this dissertation identified four ways through which multiplayer digital games foster collaboration between players: through the development of a team strategy to win the game, by facilitating !iii shared decision making, by working towards a shared goal, and by creating a sense of investment in a team. Finally, findings from this dissertation contribute to the literature on the implementation of game based learning in adult education. This is an under researched area, but one that warrants further focus in future if game based learning is going to be successfully incorporated into curricula and training activities for adult learners. This dissertation adds to the literature by presenting new knowledge on how and why multiplayer games support collaboration between learners. Additionally, it appears that multiplayer digital games offer diverse, flexible and immersive experiences to adult learners in a way that single player digital games may not. Finally, multiplayer digital games provide new avenues for support self-directed learning by encouraging cooperation between large groups of students in a manner that is not normally achieved in online learning environments
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Cuzziol, Marcos Fernandez. "Games 3D: aspectos de desenvolvimento." Universidade de São Paulo, 2007. http://www.teses.usp.br/teses/disponiveis/27/27131/tde-23072009-160753/.
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Esta dissertação documenta a exploração do desenvolvimento de games 3D com base em minha experiência pessoal nessa atividade, entre 1994 e 2006, estabelecendo um diálogo com os trabalhos teóricos de autores de áreas correlatas. São descrições sistematizadas de técnicas e conceitos em grande parte ignorados em publicações atuais que tratam desse tema, e que decorrem de experimentação e de descobertas efetuadas durante o processo de criação e desenvolvimento de games em meio digital.This dissertation documents the 3D game development exploration based on my personal experience in this activity, between 1994 and 2006, establishing a dialog with works of authors from correlated areas. It comprises systemized descriptions on techniques and concepts mainly overlooked in current publications devoted to the theme, and built on experimentation and discoveries achieved during the process of creation and development of games in the digital medium.
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Raptopoulou, Anastasia Thomai. "Mind the Gap : A qualitative study on preschool teachers’ perception on digital game-based learning." Thesis, Stockholms universitet, Institutionen för pedagogik och didaktik, 2015. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-118785.
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The research reported here is a qualitative case study aimed to identify the position of digital game-based learning (DGBL) in the public and private preschools of Stockholm. The research is placed within the broader framework of digital game-based learning and the practical implementation of digital games in education, while the emphasis of the study is given to the role of the teachers in the practical implementation of digital games into the classroom. The research examines the attitude of the teachers towards digital games and investigates the role of these attitudes in the implementation of DGBL. The empirical findings of the study are analyzed and discussed through the prism of the existing literature on the field.The study shows that the perception of teachers on digital games and on the use of technology in early childhood education is the main factor that influences the implementation of digital games in preschools. The attitudes of the teachers can be distinguished in two categories: the positive teachers and the sceptical teachers. Furthermore, there are several other barriers that prevent the spreading of DGBL in the education institutions. Regardless of the teachers’ stance and the existing barriers, teachers are aware of the existence of digital games applicable to the early childhood education and many of them do make use of them. In this study, the ways of implementation of the digital games are also presented. However, teachers do not discuss digital games with the parents, while the discussion among colleagues is limited. The lack of information and appropriate training reveal a gap between the research community and the educational practice of DGBL.
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Hinchen, Naomi A. "Generating narrative through intelligent agents in digital games." Thesis, Massachusetts Institute of Technology, 2012. http://hdl.handle.net/1721.1/85394.
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Thesis: M. Eng., Massachusetts Institute of Technology, Department of Electrical Engineering and Computer Science, 2012.Cataloged from PDF version of thesis.
Includes bibliographical references (page 25).
An ongoing problem in game design is how to create story-based games that allow the player to have a variety of experiences if the game is played more than once, preferably without burdening the designer with a prohibitive workload. In this project, I approach the problem of creating a game with a mutable narrative from an AI perspective, designing a system called CharacterSimulator that generates a population of non-player characters (NPCs) with which the player will interact and assigns the NPCs a set of goals to carry out. Varying the set of NPCs and their objectives will create a different narrative experience for the player when the game is replayed. Although the NPC behaviors were originally modeled on Braitenberg vehicles, I have largely moved away from that model in the final version, focusing more on assigning NPCs goals that result in narratively interesting interactions.
by Naomi A. Hinchen.
M. Eng.
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Al-Amide, Mustafa. "Digital Games and the Development of Communicative Competence." Thesis, Malmö högskola, Fakulteten för lärande och samhälle (LS), 2014. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-30840.
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The purpose of this paper was to review research within the field of digital games and language learning to explore whether gaming can facilitate communicative competence and foster motivation for language learning. To answer my questions I conducted a research synthesis, compiling a variety of research over the last decade to answer my questions as effectively as possible. Results showed that digital games do in fact facilitate language development and induce motivation. Research also showed that different games provide different opportunities and activities, resulting in some games fostering language competence more than others. For instance, World of Warcraft provided social situations where conversations were erratic, spontaneous, contextual and driven by small events in the game, while The Sims focused more on strategic and creative activities. Additionally, research suggested that digital games motivated learners to develop their L2 language in hope of achieving more goals together within a variety games and game types.
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Emmelhainz, Nicole. "Writing Games: Collaborative Writing in Digital-Ludic Spaces." Case Western Reserve University School of Graduate Studies / OhioLINK, 2014. http://rave.ohiolink.edu/etdc/view?acc_num=case1402918660.
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Westecott, Emma. "Performing play in digital games : mapping feminist futures." Thesis, University of South Wales, 2015. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.702320.
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Whether judged from an economic, social or cultural perspective videogames are one of the most successful experiential forms in the contemporary technological landscape, yet it remains remarkably difficult to find widespread visible engagement by women and girls as either players or makers. This thesis adopts a cross-disciplinary approach that explores three intersecting themes: performance theory, feminism and game studies. The goal is to build trajectories of interest across theory to interdisciplinary ends. An ongoing connection to theatrical form - in this case performance - is productive for building models and frameworks useful to the study of videogames as an expressive form. The intent is to sketch a foundation from which to approach games from a historically connected critical tradition. Approaching gameplay as performance opens up a rich seam of theoretical and practical approaches to unpack the potential of gameplay to expand as a site of meaning. By engaging performance analysis driven by a feminist intent this thesis subjects games to a broad spectrum of analytical techniques to sketch out possible future directions. This pivots on the argument that gameplay is a multidimensional phenomenon that is wholly dependent on the situated context of the player. As a feminist project the discussion moves to the socio-political contexts of existing playing and making practices. This makes visible opportunities to playfully imagine a future open to experimentation. This moves from a discussion of playing games to one of making games to identify ways that games could open up to new makers, moving the discussion from representational practices to cultural critique, a transition necessary for an activist project. This thesis draws together models, frameworks and practices arising from this cross-disciplinary interest for use in future game making and playing thereby looking back in order to move forward towards a more diverse game culture.
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Ho, Ping-I. "Value in play: Games Items in Digital Environments." Thesis, The University of Sydney, 2014. http://hdl.handle.net/2123/13429.
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Game items have become valuable objects that can be traded by both players and game companies. However, valuable game items are typically misunderstood by the public as something unreal or unserious that should not be treated as something valuable. In this thesis, I examine how game items play a significant role as valuable objects in the culturally situated contexts of gameplay and beyond. In current mainstream discourses, the reasons why game items are so valuable to players can be understood from two main perspectives derived from two traditional approaches: the labour theory of value and the subjective theory of value. On the one hand, followers of the labour theory of value argue that the value of game items is manifest when players make efforts to obtain them. On the other hand, advocators of the subjective theory of value suggest that this value is given by players’ subjective personal preferences. Although these two perspectives provide useful insights for understanding the value of game items, neither on its own is enough to provide sophisticated explanations for how the value of game items is created and used in different contexts of gameplay that involve much more complexity. This thesis argues that the value of game items is a result of the interplays between different factors involved with both the production and consumption processes in digital gaming. Drawing on theoretical concepts from different disciplines including media studies, economics, game design, performance studies, and sociology, this thesis argues that the value of game items should also be understood in three alternative contexts: game design; players’ in-game social performance; and player groups. The role of game items as valuable objects therefore does not only originate from players’ efforts and personal preferences, but is also created and affected by game mechanics and the strategies of game companies, the way players perform their online identities, and the influence of player groups in digital environments. This thesis suggests that a multi-perspective and an interdisciplinary approach are appropriate and necessary to provide a more comprehensive picture of how game items have become significantly valuable.
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Nordin, Aliimran. "Immersion and players' time perception in digital games." Thesis, University of York, 2014. http://etheses.whiterose.ac.uk/7553/.
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Immersion is a commonly used term by players, designers and reviewers of digital games to describe their experience of playing digital games. It represents the cognitive sense of 'being in the games'. One of its consequences is players are losing track of time. However, little has been done to further investigate the effect of immersion on players' time perception whilst playing digital games. This thesis describes a series of experimental investigations to discover the relationship between immersion on players' time perception during a gaming session. The first five experimental studies are focused on manipulating immersion to test its effect on players' time perception. The next six experiments are focused on manipulating players' time perception to test its effect on immersion whilst gaming. The results from these experiments are rather inconsistent. Immersion in some experiments was successfully manipulated it but there were no significant effects on players' time perception. Similarly, in the other experiments players' time perception was manipulated but there were no significant effects on their immersion experience. To further consolidate these findings, a meta-analysis was conducted to produce the single estimate effect on players' time perception during the experimental investigations. The result suggests that participants either overestimate or underestimate time whilst playing. Further, there is substantial heterogeneity across experiments suggesting that the experimental manipulations affect players' time perception differently depending on the experiments. Together, the evidence suggests both immersion and players' time perception are rather sensitive. The manipulation of either one of them could also affect the other but not in a consistent manner. Moreover, there are clear challenges in studying this phenomenon in the lab context. Furthermore, considering the literature on time in digital games environment, the final qualitative study is conducted using grounded theory to understand how players perceive time whilst playing digital games. The theory suggests that players are aware of time but they give themselves a ``self-consent" to ignore it during the gaming session. However, when they evaluate about their playing time they realise that they have spent a lot of time and they use statements such as losing track of time to justify why they have been playing for so long. Many research opportunities open from here. Measuring players' time perception whilst being immersed in digital games in the lab settings is complicated. However, other techniques available in the area of HCI can be applied to measure players' time perception specifically in the context of digital games. This is essential because time is needed for gaming and by understanding how digital games players perceive time allows game designers to better understand player experience.
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Moon, Kyung Seob. "Consistency Maintenance Algorithms for Multiplayer Online Digital Games." Thesis, Griffith University, 2007. http://hdl.handle.net/10072/367081.
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Multiplayer Online Digital Games (MODIGs) are gaining in popularity because of the strategic sophistication added when games are played against other humans, as opposed to computer artificial intelligence (AI) opponents. However, the actualisation of multiplayer games is not easy, due to their complexity. Multiplayer games are the combined applications of various areas, such as networking, graphics, AI, sound, and process optimisation. Among them, problems related to networking -- such as limitations in data transfer rate, latency, and jitter -- are the most difficult to resolve. Network latency cannot be avoided completely and introduces various problems such as inconsistency of player status, recognisable responsiveness, and irregular network lag.
Generally, the network architectures of MODIGs can be categorized into three groups: Client-Server (C/S), Peer-to-Peer (P2P), and hybrid. In general, MODIG designers prefer the C/S network architecture to the P2P system. The main reason for this is that the C/S model enjoys certain advantages, such as simplicity of consistency maintenance, improved security, efficient authentification, and ease of billing system management. However, the C/S architecture can cause network latency and often servers do become network bottlenecks. To solve this problem, server clustering methods are used, but these solutions may not be cost effective. This is why a number of games use the P2P network architecture, but in this structure the total number of players in any one game session is often limited, because of the network’s bandwidth constraints. In addition, the consistency maintenance issue becomes critical within this architecture.
There are two main approaches for maintaining consistency in MODIGs: conservative and optimistic. The former approach involves a send-and-wait philosophy, requiring acknowledgement frames and resulting in packet transfer delay, such that players may experience network latency. In the latter approach, the processes do not wait for other players' packets and advance to their own frames, thus no network latency occurs. However, when there is inconsistency between players, the processes must roll back to correct mis-ordered operations due to packet transfer delay. These can cause irritation and confusion to players, and thus the quality of game deteriorates. Overall, the optimistic approaches may not be suitable for network games.
To alleviate network latency and reduce bandwidth requirements in conservative consistency maintenance algorithms and the P2P-based approaches, a new system is proposed and designed. To reduce network latency, a conservative consistency maintenance algorithm named Locked Bucket Synchronisation (LBS) is proposed to mask latency and maintain perfect consistency among players. In addition, a distributed network architecture is adopted and a tree-based P2P system is proposed, to remove additional packet transfer delays between server and client. To reduce network latency caused by packet drop and delay, a smart transmission scheme (STS) is proposed. To alleviate the bandwidth problem, a packet aggregation method is introduced. These approaches are thoroughly examined and analysed.
To evaluate the efficiency of the proposed system, a network simulator, COMP2P, and a real network game, Duel-X, are implemented. The efficiency of the proposed consistency algorithm, LBS is compared with that of other approaches such as Lockstep (LS) and Frequent State Regeneration (FSR). The system architectures of COMP2P and Duel-X as well as the results of experiments are fully documented.
The experimental results from COMP2P show that the proposed LBS algorithm outperforms the LS algorithm under all tested circumstances, in terms of game execution speed. The LBS algorithm with the tree-based P2P system achieves almost optimal frame rate under the condition of a 10% packet drop rate, while the LS algorithm with the tree-base P2P system performs at approximately 40% of optimal frame rate.
The efficiency of the Smart Transmission Scheme (STS) with the LBS algorithm is compared with the Blind Transmission Scheme (BTS) and the experimental results indicate that the BTS increases the bandwidth requirement of players by 100% while the STS raises by only 10% the optimal value of the bandwidth requirement without degrading game execution speed significantly.
Finally, the proposed packet aggregation method together with the LBS algorithm reduce by 50% the bandwidth requirement of players, without lowering game execution speed, when compared with the case of using the LBS algorithm only.
To verify and validate the efficiency of the LBS algorithm, various experiments are performed on Duel-X. The experimental results show that the LBS algorithm masks network latency without harming consistency between players. When the LBS algorithm is adopted, the rate of frame interval approaches the optimal values that can be achieved under the FSR algorithm. This implies that the LBS algorithm improves the playability of MODIGs without degrading consistency between players.
The overall experimental results show that actualisation of reliable and robust MODIGs is achievable with a combination of P2P-based architecture and conservative consistency maintenance algorithms.Thesis (PhD Doctorate)
Doctor of Philosophy (PhD)
School of Information and Communication Technology
Faculty of Engineering and Information Technology
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Smårs, Jonathan. "Implementing Digital Fun : Locating success factors in PC games." Thesis, Karlstads universitet, Handelshögskolan, 2016. http://urn.kb.se/resolve?urn=urn:nbn:se:kau:diva-39160.
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The purpose of this paper is to explore the technical implementation of common game design theory in successful PC games today. The study uses a quantitative study to analyze 23 modern successful PC games to identify common success factors which are connected to Arrasvuors et al. (2009) theory of the Playful Experiences Framework, Sutton-Smiths (2001) seven rhetorics of play and Max-Neefs (1991) human needs matrix. The results is a practical checklist of 63 success factors for use in game development. These success factors are present in the successful games and described for implementation in game design for the PC platform. These success factors are then divided into the 7 categories: freedom, immersion, challenge, multiplayer, personal, preference and human needs to provide a better overview of the success factor checklist and connect them to proven game design theory.
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Máthé, Melinda. "Mapping the Landscape of Digital Game-Based Learning in Swedish Compulsory and Upper Secondary Schools : Opportunities and Challenges for Teachers." Licentiate thesis, Stockholms universitet, Institutionen för data- och systemvetenskap, 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-181004.
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Interest in the use of digital games in education has been increasing over the past few decades. Advocates argue that digital games are powerful learning tools with the potential to support increased motivational, cognitive, behavioural, affective, physiological and social outcomes. However, empirical evidence for their effectiveness is mixed. Research has focused primarily on measuring the effect of games on learning in researcher-controlled experiments, whilst relatively less attention has been paid to the role of teachers. The thesis addresses the research gap by investigating how teachers in Swedish compulsory and upper secondary schools use digital games on their own initiative and how they develop their competencies. It also considers the challenges they face. Data from in-depth qualitative interviews and a mixed method survey are used to investigate the research questions. Both the data collection and analysis have been informed by activity theory. This is also used to problematise the adaptation of digital games as teaching and learning tools. In addition, the analysis explores teachers´ self-reported activities in relation to their disposition towards digital games. The findings show that a diversity of digital games and gamification tools have found a foothold in Swedish classrooms. The participating teachers are interested in introducing and further developing digital game-based approaches, though there are limitations in their use of gaming resources and the extent to which they can leverage these to achieve educational outcomes. The research identifies and discusses four general categories of teachers: non-game users, sceptics, curious adopters and advanced adopters. Results indicate that the more positive disposition of game-using teachers tends to be related to a higher level of pedagogical integration, a greater variety of game use, and a wider range of educational outcomes, as well as an interest in professional development. Digital game-based learning is often understood as the use of gamification tools in the form of quizzes, whereas complex games and longer gameplay are less typical. Whilst most teachers agree on the motivational benefits of digital games, not as many perceive them as effective in teaching new knowledge and cognitive skills. The introduction of digital games is hampered by the lack of access to relevant and good-quality products, financial resources, preparation time and adequate technology, as well as contextualised and flexible forms of professional development. These challenges hint at deeper issues with preexisting education structures. Future research should have a twofold focus: the development of adequate game resources that can support collaborative forms of learning and higher-level skills, and flexible and contextualised competence-development solutions for teachers which are relevant to their needs. The thesis contributes to the current literature by mapping the landscape of digital game-based learning in Swedish compulsory and upper secondary schools. It provides a nuanced understanding of the perspectives of teachers on digital game use and the opportunities and challenges presented by digital game-based learning.
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Gough, Richard D. "Player attitudes to avatar development in digital games : an exploratory study of single-player role-playing games and other genres." Thesis, Loughborough University, 2013. https://dspace.lboro.ac.uk/2134/13540.
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Digital games incorporate systems that allow players to customise and develop their controllable in-game representative (avatar) over the course of a game. Avatar customisation systems represent a point at which the goals and values of players interface with the intentions of the game developer forming a dynamic and complex relationship between system and user. With the proliferation of customisable avatars through digital games and the ongoing monetisation of customisation options through digital content delivery platforms it is important to understand the relationship between player and avatar in order to provide a better user experience and to develop an understanding of the cultural impact of the avatar. Previous research on avatar customisation has focused on the users of virtual worlds and massively multiplayer games, leaving single-player avatar experiences. These past studies have also typically focused on one particular aspect of avatar customisation and those that have looked at all factors involved in avatar customisation have done so with a very small sample. This research has aimed to address this gap in the literature by focusing primarily on avatar customisation features in single-player games, aiming to investigate the relationship between player and customisation systems from the perspective of the players of digital games. To fulfill the research aims and objectives, the qualitative approach of interpretative phenomenological analysis was adopted. Thirty participants were recruited using snowball and purposive sampling (the criteria being that participants had played games featuring customisable avatars) and accounts of their experiences were gathered through semi-structured interviews. Through this research, strategies of avatar customisation were explored in order to demonstrate how people use such systems. The shortcomings in game mechanics and user interfaces were highlighted so that future games can improve the avatar customisation experience.
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Medler, Ben. "Play with data - an exploration of play analytics and its effect on player expereinces." Diss., Georgia Institute of Technology, 2012. http://hdl.handle.net/1853/44888.
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In a time of 'Big Data,' 'Personal Informatics' and 'Infographics' the definitions of data visualization and data analytics are splintering rapidly. When one compares how Fortune 500 companies are using analytics to optimize their supply chains and lone individuals are visualizing their Twitter messages, we can see how multipurpose these areas are becoming. Visualization and analytics are frequently exhibited as tools for increasing efficiency and informing future decisions. At the same time, they are used to produce artworks that alter our perspectives of how data is represented and analyzed. During this time of turbulent reflection within the fields of data visualization and analytics, digital games have been going through a similar period of data metamorphosis as players are increasingly being connected and tracked through various platform systems and social networks. The amount of game-related data collected and shared today greatly exceeds that of previous gaming eras and, by utilizing the domains of data visualization and analytics, this increased access to data is poised to reshape, and continue to reshape, how players experience games.
This dissertation examines how visualization, analytics and games intersect into a domain with a fluctuating identity but has the overall goal to analyze game-related data. At this intersection exists play analytics, a blend of digital systems and data analysis methods connecting players, games and their data. Play analytic systems surround the experience of playing a game, visualizing data collected from players and act as external online hubs where players congregate. As part of this dissertation's examination of play analytics, over eighty systems are analyzed and discussed. Additionally, a user study was conducted to test the effects play analytic systems have on a player's gameplay behavior. Both studies are used to highlight how play analytic systems function and are experienced by players. With millions of players already using play analytics systems, this dissertation provides a chronicle of the current state of play analytics, how the design of play analytics systems may shift in the future and what it means to play with data.
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Jensen, Michelle. "New Media and Interactivity." Thesis, The University of Sydney, 2006. http://hdl.handle.net/2123/1522.
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Digital/video games1 have entertained for 40 years and are a medium with the ability to reach a vast audience. In an article published in the Sydney Morning Herald, Charles Purcell reports that; “Globally, Halo 2 has sold more than 7 million copies. Both in the US and Australia it broke the film box-office record for the most earnings in the first 24 hours of release. The worldwide Halo 2 community on X-box Live has about 400,000 players… at the World Cyber Games in Seoul. Last year, gold medallist Matthew Leto won $US20,000 ($AUS27,0000) after his second consecutive Halo title.” 2. Game consoles have become a part of many lounge rooms just as the television did before them. Games are even commonplace in many coat pockets and carrying bags. This dissertation is concerned with the medium of digital/video games in relation to its effect on Game Art. It is also concerned with the concept of my studio work that deals with “evil” and the “uncanny” which are discussed in chapter four. My research looks at games and how they have developed and the relationship to contemporary art. A history of this development is explored in chapter two. My research will help me in developing an interactive piece. Throughout my current research the thoughts of author of The Second Self: Computers and the Human Spirit Sherry Turkle resonate: “…not what will the computer be like in the future, but instead, what will we be like? What kind of people are we becoming?” 3 It is interesting to consider the video/digital games as experiments of who we are or who we would like to be, little fantasies of empowerment. In a game we are able to live out our frustrations or fantasies in a closed and predictable experience.
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Jensen, Michelle. "New Media and Interactivity." University of Sydney, 2006. http://hdl.handle.net/2123/1522.
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Master of Visual ArtsDigital/video games1 have entertained for 40 years and are a medium with the ability to reach a vast audience. In an article published in the Sydney Morning Herald, Charles Purcell reports that; “Globally, Halo 2 has sold more than 7 million copies. Both in the US and Australia it broke the film box-office record for the most earnings in the first 24 hours of release. The worldwide Halo 2 community on X-box Live has about 400,000 players… at the World Cyber Games in Seoul. Last year, gold medallist Matthew Leto won $US20,000 ($AUS27,0000) after his second consecutive Halo title.” 2. Game consoles have become a part of many lounge rooms just as the television did before them. Games are even commonplace in many coat pockets and carrying bags. This dissertation is concerned with the medium of digital/video games in relation to its effect on Game Art. It is also concerned with the concept of my studio work that deals with “evil” and the “uncanny” which are discussed in chapter four. My research looks at games and how they have developed and the relationship to contemporary art. A history of this development is explored in chapter two. My research will help me in developing an interactive piece. Throughout my current research the thoughts of author of The Second Self: Computers and the Human Spirit Sherry Turkle resonate: “…not what will the computer be like in the future, but instead, what will we be like? What kind of people are we becoming?” 3 It is interesting to consider the video/digital games as experiments of who we are or who we would like to be, little fantasies of empowerment. In a game we are able to live out our frustrations or fantasies in a closed and predictable experience.
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Beale, Matthew Carson. "Playing the Writing Game: Gaming the Writing Play." Thesis, Virginia Tech, 2006. http://hdl.handle.net/10919/32006.
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My studies consider the application of digital game theory to the instruction of writing in the first year composition classroom. I frame my argument through dialectic of representation and simulation and the cultural shift now in progress from the latter to the former. I first address the history of multimodal composition in the writing classroom, specifically noting the movement from analysis to design. In the third chapter, I examine several primary tenants of video game theory in relation to traditional academic writing, such as the concept of authorship and the importance of a rule system. My final chapter combines the multimodal and digital game theory to create what I term â digital game composition pedagogy.â The last chapter offers new ways to discuss writing and composing through the theories of video games, and shows how video games extend the theories associated with writing to discussions that coincide with an interest that many of our students have outside of the classroom.Master of Arts
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Cameron, David John. "Giving games a day job developing a digital game-based resource for journalism training /." Access electronically, 2004. http://www.library.uow.edu.au/adt-NWU/public/adt-NWU20041220.144608/index.html.
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Tisdelle, Drew D. "A JavaScript Library for Hybrid Physical/Digital Board Games." Digital WPI, 2020. https://digitalcommons.wpi.edu/etd-theses/1374.
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Throughout the last decade handheld tablet devices have become a common part of the lives of many people. While these tablets have been widely used for games, they have been rarely used as a medium for board games in which the tablet is the game board and players interact with it using physical game tokens. The main topic of this thesis is to research past attempts at creating tablet-based board games and to use the knowledge gained from this research to develop a new, more accessible way to develop games for this medium. The Minotauros JavaScript Library, which was created to allow developers to make tablet-based board games for most tablets. The library’s functionality was tested through users playing a simple game, Roll, that implemented the library. Through thorough testing, it was found that the library is fully functional and has been made publicly available. The research behind the functionality, testing, and results of the creation of this library are detailed in this thesis.
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Jonna, Grönlund, and Kalami Kasra. "Symbolism in Games." Thesis, Blekinge Tekniska Högskola, Sektionen för planering och mediedesign, 2013. http://urn.kb.se/resolve?urn=urn:nbn:se:bth-4815.
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This research project is about symbolism and semiotics (the science of signs) in digital-games. There’s firstly introductory information about what symbolism and semiotics are and the different aspects of them that is needed to fully understand the subject. These are things such as the two parts of a sign, signifier and signifier as well as the three modes of signs, symbolic, iconic and indexical. Then there’s information about how this is all put together in a digital game, that a game isn’t playable without some form of signs and that besides making the game playable it is used to enhance the characters, story and experience for the player. How this is used in a more practical way is mentioned further to the end with the different approaches of working with symbolism in games. There’s either being subtle or making symbolism the main focus of the game. Through all this there’s also the importance of considering your audience and if they will understand your signs that is talked about.
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Rudvi, Emil. "Digital Game Mechanics : to create an analog board game prototype." Thesis, Blekinge Tekniska Högskola, Sektionen för datavetenskap och kommunikation, 2013. http://urn.kb.se/resolve?urn=urn:nbn:se:bth-3282.
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Analog games misses a lot of quick games in terms of game time and play time in the FPS genre. This genre often takes more time to play in an analog game. Could the game play become quicker by examining the different game mechanics in order to give the players a smoother game play by a reduction of downtime. Game mechanics that could be found in a digital FPS game such as Doom III, were converted to a prototype. These digital gameplay mechanics were converted so that an analog game could be played simultaneously. These game mechanics decrease the game time and down time in a way that a game using a turn based game order would not. The digital game Doom III was used to create the prototype and eight analog games of different types and genres were examined to collect more unique game mechanics. All were suited for a multiplayer type of gameplay. To get an understanding of what game elements were well liked in both digital and analog games, a questionnaire was created with twelve questions. The participants answered questions on the subjects of their favourite genre, missing game mechanics in both digital and analog games, well liked game mechanics, and also what the participants thought was impossible to create in a game in terms of game mechanics. The results of both the analysis of the eight analog games and the answers from the participants created the base plan for the development of the prototype focusing on low downtime, re-playability, and an average amount of luck. Several game mechanics were discussed and some of them were play tested. This resulted in keeping some game mechanics while others were removed because these game mechanics did not provide a rewarding gameplay. Several game mechanics were nearly impossible to implement without the use of a digital representation. An example on this type of issue was the first person view in the digital game. The perception of skill based game mechanics could be moved to an analog board game but would have to be determined by other game mechanics instead of the player’s physical capabilities. The conclusion lead to a prototype that could be played in an hour, which is a low game time for games in this genre. The FPS gameplay mechanics was converted to an analog game, but all game mechanics could not be transferred to the prototype without a conversion.Gränsvägen 29 372 37 Ronneby Phone +46(0)708 35 04 45
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Habgood, Matthew Peter Jacob. "The effective integration of digital games and learning content." Thesis, University of Nottingham, 2007. http://eprints.nottingham.ac.uk/10385/.
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This thesis is concerned with how the coveted user-engagement of digital games can be usefully harnessed for educational goals. Educational software has traditionally used gaming elements as a separate reward for completing learning content. The early "edutainment" sector became synonymous with this cursory "chocolate-covered broccoli" approach (Bruckman, 1999): tagging games on to learning content in order to make it more palatable. However, such methods have often proved ineffective (Kerawalla & Crook, 2005; Trushell, Burrell, & Maitland, 2001) and have been criticised for combining the worst elements of both games and education (Papert, 1998) as well as for following extrinsically motivating design models (Lepper, 1985; Parker & Lepper, 1992). This thesis provides a theoretical and empirical exploration of game designs that follow a more integrated approach. Five studies are described which detail the development and evaluation of a new theory for creating intrinsic integration based on integrating learning content with the game mechanics of a game. This includes the development of Zombie Division: a game that teaches mathematics to children through swordplay with skeletal opponents. Two experimental studies examine the motivational differences between integrated and non-integrated versions of Zombie Division by measuring time-on-task. Two more examine the educational effectiveness of integrated and non-integrated versions by measuring learning gains for a fixed amount of time-on-task. Statistically significant results are found which suggest that the integrated version is motivationally and educationally more effective than the extrinsic equivalent. Full results and implications are discussed.
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Aslan, Serdar. "Digital Educational Games: Methodologies for Development and Software Quality." Diss., Virginia Tech, 2016. http://hdl.handle.net/10919/73368.
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Development of a game in the form of software for game-based learning poses significant technical challenges for educators, researchers, game designers, and software engineers. The game development consists of a set of complex processes requiring multi-faceted knowledge in multiple disciplines such as digital graphic design, education, gaming, instructional design, modeling and simulation, psychology, software engineering, visual arts, and the learning subject area. Planning and managing such a complex multidisciplinary development project require unifying methodologies for development and software quality evaluation and should not be performed in an ad hoc manner. This dissertation presents such methodologies named: GAMED (diGital educAtional gaMe dEvelopment methoDology) and IDEALLY (dIgital eDucational gamE softwAre quaLity evaLuation methodologY).
GAMED consists of a body of methods, rules, and postulates and is embedded within a digital educational game life cycle. The life cycle describes a framework for organization of the phases, processes, work products, quality assurance activities, and project management activities required to develop, use, maintain, and evolve a digital educational game from birth to retirement. GAMED provides a modular structured approach for overcoming the development complexity and guides the developers throughout the entire life cycle.
IDEALLY provides a hierarchy of 111 indicators consisting of 21 branch and 90 leaf indicators in the form of an acyclic graph for the measurement and evaluation of digital educational game software quality.
We developed the GAMED and IDEALLY methodologies based on the experiences and knowledge we have gained in creating and publishing four digital educational games that run on the iOS (iPad, iPhone, and iPod touch) mobile devices: CandyFactory, CandySpan, CandyDepot, and CandyBot. The two methodologies provide a quality-centered structured approach for development of digital educational games and are essential for accomplishing demanding goals of game-based learning.
Moreover, classifications provided in the literature are inadequate for the game designers, engineers and practitioners. To that end, we present a taxonomy of games that focuses on the characterization of games.Ph. D.
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García, Hernández Mònica, and Madeleine Volter. "Incremental digital product innovation in social mobile games : A case study of King Digital Entertainment." Thesis, Umeå universitet, Institutionen för informatik, 2014. http://urn.kb.se/resolve?urn=urn:nbn:se:umu:diva-90205.
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The aim of this thesis was to increase understanding of King company success in the social mobile game industry by asking the question: How does a company manage to organize the innovation work in successful casual games within social mobile gaming industry? In order to answer it, we conducted a case study research with secondary data in which we examined the company to discover the elements that contribute to this success, despite a lack of research in how these kind of companies build their business model and strategies, highlighting the players' behaviour. Our findings conclude it is possible to success in social mobile game industry using incremental innovation in different aspects: games design, implementation of the games, and in the business model. By applying this innovation, with a good viral strategy and giving the player the decision to play by free or purchasing virtual goods, King has been able to become the largest developer game company on Facebook.
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Guevara, Villalobos Orlando. "Cultural production and politics of the digital games industry : the case of independent game production." Thesis, University of Edinburgh, 2013. http://hdl.handle.net/1842/8874.
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This thesis sheds light on the social relationships, work practices and identities that shape the small scale sector of independent game production. Harnessing elements of the Production of Culture and Cultural Industries/Work perspectives, it aims to clarify the specifics of independent game production and its relationship with the large-scale sector of the industry. Drawing on a multi-sided ethnography, the thesis captures gamework practices, motivations, ideas and conventions deployed in a diverse range of online and physical spaces where independent developers interact. Given the complex relationships and messiness found in the industry, the results of the thesis initially clarify general aspects, characterising both the corporate structure of the games industry and its independent sector. It then examines the cultures that inform independent work as well as emergent 'indie' praxis. After a historical review of the digital games industry, the thesis addresses how the corporate structure of the industry has created a viable game producing field, with a highly rationalised but not unproblematic process of game production. The independent sector is then analysed in relation to this material culture. The thesis discusses the technologic affordances, structural relationships, market approach and organisational forms supporting the production of independent games. It also examines the motivations, ethics and general culture informing independent developers work, as well as the emergence of independent networked scenes as social spaces where creative, organisational, technical and cultural aspects of independent game production are shaped. The analysis of empirical evidence reveals how the uneven struggle to control or access the means for game production, distribution and reproduction, in both retail and digital distribution business models, shapes the material conditions of the small scale sector game production. The thesis highlights the relationship between production, independent developers' preferences, and their identity as 'indies' as central in understanding how this novel sector of the games industry is being structured. By understanding both the structure and informal practices of independent production, this research offers novel insights in this under-researched area, insights that reveal the intricacies of processes of social change and cultural diversification within the digital games industry as a whole.
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Barnier, Maxime. "Smell, memory and games. Exploring the potential of the sense of smell in memory games." Thesis, Malmö högskola, Fakulteten för kultur och samhälle (KS), 2015. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-22402.
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This study is focused on the impact of smell on the memory in the context of games. The aim is to understand what the effects of smell on human’s memorization and learning process are. The research topic is explored through creating a memory game designed specifically for the study: “Guess My Face”. In this game, the players have to memorize pictures of faces parts using their specific scents. The game’s goal is to manage to compose a random face provided by the game with the face parts that the players learned. However, the difficulty lies in the fact that the players do not see the face parts pictures during the game and so, have to rely on their sense of smell alone.The game intends to contribute to the research area in different ways. First, it provides a technological solution for involving the inclusion of smell in games by using smell boxes connected to the computer. Second, the playtestings of the game highlight issues that a game designer has to take account by involving smell: balancing the strengths of the scents, participants experiencing dizziness after smelling a lot of different scents, the amount of time that smells remain in the air, the fact that coffee can be used to neutralize scents. Finally, the game contributes to the exploration of the way that smell triggers memories and how it could help for enhancing learning. Through the iterations of testing, the study reveals that smell is a sense that people do not often rely on for memorizing and they prefer visual memory. Moreover, we learn that players memorize pictures more easily when scent is involved, as they use several cognitive strategies or reflexes: characterizing the scents with adjectives or identifying their origin (fruits, woods), involving emotions (disgust, strangeness), and relying on personal experience (creating a link between a scent and picture thanks to the memory of a person/object/event). This cognitive behaviour shows that smell has the potential to enhance memory by creating meaningful knowledge and making the assimilation of information easier, an arena that has been dealt with by George Miller in his ’chunking theory’ (Thompson et al., 2005).
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Mizutani, Wilson Kazuo. "VORPAL: a middleware for real-time soundtracks in digital games." Universidade de São Paulo, 2017. http://www.teses.usp.br/teses/disponiveis/45/45134/tde-18052017-112539/.
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Although soundtracks play an essential role in the experience delivered by digital games, there are a number of design restrictions it suffers from due to technology limitations. This is specially true for real-time effects, a natural demand in the interactive media of games. Developers may either implement their own solutions each time, rely on proprietary software, or neglect the soundtrack altogether. Besides, even the best commercial tools support only sample-based audio, which is one of the main causes for the aforementioned design restrictions. Thus, this thesis proposes VORPAL, a free software game audio middleware implementation that focuses on procedural audio instead while maintaining the possibility of sample-based audio as a more accessible and adequate tool for composing real-time soundtracks for digital games. The middleware, inspired by its commercial predecessors, is divided in two main pieces of software: an audio engine and a soundtrack creation kit. The audio engine comprises a native C++ programming library, which games and game engines can be linked to to play and control in real-time soundtrack pieces created using the soundtrack creation kit, which consists of building blocks provided as Pure Data abstractions. We have interviewed and partnered with professional sound designers to validate our technology, and came to develop a proof of concept game called Sound Wanderer, which showcases the possibilities and limitations of the VORPAL middleware.Muito embora trilhas sonoras desempenhem um papel essencial na experiência criada por jogos digitais, elas sofrem de diversas restrições de projeto causadas por limitações tecnológicas. Isso afeta principalmente efeitos em tempo real, que são uma demanda natural na mídia interativa dos jogos. Desenvolvedores precisam optar entre implementar uma solução própria caso a caso, investir em software proprietário, ou simplesmente negligenciar a trilha sonora por falta de opção melhor. Além disso, mesmo as melhores ferramentas comerciais trabalham apenas com áudio baseado em amostras, o que é uma das principais causas das ditas restrições de projeto. Portanto, esta dissertação propõe VORPAL, um middleware livre para áudio em jogos que foca em áudio procedural mas mantém compatibilidade com áudio baseado em amostras como uma ferramenta mais acessível e adequada para a composição de trilhas sonoras em tempo real para jogos digitais. O middleware, inspirado em seus antecessores comerciais, é dividido em duas principais componentes de software: um motor de áudio e um kit de criação de trilhas sonoras. O primeiro é constituído por uma biblioteca de programação nativa em C++, com a qual jogos e motores de jogos podem se ligar para reproduzir e controlar, em tempo real, peças da trilha sonora criadas usando a outro componente, que é um kit de blocos de construção providos como abstrações de Pure Data. Projetistas de som profissionais foram entrevistados e depois trabalharam em parceria com os autores para validar a tecnologia proposta, o que levou ao desenvolvimento de um jogo de prova conceitual chamado Sound Wanderer, que demonstra as possibilidades e limitações do middleware VORPAL.