Bibliografie tematiche / Fantasy games – design – drawings

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Letteratura scientifica selezionata sul tema "Fantasy games – design – drawings"

Autore: Grafiati
Pubblicato: 29 luglio 2024
Ultima modifica: 30 luglio 2024

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Articoli di riviste sul tema "Fantasy games – design – drawings"

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Yeni, Sabiha, e Kursat Cagiltay. "A heuristic evaluation to support the instructional and enjoyment aspects of a math game". Program 51, n. 4 (7 novembre 2017): 406–23. http://dx.doi.org/10.1108/prog-07-2016-0050.

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Purpose The purpose of this paper is to provide information about the design principles of educational games in the context of an educational math game example to educational game developers and instructors. Especially, it tries to demonstrate the importance of the academic content-fantasy integration and entertainment factors of educational games from the viewpoint of the experts. For this purpose, as a sample, an educational math game was examined to see how successful is the academic aspect, fantasy aspect, academic-fantasy aspects integration and enjoyment aspect of the game. Good aspects of the game and aspects need improvement were summarized for guidance to game developers while producing educational games. Design/methodology/approach In this study, heuristic evaluation method was used for evaluating the educational math game. In the scope of this study, an example of modern educational computer game was examined by experts in this study. The integration of academic-fantasy context and enjoyment aspects of the game were analyzed deeply by using qualitative and quantitative data collection methods together. Findings According to Relevance Embedding Translation Adaptation Immersion and Naturalization rubric results, embedding element received the highest mean score. It showed that the academic content is well coupled with the fantasy/story content. According to GameFlow criteria, clear goals and feedback sections got the highest scores; on the contrary immersion section got the lowest score. Immersion element of the game should be improved. According to the interview findings, more than half of the participants stated that, in terms of academic content of game, players can actively be involved in learning process during the game. The story of the game and elements used in the game have counterpart in daily life. Didactic elements do not affect learners’ flow in the game. It is easy to learn and feedbacks are enough and useful. Originality/value This study offered suggestions to designers for developing good educational games which are well balanced with academic and fantasy context.
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Maj, Krzysztof M. "Otwarty świat i narracja rozproszona w grze Elden Ring studia FromSoftware". Images. The International Journal of European Film, Performing Arts and Audiovisual Communication 33, n. 42 (3 luglio 2023): 231–50. http://dx.doi.org/10.14746/i.2023.33.42.15.

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The article Open World and Dispersed Narrative in FromSoftware’s “Elden Ring” tackles a number of design issues associated with open world design in video games. Building upon Tim Ingold’s dis- crepancy of two distinct modes of exploring the reality (wayfaring and trail-following), the author proceeds with analysing how the categories in question might have influenced the design of Elden Ring’s ‘The Lands Between’, which is torn between two different ambitions. One is to create a high fantasy narrative in allotopia, whilst the other is to sustain the principles of procedural rhetoric typical for soulsborne games, well-known for leaning towards a dark fantasy design style both in terms of their aesthetics and narrative content. Consequently, the main goal of this analysis is to propose a potential way of avoiding such inconsequence in open world game design, which is termed here a “ludotopian dissonance”.
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Zuo, Tengjia, Jixiang Jiang, Erik Van der Spek, Max Birk e Jun Hu. "Situating Learning in AR Fantasy, Design Considerations for AR Game-Based Learning for Children". Electronics 11, n. 15 (27 luglio 2022): 2331. http://dx.doi.org/10.3390/electronics11152331.

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(1) Background: Augmented reality (AR) game-based learning, has received increased attention in recent years. Fantasy is a vital gaming feature that promotes engagement and immersion experience for children. However, situating learning with AR fantasy to engage learners and fit pedagogical contexts needs structured analysis of educational scenarios for different subjects. (2) Methods: We present a combined study using our own built AR games, MathMythosAR2 for mathematics learning, and FancyBookAR for English as second-language learning. For each game, we created a fantasy and a real-life narrative. We investigated player engagement and teachers’ scaffolding through qualitative and quantitative research with 62 participants aged from 7 to 11 years old. (3) Results: We discovered that fantasy narratives engage students in mathematics learning while disengaging them in second-language learning. Participants report a higher imagination with fantasy narratives and a higher analogy with real-life narratives. We found that teachers’ scaffolding for MathMythosAR2 focused on complex interactions, for FancyBookAR, focused on story interpretation and knowledge explanation. (4) Conclusions: It is recommended to mix fantasy and real-life settings, and use simple AR interaction and pedagogical agents that enable teachers’ scaffolding seamlessly. The design of AR fantasy should evaluate whether the story is intrinsically related to the learning subjects, as well as the requirements of explicit explanation.
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Murray, Liam, e John Maher. "The Role of Fantasy in Video Games: A Reappraisal". Eludamos: Journal for Computer Game Culture 5, n. 1 (11 luglio 2011): 45–57. http://dx.doi.org/10.7557/23.6126.

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The majority of videogames as they are currently constituted seem to display a mechanistic repetitiveness in conception, development and production. A creative shallowness in games, a lack of innovation, and a tendency to clone successful titles, are in part attributable to the hegemonic control exerted by game producers. This situation persists despite the intense frustration from the creative talent within the industry: “design documents are worked out by the marketing department; effectively as an artist or programmer you do what you’re told” (Wade 2007, p.687). This article approaches Fantasy as an underlying structuring element capable of energising the creative evolution of video games. Fantasy is interpreted as persisting throughout all game forms, and not confined to its own recognisable genre.
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Gunter, Glenda A., Robert F. Kenny e Erik H. Vick. "Taking educational games seriously: using the RETAIN model to design endogenous fantasy into standalone educational games". Educational Technology Research and Development 56, n. 5-6 (16 ottobre 2007): 511–37. http://dx.doi.org/10.1007/s11423-007-9073-2.

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Liu 3, Guangquan, Azhari Md Hashim e Norman Yusoff. "VISUAL PRESENTATION OF CYBERSPACE: ANALYZING THE PRODUCTION DESIGN OF THE FILM, FREE GUY". Journal of Information System and Technology Management 7, n. 29 (31 dicembre 2022): 136–43. http://dx.doi.org/10.35631/jistm.729012.

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Cyberspace is a virtual world in a computer network. With the continuous development of information technology and the continuous expansion of the boundary of art, more and more artists and designers focus their exploration on the visual presentation of cyberspace. Video games and sci-fi movies have become the testing ground for the visual image of cyberspace. The film Free Guy is a science fiction film based on video games. The film production designers designed a fantasy and colourful cyberspace for Free Guy, which has been widely praised for its visual presentation. Therefore, this study mainly analyzes the visual representation of cyberspace from the production design of the film Free Guy.
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Kirichenko, Vladislav V. "Fabula Nova Obscura Est: Possible Worlds in “Final Fantasy XIII-2”". Galactica Media: Journal of Media Studies 3, n. 4 (18 dicembre 2021): 68–90. http://dx.doi.org/10.46539/gmd.v3i4.201.

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Modern narratological researches are quite well developed and has long gone beyond the purely philological field. One of the applications of narratology is the study of computer games, the most relevant new medium. This paper is devoted to the issue of unusual narrative strategies used in games on the example of Final Fantasy XIII-2. The analysis is conducted via the possible-worlds method, which is currently in demand in modern humanities, but it is less known in Russia. The aim of the research is to determine the function of possible worlds existing in Final Fantasy XIII-2 for a better understanding of the game design. In the course of the work, the author examines the internal structure of the game world with the help of the theory of possible worlds, analyzes the narrative strategy, and makes a game scheme of possible worlds with accessibility links which let to see the deep internal structure of the narrative game world. In conclusion, it is clear that Final Fantasy XIII-2 contains a non-trivial narrative structure with multiple branches that is smoothed out by the gameplay and cinematic experience of the player, although such a composition of possible worlds represents a complex scheme of the game's macrocosm which demands a close attention to the narrative. The article is intended for various humanitarian specialists interested in the study of computer games.
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Abrudan, Mirela, Andreea Voina e Andreea Lăpuşte. "Computer role-playing games: player motivations, preferences, and behavior". Studia Universitatis Babeș-Bolyai Ephemerides 66, n. 2 (30 dicembre 2021): 5–32. http://dx.doi.org/10.24193/subbeph.2021.2.01.

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"In recent years, computer role-playing games have changed the way we spend our free time. Traditional games have been increasingly replaced by digitized productions, and technology has made it easier to access videogames on multiples devices. Online games bring users together in a fantasy world in which they design avatars, manifesting their creativity and employing gaming strategies. This study analyzed Romanian gamers’ behaviors and perceptions of massively multiplayer online role-playing games (henceforth MMORPGs); by employing focus groups and a survey, the authors aimed to map preferences and habits of users in terms of gender. We found that users are not likely to engage in stereotypical activities in creating and using their avatars within the games, nor do they design female avatars solely for visual pleasure, but rather for opportunistic reasons. Moreover, the research subjects did not think of choosing female avatars as a safeguard for advancing through in-game levels, but rather consider other variables, such as hard work, skills, or strategy, as important to succeed. Keywords: role-playing games, gaming behavior, gamer preferences, gender-swapping, avatar gender."
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Fathi, Bassam Abdel Nafie, e Nsiyf Jassem Mohammad. "Techniques for Designing Puzzle Shapes and their Role in Children’s Learning". International Journal of Religion 5, n. 8 (24 maggio 2024): 839–49. http://dx.doi.org/10.61707/yqfmyn20.

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This research aims to study designing puzzle shapes techniques and their use in teaching children. Puzzle games contribute to developing cognitive, sensory, and motor skills that require concentration and logical thinking, which can be effective in stimulating learning in children and developing their mental skills. The design idea was studied in terms of simplicity, complexity, types of traditional and digital puzzle games, and their use. Structural elements in design, such as drawings, shapes, and typographic elements, according to the Gestalt theory in designing puzzle shapes that aim to teach children, and verifying their effectiveness in stimulating their learning. This study also included an analysis of some of the techniques used in designing puzzle shapes and some mechanisms and theories of learning through games.
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Nipo, Daniel, David Gadelha, Mirian da Silva e Andiara Lopes. "Game-Based Learning: Possibilities of an Instrumental Approach to the FEZ Game for the Teaching of the Orthographic Drawings System Concepts". Journal on Interactive Systems 14, n. 1 (6 luglio 2023): 231–43. http://dx.doi.org/10.5753/jis.2023.3190.

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Challenges and rewards are integral to the logic of digital games, and through them, users can learn and develop various skills. When games are employed in educational contexts, they can enhance creativity and contribute to students' development. The Game-Based Learning (GBL) methodology is grounded in the use of games in the educational context, whether they are meant for educational or entertainment purposes. This article aims to investigate whether the digital puzzle game called FEZ - which takes place in a three-dimensional scenario where the player interacts through two-dimensional views - can be used for teaching geometry, specifically from the perspective of Descriptive Geometry for learning concepts about the System of Views. To achieve this goal, we analyzed FEZ from the perspective of the Instrumental Approach as an educational resource for teaching concepts of the Orthographic Drawings System. As a result, we identify similar characteristics between the Orthographic Drawings System and the design aspects of the FEZ game that suggest the possibility of using this game as a didactic resource.
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Tesi sul tema "Fantasy games – design – drawings"

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Laurel, Brenda. "Toward the design of a computer-based interactive fantasy system /". The Ohio State University, 1986. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487265143146814.

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Reitz, Austin J. "Realms of Màgia: Exploring Roleplaying Games as Interaction Design Systems". Kent State University Honors College / OhioLINK, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=ksuhonors1557169231329083.

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Thomas, Bryant David. "New Retro: An Exploration of Modern Video Games With A Retro Aesthetic". Miami University / OhioLINK, 2017. http://rave.ohiolink.edu/etdc/view?acc_num=miami1493401505332341.

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Larsson, Jonathan, e Arias Alberto Amigo. "Fun with Death and Failure : An exploration of player experiences in a decentralized open world RPG". Thesis, Södertörns högskola, Institutionen för naturvetenskap, miljö och teknik, 2014. http://urn.kb.se/resolve?urn=urn:nbn:se:sh:diva-26378.

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Many modern single-player role-playing games offer the player a power fantasy where the experience is designed to make the players feel powerful right from the start, with enemies and challenges that scale to the player characters level and abilities. This study explores what happens with play when power fantasy is replaced with decentralization and especially how this decentralization affects the player’s experience of failure and death. To explore this, three experienced The Elder Scrolls V: Skyrim-players played the game with the modification Requiem - The Roleplaying Overhaul. After the participants had played at home for at least 8 hours they each participated in individual semi-structured interviews about their experiences. The interviews were transcribed and a grounded theory coding was performed. Finally the results were analyzed to find common themes. The study found that there was initial frustration due to expecting a power fantasy experience but once players adapted, the increased difficulty of decentralization was enjoyable as long as the player’s agency was not taken away and the world and its difficulty was logical. While the scope of the study is too small to draw generalizable conclusions it nevertheless shows that decentralized, difficult games work well for certain players. Future research is required on how to mitigate the effects of the initial obstacle.
Många moderna single-player-rollspel erbjuder spelaren en maktfantasi där denne ska känna sig kraftfull direkt från spelets start genom att spelets fiender och utmaningar är baserade på spelarkaraktärens nivå och förmågor. Den här studien utforskar vad som händer när denna maktfantasi ersätts med en värld som inte anpassar sig efter spelaren, en så kallad decentraliserad värld. Specifikt undersöks hur decentraliseringen påverkar spelarens upplevelse av misslyckande och spelardöd. För att utforska detta spelade tre spelare The Elder Scrolls V: Skyrim med modifikationen Requiem - The Roleplaying Overhaul i åtta timmar. Efter att deltagarna spelat utfördes individuella semistrukturerade intervjuer och intervjuerna transkriberades. Därefter genomfördes en grounded-theory kodning och analys för att finna gemensamma teman. Resultatet visar att det till en början uppstod frustration hos spelarna på grund av att de väntade sig en maktfantasi. Men när spelarna anpassade sin spelstil kom det fram att svårighetsgraden i en decentraliserad värld ökade underhållningsvärdet så länge spelaren kände att denne kunde påverka sin situation och att svårighetsgraden är grundad i spelvärldens logik. Emedan omfånget av studien är för liten för att dra några generella slutsatser visar den att decentraliserade spel med hög svårighetsgrad är underhållande för vissa spelare. Vidare forskning behövs på hur spelare lättare ska komma över den initiala tröskeln.
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Andersson, Henrik. "Event scenes in role-playing games : A study about focus during event scenes versus gameplay". Thesis, Uppsala universitet, Institutionen för speldesign, 2015. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-254575.

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This thesis investigates the level of focus a player is displaying while playing a role-playing game. The thesis tries to answer the questions if the level of focus is different while a player is watching an event scene versus during gameplay and if there is a difference in the level of focus displayed by new players versus experience ones. To answer this question a playtest was performed in the role-playing game Final Fantasy XIII and the player’s reaction was recorded and documented. The result suggests that the level of focus a player is displaying is lower during event scenes than during gameplay.
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Watson, Nicholas. "Game developing, the D'ni way: how myst/uru fans inherited the cultural legacy of a lost empire". Thesis, Georgia Institute of Technology, 2012. http://hdl.handle.net/1853/44898.

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This research considers how the culture of game developer Cyan Worlds influences the gameplay environment and the culture of fans in Myst Online: Uru Live. The game has gone through two commercial releases and in both cases it was cancelled after a short time. Fans have attempted to salvage the game by producing their own server software and content creation tools. Recently, Cyan released their own source code and development tools to the fan community, giving fans an official channel for creating new content. This work builds off of Pearce's (2009b) study of the culture of Uru players and emergent play, but adds the dimension of considering the culture of developers themselves. A primary goal of this study was to determine how the culture of a game developer like Cyan shapes the constraints of the designed "play ecosystem" (Pearce 2009b: 7), and how it shapes the processes by which fans can salvage aspects of the game to create new content. One finding is that the design of Uru's gameplay environment is rooted in the cultural practices, personal philosophical goals and individual personality traits of its developers. Fans were able to assert ownership over the Uru story-world and the means of production of new content by proactively applying technical and problem-solving skills--the same sorts of skills that players must apply to solving puzzles in Myst games. This fan action, coupled with Cyan's goal of making an open-ended world, has helped to propel the initiative to provide open-source tools for creating new content. When fans produce new content, they draw significantly from an existing shared cultural repertoire of cues and conventions. These conventions are supported both by the software affordances of the development environment and by cultural precedent--they are readily adapted to Myst-like narratives and are easily "read" by experienced players.
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Libri sul tema "Fantasy games – design – drawings"

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(Firm), Prima Games, a cura di. The art of Halo 3. Roseville, CA: Prima Games, 2008.

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Scherberger, Aiken, e Enzo Anile. Video games: Creating virtual fantasy. Princeton, N.J: Films for the Humanities & Sciences, 2005.

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Montola, Markus. Pervasive games: Theory and design. Amsterdam: Elsevier/Morgan Kaufmann, 2009.

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Montola, Markus. Pervasive games: Theory and design. Amsterdam: Elsevier/Morgan Kaufmann, 2009.

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Jaakko, Stenros, e Wærn Annika 1960-, a cura di. Pervasive games: Theory and design. Amsterdam: Elsevier/Morgan Kaufmann, 2009.

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Toth, Margo I. Game designer's manual. Broomfield, CO (P.O. Box 1182, Broomfield 80020): International Fantasy Gaming Society, 1988.

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Quinrose. Alice in the country of diamonds: Wonderful wonder world official visual fan book. [S.l.]: Yen Press, 2014.

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Tenniel, John. Tenniel's Alice: Drawings by Sir John Tenniel for 'Alice's adventures in Wonderland' and 'Through the looking glass.'. Cambridge, Mass: Department of Printing and Graphic Arts, Harvard College Library, in association with the Metropolitan Museum of Art, 2005.

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Copyright Paperback Collection (Library of Congress), a cura di. Fair game. New York: Tom Doherty Associates, LLC, 2012.

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Burns, Charles. Facetasm: A creepy mix & match book of gross face mutations! New York, N.Y: Gates of Heck, 1998.

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Capitoli di libri sul tema "Fantasy games – design – drawings"

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Barcellos, Ekaterina Emmanuil Inglesis, Galdenoro Botura, Eric Inglesis Barcellos, Milton Koji Nakata e Lívia Inglesis Barcellos. "Disruptive Games: Power and Control or Fantasy and Entertainment". In Advances in Human Factors in Wearable Technologies and Game Design, 355–65. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-94619-1_35.

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Duarte, João Miguel Couto. "The fantasy of reality: On the design drawings of Álvaro Siza Vieira". In Intelligence, Creativity and Fantasy, 137–42. CRC Press, 2019. http://dx.doi.org/10.1201/9780429297755-24.

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Lee, Jaejin, e Min Liu. "Design of Fantasy and Their Effect on Learning and Engagement in a Serious Game". In Advances in Game-Based Learning, 197–216. IGI Global, 2017. http://dx.doi.org/10.4018/978-1-5225-0513-6.ch009.

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Researchers are interested in exploring the use of fantasy design in educational games to promote learning. This chapter first reviewed the literature on fantasy designs and relevant principles along with the studies examining the use of fantasy designs to enhance learning. An experiment was then conducted, in which two sets of fantasy designs were implemented in a serious game, to examine the effect of different types of fantasy (portrayal fantasy vs creative fantasy designs) on learning and game engagement. The results using multiple regressions showed that portrayal fantasy design was more effective both for enhancing learning and engagement. Students who used portrayal fantasy models showed better improvement in their content knowledge and scored better on game engagement. Visualization analysis showed the portrayal fantasy group spent more time in using the tool containing all fantasy designs than the creative group. Findings and future research directions are discussed.
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Perreault, Mildred F., e Gregory P. Perreault. "Mobile Gaming Strategic Communication and Fear of Missing Out (FoMO) in Fan Culture". In Research Anthology on Game Design, Development, Usage, and Social Impact, 1661–77. IGI Global, 2022. http://dx.doi.org/10.4018/978-1-6684-7589-8.ch080.

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This study examines a case study of the messages and strategies used in mobile game marketing and communication specifically of fans at the Final Fantasy Brave Exvius Fan Festa in December 2018. Through a lens of fear of missing out (FoMO) theory and understanding of fan communities, user-generated content, and public relations pseudo-events, this chapter seeks to understand the impressions of the fan community associated with the game. Through interviews and observations at the event as well as analysis of the online messages shared with individuals who played the games, the study seeks to explain the way players interact with the organization and its promotional materials. A discourse-analysis of the statements creates a window into the gameplay practices of these fans as well as an explanation of their relationship with in-game marketing and communication practices.
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Yildirim, Zahide, e Eylem Kilic. "Pre-Service Computer Teachers as 3D Educational Game Designers". In Handbook of Research on Effective Electronic Gaming in Education, 331–44. IGI Global, 2009. http://dx.doi.org/10.4018/978-1-59904-808-6.ch019.

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This chapter explores prospective computer teachers’ perceptions of and experiences in goal-based scenario (GBS) centered 3D educational game development process. Twenty-six pre-service computer teachers who enrolled in a Design, Development and Evaluation of Educational Software undergraduate course formed the sample of this case study, and they, in groups, developed GBS-centered 3D educational games. The data were collected through GBS evaluation checklists, interviews, and formative evaluations. The findings indicated that the pre-service teachers preferred GBS-centered educational games to traditional educational games. They declared that the most important feature of educational games was their contribution to motivation, attention, and retention. Although the majority of the groups developed their educational games in line with GBS, they had difficulty creating a realistic scenario and mission. Unlike what the literature indicates, one of the group’s formative evaluation results showed that while the second graders prefer realism, the sixth graders prefer more fantasy in the scenario.
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Savett, Susan Marie. "Virtual Psyche in Play and Tending the Collective Unconscious". In Exploring the Collective Unconscious in the Age of Digital Media, 156–79. IGI Global, 2016. http://dx.doi.org/10.4018/978-1-4666-9891-8.ch006.

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Knowingly or unknowingly, games manifest archetypal forces from the unconscious. Through play and fantasy, unconscious content of the psyche is able to express its deep longings. Hypnogogic landscapes of videogames provide immersive realms in which players enact psychological dramas. Game designers reside on a unique axis from which their work with the imaginary realm can create profound psychic containers. At this pivotal point in our culture, digital games hold tremendous influence over the creation of new myths, lore, and possibilities. This chapter investigates archetypal psychology concepts of Carl Jung and James Hillman for insight into 21st century realm of virtual play and its relationship to the collective unconscious. It focuses on how games provide a means for bringing individual and cultural unconscious impulses into consciousness through personification, pathologizing and meaning making within virtual play. It aims to introduce an alternative lens to bridge psychological dynamics with the video game design.
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Yayla, Neslihan. "Homo Aestheticus' Search for Violence". In Research Anthology on Game Design, Development, Usage, and Social Impact, 1756–80. IGI Global, 2022. http://dx.doi.org/10.4018/978-1-6684-7589-8.ch085.

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Homo-Aestheticus is a term that describes human art aesthetics and evolution under its effect. When we look at the artworks that came to our date million years ago, the similarities we encounter are the signs that our aesthetic preferences, understanding of beauty, and our tastes are a legacy from our ancestors. Aesthetic is not only an understanding adopted by our cultures; it has been with us for centuries. Similarly, violence appears as a concept that has been part of humanity for ages. It is an interdisciplinary concept that is center of attention of scientific fields particularly social sciences, art, sociology, psychology. As a result of digital developments, virtual reality, anonymous identities and together with the fantasy of the virtual world emerging with uncontrolled digital media eases presentation of the violence in digital medias. In video games, violence is presented to the player in an aesthetic way. This study aims to reveal how the aesthetics of violence in video game are received by the players and fill the gap in the literature.
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Easterday, Matthew W., Yanna Krupnikov, Colin Fitzpatrick, Salwa Barhumi e Alexis Hope. "Political Agenda". In Civic Engagement and Politics, 361–90. IGI Global, 2019. http://dx.doi.org/10.4018/978-1-5225-7669-3.ch018.

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Engaged citizenship requires understanding why different ideologies lead to different policy positions. However, we know little about political perspective taking. How might we use games to teach citizens political perspective taking? This paper describes a design research project to develop a cognitive game for political perspective taking. Study 1 describes a political perspective taking measure created through expert and novice task analysis. Study 2 surveyed 187 undergraduate students and found relatively poor political perspective taking ability. Study 3 tests an educational game for political perspective taking and found that the game was engaging but did not promote learning. Study 4 describes a technical exploration testing the feasibility of a cognitive game with intelligent tutoring for scaffolding complex reasoning on political perspectives. This work argues games can teach political perspective taking using: (a) moral foundations theory, (b) fantasy environments that ask players to predict policy positions, and (c) embedded intelligent tutors.
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Atti di convegni sul tema "Fantasy games – design – drawings"

1

Hohl, Wolfgang, Farzam Kharvari e Gudrun Klinker. "Wayfinding in Museums: A Cross-sectional Comparison Between 3D Serious Games and 2D Drawings as Tools for Participatory Design". In 2020 IEEE Conference on Games (CoG). IEEE, 2020. http://dx.doi.org/10.1109/cog47356.2020.9231921.

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2

Lima, Cláudia, Susana Barreto e Rodrigo Carvalho. "Interpreting Francis Bacon's Work through Contemporary Digital Media: Pedagogical Practices in University Contexts". In 13th International Conference on Applied Human Factors and Ergonomics (AHFE 2022). AHFE International, 2022. http://dx.doi.org/10.54941/ahfe1001420.

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Abstract (sommario):
This paper describes two pedagogical practices based on Francis Bacon’s graphic Works. One in a curricular context, held at Escola Superior Artística do Porto, and the other in an extracurricular context held at Universidade Lusófona do Porto (both in Portugal), which aimed to stimulate students towards a critical analysis and interpretation of Francis Bacon's work and its recreation using contemporary digital media. This initiative was integrated in the Graphic Works of Francis Bacon exhibition at the World of Wine Museum in Vila Nova de Gaia and was the result of a collaboration between this Museum, the Academy and the Renschdael Art Foundation, a collaboration that aimed to give voice and life to a debate emerging from the exhibition of the work of art and its multimedia translation. Hence, it was intended to complement the exhibition of the artist's works with a multimedia language, through multiple interpretations and digital animations of the Painter's work made by the students and targeted at digital natives as one stream of the exhibition was to target local primary and secondary schools.The participants involved in this project came from various BAs, including Communication Design, Fine Arts and Intermediate, Visual Arts - Photography, Cinema and Audiovisual, Audiovisual Communication and Multimedia, Video Games and Multimedia Applications. This allowed to bring together multidisciplinary groups of students with different profiles and backgrounds, contributing to a myriad of results both in visual terms and technological resources, which included approaches such as: the use of techniques close to rotoscoping in which students created drawings frame by frame over the original images; the exploration of cut-out animation techniques; the recreation of Francis Bacon's work in 3D; explorations of image manipulation, editing, and video effects.In an academic context, these practices resulted in an in-depth knowledge of the work of an artist from a generation different from that of the students; an opportunity for them to work with a real client, applying in a project the knowledge obtained in various curricular units of the BAs they are attending; and the possibility of seeing their work integrated in an international exhibition. As regards to the Graphic Works of Francis Bacon exhibition, this academic project brought a new dynamic to the space combining graphic works by the Painter with multiple interpretations of a generation to whom digital media are omnipresent.In this paper, the pedagogical practices adopted in both Universities are described, projects by students are analyzed as well as the contribution that these projects brought to the exhibition through information gathered from visitors, from articles published on the event and through an interview conducted with the exhibition curator.The exhibition, according to the commissioner, Charlotte Crapts, had an "impressive" turnover bearing in mind that the country was going through Covid restrictions. In the commissioner’s view, the multimedia interventions created a bridge with the educational sector and following this, the exhibition interacted with a great number of youngsters. This was a pioneer exercise in the exhibition space that will be followed in future exhibitions.
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