Adopting this wider focus on fields encourages us to view the collaborative challenges in computergamesdevelopment not simply as a product of knowledge boundaries between different developer groups, but also as a consequence of the multiple and disparate fields in which this work is situated. As noted earlier, the computergames setting is dis- tinctive in the way in which wider cultural resources are deployed within software development in order to achieve a novel user experience. Although com- plex work processes invariably encompass multiple boundaries and expert domains, certain boundaries are seen to become more salient as groups seek to collaborate, whereas others are de-emphasized and decay (Majchrzak et al. 2011, Barrett et al. 2012). In this respect, the field boundaries that emerge as most salient in an analysis of gamesdevelopment encom- pass not only the specific industrial, professional, and organizational fields of the computergames set- ting itself, but also the wider cultural field in which groups of developers are (differentially) positioned. The salience of these field boundaries for collabora- tion is underlined by sector studies that emphasize the tensions between industrial norms and practices, on one hand, and creative or culturally oriented norms and practices on the other (Green et al. 2007, Potts et al. 2008). Tschang, for example, describes this as a tension between rationalization and creativ- ity in the sector (Tschang 2007). Particularly relevant to gamesdevelopment is the deployment of a wide range of resources and shared understandings avail- able in what Bourdieu terms the field of “cultural pro- duction” (Bourdieu and Johnson 1993, Hesmondhalgh 2006), including pop culture resources such as TV programmes, movies, and comic books (Aoyama and Izushi 2003).
Regarding the 4-digit level of classification, known as classes, currently the Computergamesdevelopment activity is part of the Software development one. This implies that video-game production process is similar to the development of software-based solutions. However, our research provides evidence that the production process of a video game is substantially different compared to the corresponding IT. The evolutionary classification method shows that computer game production process is highly influenced by other creative industries, such as film and music, being project-based and highly dependent on publishers of the industry.
Abstract: Technology has become a necessity in everyone’s lives and in the education field, technology plays an assisting role, whereby the teaching and learning sessions are usually accompanied by technology. Despite using technology in education, the English as a Second Language (ESL) learners still portray a decline in their English language competency due to lack of vocabularies, which inhibit their proficiency in speaking and writing. Hence, it is important to identify the most suitable tool in teaching ESL vocabularies to learners, starting at a young age. In this 21st-century era, games are becoming popular, especially among teenagers, which resulted in the term gamified-learning. Therefore, the aim of this paper is to design, develop and evaluate the effectiveness of using PowerPoint games in improving ESL learners’ vocabularies. An empirical study involving 37 Malaysian lower secondary school students was carried out, whereby a pre-test and post-test were given prior and after three interventions respectively. Then, a survey and document analysis were carried out to triangulate the data. The findings from the post-test showed a massive improvement in learners’ vocabularies. The results from the survey portrayed that learners have positive perceptions of gamified-learning. This shows that gamified-learning is effective and positively accepted among ESL learners. This paper implied that teachers should modify their teaching methods, to suit the current generation, which can be done by incorporating games into the lesson. Future research can focus more on the different genres of games suited to the different level of students.
Abstract. In this paper we explore the use of case-based plan recognition to predict a player’s actions in a computer game. The game we work with is the classic Space Invaders game and we show that case-based plan recognition can produce good prediction accuracy in real-time, working with a fairly simple game representation. Our evaluation suggests that a personalized plan library will produce better prediction accuracy but, for Space Invaders, good accuracy can be produced using a plan library derived from the game play of another player.
comprehensive study guide that details the aims and requirements for the work placement (CS2555). Successful completion of this assessment block (which includes supervised work experience and the development of a reflective portfolio) leads to the award of the relevant degree "With Professional Practice".
At this point, it is important to note that I am not arguing that strategy games stabilize a certain ideological paradigm that is merely a nationalist rhetoric of legitimation. The geopolitical articulations of Ratzel, Haushofer, and others do not stand alone in the history of geography and world politics. 14 According to Yves Lacoste, geopolitics did not die at the end of national-socialism. On the contrary, geopolitical thinking had its most powerful impact during the global conflicts following World War II. In Germany, a circle of critical geographers who practiced geopolitical research in order to cleanse German history formed around Peter Schöller. At the same time that these sorts of geopolitical reformulations were emerging, so too was a critical geography in the Anglo-American context of critical studies and political geography. Inspired by the work of Edward Said (1981), geographers such as Derek Gregory (1978) and Gearoid Ó Tuathail (1996) analyzed the discourses of language, signs, and cartographic representations as categories of everyday life as well as forms of societal meaning. In France, geopolitical theory congealed in the geography and cartography journal Hérodote. In this case, operative rather than analytical concepts of spatial politics are discussed from a materialistic Marxist perspective (see Lacoste 1990, p.9; Dijkink 1996, p.4). 15 The well known and epoch-making works of Vidal de la Blanches and the resulting school of “Annales” combine geography, history, milieu, and mentality studies along these lines. 16 Geopolitics is thus not an exclusively national-socialist pseudo-discipline for legitimating expansion and conquest. It is also a discursive knowledge 17 that materialized in diverse forms and contexts at the beginning of a century that might be seen as the first “global” century.
Business and activities of Sportna loterija are certainly connected and mutually depend on gaming legislation plans. Company has all possibilities to become innovator and not just follower of general international classical games offer, but this considerably depends on concerning state bodies. Company shall present new proposals and solutions, whereby we righteously expect positive outcome.
We've just completed our second game! In our Dragon Realm game, we used a lot of what we learned in the "Guess the Number" game and picked up a few new tricks as well. If you didn't understand some of the concepts in this program, then read the summary at the end of this chapter, or go over each line of the source code again, or try changing the source code and see how the program changes. In the next chapter we won't create a game, but a computer program that will create secret codes out of ordinary messages and also decode the secret code back to the original message.
Materials and Methods: This is a cross-sectional study conducted on 210 adolescents selected by multi-stage random sampling. Data were collected by Goldberg and Hillier general health (28 items) and Kiez social health questionnaires. The association was tested by Pearson and Spearman correlation coefficients, one-way analysis of variance (ANOVA), and independent t-test. Computergames related factors such as the location, type, length, the adopted device, and mode of playing games were investigated. Results: Results showed that 58.9% of the subjects played games on a computer alone for 1 h at home. Results also revealed that the subjects had appropriate mental health and 83.2% had moderate social health. Results showed a poor significant association between the length of games and social health (r = −0.15, P = 0.03), the type of games and mental health (r = −0.16, P = 0.01), and the device used in playing games and social health (F = 0.95, P = 0.03).
Creators of works distributed in digitized form -- including computer software, music, movies and games -- responded by building in technological measures that either prevent copying or prevent full use of a copy of the work, and by using license agreements restricting use and access. But given sufficient time and energy, all such technological measures are subject to circumvention, and the type of person that circumvents such measures rarely pays attention to contractual restrictions. Indeed, there are many who work to defeat these measures as a sport, a challenge, 5 or a claimed right. 6 This ability to circumvent protective measures creates staggering harm to copyright owners and inhibits the development of online markets for copyrighted works.
To study the design of cognitive gameplay, we need a systematic process for design that is (1) general in terms of the possible cognitive activities that can result and (2) capable of isolating specific game components for further study. The process for designing computergames presented in (Sedig & Haworth, 2012) may be applicable for this purpose, but it has not been tested. Hence, we investigated whether this process would assist in studying the design of cognitive gameplay. We conducted a simple investigation of the cognitive gameplay of two computergames. These games were designed using the process described in (Sedig & Haworth, 2012) and were designed such that structural differences could be isolated and controlled. To test whether it was possible to isolate only one structural difference, we designed these games so that the only structural difference between them was one element of interaction. When these games were played by our volunteers, differences in cognitive gameplay were observed. These differences were based on self-reported descriptions of the volunteers’ experiences and their own observations of the differences between the games. The difference in cognitive gameplay could be associated with the structural differences in interaction between the two games. In other words, we found some promising evidence that (1) careful design of interaction can affect cognitive gameplay, (2) these effects can be studied in a systematic and controlled manner, and (3) the design process mentioned in (Sedig & Haworth, 2012) could be of benefit for such studies. However, this is still preliminary research. In this paper, then, we will present the results of this investigation and some of the theoretical considerations surrounding the investigation. In Section 2 below, some of the design concepts of computergames will be discussed as well as the design process used for the two games. Following this, in Section 3, the two games and the investigation procedure will be explained. Then, in Section 4, the results of the investigation will be presented, followed by a discussion in Section 5. Some conclusions about how this investigation furthers our understanding of the design of cognitive gameplay will be presented at the end, in Section 6.
Lemieux identify as a metagame, or something “occurring before, after, between, and during games, as well as everything located in, on, or around games” (11). Seemingly, the auction house offers an experience beyond just playing Diablo III. A two-handed axe might be useful both for battling demons and as a desirable trading commodity. To a degree, Boluk and Lemieux’s metagames place the real-world-money auction outside typical gameplay, but for much of the game’s existence, Blizzard seems to have been invested in making Auction House participation central to player experience in Diablo III, not something peripheral or “meta.” In tandem to the idea of metagames, the auction house treats play as a form of “ludocapitalism.” Nick Dyer- Witheford and Greg de Peuter describe “ludocapitalism” in conjunction with Second Life, using a model of capitalism in which the virtual aspects of the game feed “back into the actualities of capital though the medium” (xiv). For Dyer-Witheford and de Peuter, play is not meant to be profitable for players outside the game. For example, they argue gold farming – the generation of in-game value by organized, repetitive play -- is not a form of “ludocapitalism,” but “a capitalist venture” in its own right (149). By this line of thinking, Diablo III represents an atypical
According to the results, it can be argued that learning through homo-action games can increase self-efficacy in children with hemophilia. Since nurses in counseling programs and interventions in the treatment and education have an important role, they can improve the self-efficacy of children by the use of new technology through increasing of children’s knowledge and information. Therefore, in the process of treatment and care of chronically ill pattients, in addition to physical care, interventions to enhance their self-efficacy should also be planned.
But bringing a commercial quality educational game into classrooms may raise as many motivational issues as it solves. Over the past two years, I have been studying educational uses of Civilization III, a multi-million copy selling historical simulation game (Squire, 2004). (See Exhibit 2.) When I introduced Civilization III into curricula, I found that students were anything but immediately motivated. They frequently asked, "What's the purpose of this?" and "Why are we doing this?". Even for middle school students, it was not entirely clear how a computer game could teach them about history or geography. In part, this was because most students needed 6-7 hours of game play to even understand the most basic game concepts. (See Exhibit 3.) Roughly one quarter of the students elected to withdraw from the unit, opting to participate in reading groups rather than a game-based unit. They felt that the game was too hard, complicated, and uninteresting. Another 25% of the students or so (particularly those not good in school) loved playing the game, thought it was a "perfect" way to learn history and considered the experience a highlight of their school year. For these students, many of whom actively resisted school- mandated history curricula which they regarded as "propaganda," the game-based
We have vast experience in Web design, Web application development, E- commerce application, Mobile application, iphone gamesdevelopment, Flash games, Search Engine Optimisation(SEO), Social media marketing, etc. Our development team has expertise in .Net, ASP, PHP, Word Press, Elgg, Joomla, Moodle, etc.
A proposta deste estudo buscava analisar de que maneira a criac ¸ão de jogos contribui para o desenvolvimento da com- preensão holística do jogo. A pesquisa foi aplicada em uma escola de ensino fundamental, na região sul dos Estados Unidos. A escola escolhida tinha 470 alunos matriculados entre a primeira e quinta série e todos frequentavam a escola no mesmo período (entre 8h30 e 15h30). A escola ﬁcava em uma região de classe média. Apenas 16% dos alunos recebiam almoc ¸o com prec ¸o reduzido ou gratuito (o que é considerado uma porcentagem baixa). Para as aulas de educac ¸ão física, a escola dispunha de uma qua- dra multiuso interna e um campo multiuso com a área de um campo de futebol. Duas turmas de 5 ◦ ano participaram juntas da intervenc ¸ão e totalizaram 45 alunos (20 meninos, 25 meninas). Os alunos tinham aulas diárias de educac ¸ão física com durac ¸ão de 30 minutos. Apesar de os alunos não terem tido experiência prévia com criac ¸ão de jogos, estavam habituados a ser ensinados com diferentes tipos de metodo- logia, como o Sport Education (Siedentop et al., 2011) e o Teaching Games for Understanding (Bunker et al., 1986). A intervenc ¸ão foi dividida nas seguintes etapas: introduc ¸ão aos jogos de alvo, apresentac ¸ão de como criar jogos, criac ¸ão dos jogos, apresentac ¸ão e prática dos jogos. Ao todo, a intervenc ¸ão foi desenvolvida em 16 aulas em quatro sema- nas, com quatro aulas semanais.
Kearns, Michael; Mansour, Yishay; Ng, Andrew Y. A sparse sampling algorithm for near-optimal planning in large Markov decision processes. Machine Learning, 2002, 49.2-3: 193-208. Kuang-che Wu, Shun-Chin Hsu and Tsan-sheng Hsu ”The Graph History Interaction Problem in Chinese Chess,” Proceedings of the 11th Advances in ComputerGames Conference, (ACG), Springer-Verlag LNCS# 4250, pages 165–179, 2005.