Dit proefschrift presenteert twee theoretische kaders voor het ontwerpen van games en beschrijft hoe game designers deze kunnen inzetten om het game ontwerpproces te stroomlijnen. Er bestaan op dit moment meerdere ontwerptheorie¨en voor games, maar geen enkele kan rekenen op een breed draagvlak binnen de game industrie. Vooral academische ontwerptheorie¨en hebben regelmatig een slechte reputatie. Het eerste kader dat game designers inzicht biedt in spelregels en hun werking heet Machinations en maakt gebruik van dynamische, interactieve diagrammen. Het tweede theoretische kader van dit proefschrift, Mission/Space, richt zich op level-ontwerp en spelmechanismen die de voortgang van een speler bepalen. In tegenstelling tot bestaande modellen voor level-ontwerp, bouwt Mission/Space voort op het idee dat er in een level twee verschillende structuren bestaan. Mission-diagrammen worden gebruikt om de structuur van taken en uitdagingen voor de speler te formaliseren, terwijl space-diagrammen de ruimtelijke constructie formaliseren. Beide constructies zijn aan elkaar gerelateerd, maar zijn niet hetzelfde. De verschillende wijzen waarop missies geprojecteerd kunnen worden op een bepaalde ruimte speelt uiteindelijk een belangrijke rol in de totstandkoming van de spelervaring.
This paper introduces the design and results of an applied game jam integrated in a game design and development curriculum, which took place February 2016 at HKU University of the Arts Utrecht in the Netherlands. The game jam followed a four-phased structure over the course of four days. Forty-five participants shared their demographics, baseline competency, attitude towards game jams, and learning expectations in a pre-jam questionnaire. In a post-jam questionnaire they assessed their collaboration and learning outcomes. Results are generally positive, although some measures of collaboration constructs were unreliable. Nevertheless, a game jam is in principal a format worthy of introduction into formal game design and development education. Several implications and next steps are discussed.
In order for techniques from Model Driven Engineering to be accepted at large by the game industry, it is critical that the effectiveness and efficiency of these techniques are proven for game development. There is no lack of game design models, but there is no model that has surfaced as an industry standard. Game designers are often reluctant to work with models: they argue these models do not help them design games and actually restrict their creativity. At the same time, the flexibility that model driven engineering allows seems a good fit for the fluidity of the game design process, while clearly defined, generic models can be used to develop automated design tools that increase the development’s efficiency.
Developing and testing several AR and VR concepts for SAMSUNG (Benelux) Samsung and Breda University of Applied Sciences decided to work together on developing and testing several new digital media concepts with a focus on VR and gaming. This collaboration has led to several innovative projects and concepts, among others: the organisation of the first Samsung VR jam in which game and media students developed new concepts for SAMSUNG GEAR in 24 hours, the pre-development of a VR therapy concept (Fear of Love) created by CaptainVR, the Samsung Industry Case in which students developed new concepts for SAMSUNG GEAR (wearables), the IGAD VR game pitch where over 15 VR game concepts were created for SAMSUNG VR GEAR and numerous projects in which VR concepts are developed and created using new SAMSUNG technologies. Currently we are co-developing new digital HRM solutions.
The project’s aim is to foster resilient learning environments, lessen early school leaving, and give European children (ages 4 -6) a good start in their education while providing and advancing technical skills in working with technology that will serve them well in life. For this purpose, the partnership has developed age appropriate ICT animation tools and games - as well as pedagogical framework specific to the transition phase from kindergarten to school.
A continuation and update of the first ALT-ER project, which produced an app for early-years students that allowed them to express their feelings and tell stories related to pro-social and important developmental themes. This follow-up project will expand the software and themes, particularly in light of the COVID-19 pandemic, to reflect a wider range of experiences for young people.
