Cognitive Walkthrough for Learning Through Game Mechanics at ECGBL13David Farrell
This presentation supports my paper at ECGBL13.
The central idea to the presentation is that making serious games that are reliably able to achieve their goal is really hard.
Good theory tends to be at a very high level, whereas game design happens on a day to day basis at a much lower level.
We need procedures and processes that can help designers bridge the gap between theory and practice.
Cognitive Walkthrough is a well established UI process that helps UI designers to correct their mistaken assumptions and biases by scaffolding their thinking - but there is nothing magical about UI design.
All interaction design requires the designer to think "like" another type of user.
So I'm arguing that we should adapt Cognitive Walkthrough to support our game designers, particularly serious game designers.
I also present one adaptation of Cognitive Walkthrough and use it to evaluate why very similar sections of one educational game differed greatly in their success.
Cognitive Walkthrough for Learning Through Game Mechanics at ECGBL13David Farrell
This presentation supports my paper at ECGBL13.
The central idea to the presentation is that making serious games that are reliably able to achieve their goal is really hard.
Good theory tends to be at a very high level, whereas game design happens on a day to day basis at a much lower level.
We need procedures and processes that can help designers bridge the gap between theory and practice.
Cognitive Walkthrough is a well established UI process that helps UI designers to correct their mistaken assumptions and biases by scaffolding their thinking - but there is nothing magical about UI design.
All interaction design requires the designer to think "like" another type of user.
So I'm arguing that we should adapt Cognitive Walkthrough to support our game designers, particularly serious game designers.
I also present one adaptation of Cognitive Walkthrough and use it to evaluate why very similar sections of one educational game differed greatly in their success.
When Developer Must Become Designer - ATO2017Angel Banks
This talk will help developers learn the soft skills they need to acquire in order to be “one-person” UX team. As a developer with limited resources, experience, and time, how can you embrace your inner UX designer? What is UX and why should you care? Is there really ad difference between UX and UI? Which design tools should you use?
In this session I’ll provide you a UX checklist to take you from developer to designer/developer.
Alchemy Vs Chemistry: The Emperor's New Serious Game (Pecha Kucha)David Farrell
From my 6 minute IGDA Scotland talk.
Basic idea is too much (serious) game design is reinventing the wheel, based on rumour, speculation and it isn't good enough.
We need to be evidence based. We need to share practice and we need design technique support to leave the alchemic approaches behind and become more dependable as designers.
When Developer Must Become Designer - ATO2017Angel Banks
This talk will help developers learn the soft skills they need to acquire in order to be “one-person” UX team. As a developer with limited resources, experience, and time, how can you embrace your inner UX designer? What is UX and why should you care? Is there really ad difference between UX and UI? Which design tools should you use?
In this session I’ll provide you a UX checklist to take you from developer to designer/developer.
Alchemy Vs Chemistry: The Emperor's New Serious Game (Pecha Kucha)David Farrell
From my 6 minute IGDA Scotland talk.
Basic idea is too much (serious) game design is reinventing the wheel, based on rumour, speculation and it isn't good enough.
We need to be evidence based. We need to share practice and we need design technique support to leave the alchemic approaches behind and become more dependable as designers.
Beyond the HUD - User Interfaces for Increased Player Immersion in FPS GamesElectronic Arts / DICE
Master thesis from Chalmers University of Technology done at DICE in 2009.
Full thesis available on: http://publications.dice.se and http://publications.lib.chalmers.se/cpl/record/index.xsql?pubid=111921
The concept of immersion has been adapted by game developers and game critics to describe a deep and positive game experience. While the definition of this concept varies, the user interface of the game is often said to affect the degree to which players can immerse themselves in a game experience. In cooperation with game developer DICE, this master thesis aims to investigate how the notion of immersion affects, and is affected by, the user interface (UI) of first-person shooter games, with the ultimate purpose of delivering user interface guidelines for increased immersion. By conducting a study of contemporary first-person shooter (FPS) games, the current state of user interfaces in FPS games is documented. With the addition of a subjective study of FPS games as well as games of other genres, a design space for UI designers is mapped out in order to provide a structure upon which the guidelines can be built. A literature study of various resources within the fields of ludology, cognitive science and media studies is conducted in order to gain increased understanding of what immersion is and its relation to the game experience. The knowledge acquired is used to formulate various hypotheses of how player immersion is connected to the user interfaces of FPS games. These hypotheses are evaluated by user studies and user tests. Looking at the results of the user tests and the literature study, a final definition of immersion is proposed, upon which the guidelines are based. The first guideline, Know Your Design Space, explains the user interface design space of FPS games and encourages UI designers to look at it as a set of tools. Know Your Game discusses how the competitive focus of the game and the game fiction affects the user interface from an immersion point of view. The guideline Establish Player Agency focuses on how the player can be transferred into the game world by acting within it as an agent rather than simply a player of the game. Finally, Strengthen the Player-Avatar Perceptual Link suggests how the user interface can link the player closer to his in-game character on a perceptual level.
Tech jobs beyond programming - Game designVasu Jain
It’s no secret that making a computer game usually requires a solid understanding of computer programming—they are “computer games,” after all. Unfortunately that is one of the most demotivating factor for people with a lot of passion for game design and development, thus leading them to believe they will never be able to build a game. However in 2020, we have a lot of tools available that could help you make simple games without the need to learn a language. You can work on things like designing or prototyping the game or building an end to end game.
Presentation about game development by using Construct 2 delivered within the project "Operation P.E.A.C.E. 2.0". Author: Alexandr Iscenco. More details at http://blog.megageneration.com.
Acte 2015 creating a game design sequenceMike Ploor
A scaffolding approach to teaching video game design without any previous knowledge. Start with easy software and build your first game with PowerPoint. Then transition skills to more difficult software without needing coding. Finally, add in computer programming and industry standard software.
TCEA 2016 creating a game design sequenceMike Ploor
Video Game Design for High School students using Texas TEKS and state approved courses. Scaffolding approach to game design including all elements of game development from concept, art, programming and deployment.
Fetc 2016 creating a game design sequenceMike Ploor
Join the educational revolution by adding the FLDOE's most exciting pathway! Use the excitement of video game design to engage students in the digital arts, Industry Certifications and CORE curriculum. Students learn 2D art, animation 3D modeling, sound recording, character development, story writing, computer logic and much more. See how existing Industry Certifications from Microsoft, Adobe, Autodesk and others are integrated into game design as "Tools of the Trade". Explore the rigorous integration of CORE curriculum to support Close Reading, Claim Writing, Algebraic Math, Physical Science, Physics and more.
Learn about Cross Platform Mobile Game Development with CoronaSDK from Corona Labs. I discuss some of the benefits I've found with Corona and why I chose this platform for our game development.
Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
Introduction to AI for Nonprofits with Tapp NetworkTechSoup
Dive into the world of AI! Experts Jon Hill and Tareq Monaur will guide you through AI's role in enhancing nonprofit websites and basic marketing strategies, making it easy to understand and apply.
This slide is special for master students (MIBS & MIFB) in UUM. Also useful for readers who are interested in the topic of contemporary Islamic banking.
How to Make a Field invisible in Odoo 17Celine George
It is possible to hide or invisible some fields in odoo. Commonly using “invisible” attribute in the field definition to invisible the fields. This slide will show how to make a field invisible in odoo 17.
A workshop hosted by the South African Journal of Science aimed at postgraduate students and early career researchers with little or no experience in writing and publishing journal articles.
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
Safalta Digital marketing institute in Noida, provide complete applications that encompass a huge range of virtual advertising and marketing additives, which includes search engine optimization, virtual communication advertising, pay-per-click on marketing, content material advertising, internet analytics, and greater. These university courses are designed for students who possess a comprehensive understanding of virtual marketing strategies and attributes.Safalta Digital Marketing Institute in Noida is a first choice for young individuals or students who are looking to start their careers in the field of digital advertising. The institute gives specialized courses designed and certification.
for beginners, providing thorough training in areas such as SEO, digital communication marketing, and PPC training in Noida. After finishing the program, students receive the certifications recognised by top different universitie, setting a strong foundation for a successful career in digital marketing.
2. Important Stuff
• 20 credits
• 50% Coursework
• 50% Exam (2 hr)
• Coursework given out around week 5*
• Will be using Adobe Flash CS5.5 for labs.
• http://www.gcugd2.com
• @gcugd2
*probably
3. Who am I?
• CS @ Strathclyde / Games @ Caledonian
• Dare to be Digital
• e-Bug
• Brand Bang! and others...
• david.farrell@gcu.ac.uk
• @unthank
• M615 (Jon’s old desk)
22. “any transparent display that presents data without requiring
the user to look away from his or her usual viewpoint.”
Wikipedia article on Heads Up Display, http://en.wikipedia.org/wiki/Head-up_display, 2009
40. “Design is the process by which a designer creates a context to
be encountered by a participant, from which meaning emerges.”
Salen and Zimmerman, Rules of Play, page 41, SAGE Publications, 2004
50. Tutorials
• play games
• find examples of learning outcomes
• discuss how to improve
• practice designing interfaces
• ‘paper’ prototyping
51. Labs
• Learn how to use Adobe Flash CS5.5 to
create interfaces
• Learn ActionScript 3 basics
• Learn how to combine the two to create
script driven interfaces.