Software Engineering Perspectives in Computer Game Development 1st Edition by Kendra 9781351382342 1351382349

Software Engineering Perspectives in Computer Game Development 1st Edition Kendra M. L. Cooper (Editor) – Ebook Instant Download/Delivery ISBN(s): 9781351382342, 1351382349

Product details:

• ISBN 10:1351382349
• ISBN 13:9781351382342
• Author:  Kendra 

Software Engineering Perspectives in Computer Game Development

Table contents:

Chapter 1: Introduction to Software Engineering Perspectives in Computer Game Development
1.1 The Interdisciplinary Nature of Computer Games
1.2 A Brief History of Computer Games
1.2.1 Early Research Environment Games
1.2.2 Games in the Popular Culture
1.2.2.1 Home Console Games
1.2.2.2 Arcade Video Games
1.2.2.3 Personal Computer Games
1.2.2.4 Portable Console Games
1.2.2.5 Mobile Phone Games
1.2.2.6 Virtual and Augmented Reality Games
1.2.2.6.1 Virtual Reality Games
1.2.2.6.2 Augmented Reality Games
1.2.2.7 Multiplatform Streaming Games
1.3 Recent Advances in Games and Software Engineering Research
1.4 The Chapter Collection
1.4.1 Games and Software Engineering Education
1.4.2 Software Engineering Game Design
1.5 Summary
References
Section I: Emerging Research on Serious Games for Software Engineering Education
Chapter 2: Case Studies and Practices in Local Game Jam Software Development Organization: A Software Engineering Perspective
2.1 Introduction
2.2 Organizational Forms for Local Game Jams and Related Game Creation Events
2.2.1 Other Variations
2.3 Local Game Jam and Game Production Field Studies
2.3.1 Intramural Game Jams at UCI VDGC
2.3.2 VGDC Intramural Serious Game Jams
2.3.3 Game Development Showcase
2.3.4 Capstone Game Development Project Course
2.3.5 International Game Development Workshop for Global Game Software Engineering Education
2.4 Observations, Lessons Learned and Learnable Lessons for Game Jam Organizational Forms
2.5 Conclusions
Acknowledgments
References
Chapter 3: Developing Essential Software Engineering Competencies Supported by Digital Game-Based Learning
3.1 Introduction
3.1.1 Research Objectives
3.1.2 Research Design
3.1.3 Outline
3.2 Kernel and Language for Software Engineering Methods (Essence)
3.2.1 The Essence Kernel
3.2.2 Alphas, Alpha States, and Their Checklists
3.2.3 Activity Spaces—The Things to Do
3.2.4 Utilizing Essence to Drive an SE Endeavor
3.2.5 Essence and Traditional Methods and Improvement Frameworks
3.2.6 Conclusions
3.3 Exploring the Field of Game-Based Learning in SE Methods Education
3.3.1 Review Design
3.3.2 Results and Conclusions
3.4 Developing Games and Tools Within Context and Under Constraints
3.4.1 Essence Kernel Puzzler
3.4.2 Essence Kernel Navigator
3.4.3 Essence Simulation Game
3.4.4 Focusing on the Essentials and Supporting Knowledge Transfer
3.4.5 Facilitating Interaction and Discussion in the Real World
3.4.6 Supporting the Acquisition of New Knowledge
3.4.7 Gameplay
3.4.8 Teamwork—Collaboration and Competition
3.4.9 Rewarding Good SE Practice at Scoring and Ranking
3.4.10 No Levels and Game Badges
3.5 Evaluating Study
3.5.1 Study Design
3.5.2 Characteristics of Participating Groups
3.5.3 The Procedure of Group 1
3.5.4 The Procedure of Group 2
3.5.5 Why is There No Comparative Experiment?
3.5.6 Why Are There No Pre-Test/Post-Tests?
3.5.7 Questionnaire Design and Statistical Hypotheses Testing
3.6 Results
3.6.1 In-Game Measurements of the Essence Kernel Puzzler
3.6.2 In-Game Measurements of the Simulation Game
3.6.3 Questionnaire Results
3.6.4 Course Project Work
3.7 Discussion and Conclusions
3.8 Future Work and Research Directions
Acknowledgments
Notes
References
Chapter 4: Building Casual Games and APIs for Teaching Introductory Programming Concepts
4.1 Introduction
4.2 Games and CS1/2 Classes
4.3 API Design Guidelines
4.4 The Development Processes
4.4.1 The Two Games
4.4.2 The Teams
4.4.3 Game Development Process
4.4.4 API Definition and Refinement Process
4.5 Results
4.5.1 The Space Smasher API
4.5.2 The Corrupted API
4.5.3 Discussions
4.6 Conclusion
Acknowledgments
Notes
References
Chapter 5: Evolution of a Model for the Evaluation of Games for Software Engineering Education
5.1 Introduction
5.2 Research Method
5.2.1 Step 1. Design of the MEEGA+ Model
5.2.2 Step 2. Evaluation of the MEEGA+ Model
5.3 Related Studies
5.4 The Meega+ Model
5.4.1 Definition of the Research Design
5.4.2 Definition of the MEEGA+ Measurement Instrument
5.4.3 Response Format
5.5 Evaluation of the MEEGA+ Model
5.5.1 Definition
5.5.2 Execution
5.5.3 Analysis
5.5.3.1 Reliability
5.5.3.2 Construct Validity
5.6 Discussion
5.6.1 Threats to Validity
5.7 Conclusions
Acknowledgments
Note
References
Section II: Emerging Research on Software Engineering Methods for Game Development
Chapter 6: Applied Game Design Didactics
6.1 Introduction
6.2 Game Design Education
6.2.1 Educating Game Designers
6.2.2 Educating Applied Game Designers
6.3 Toward a Syllabus
6.4 The Vitruvius Perspective
6.5 Classifications for Applied Games
6.6 Applied Game Design Scope Model
6.7 Epistemic Cards
6.8 The Applied Game Jam Format
6.9 Conclusions
Acknowledgments
Note
References
Chapter 7: Learning with the Body: A Design Framework for Embodied Learning Games and Simulations
7.1 Introduction
7.2 The Embodiment Problem
7.2.1 A Human–Computer Interaction Perspective of Embodiment
7.2.2 A Cognitive Linguistics Perspective of Embodiment
7.2.3 A Cognitive Science Perspective of Embodiment
7.2.4 An Artificial Intelligence and Robotics Perspective of Embodiment
7.3 Embodiment in a Design Framework for Games and Simulations
7.4 Background and Related Work
7.4.1 Design Frameworks
7.4.2 Embodied Learning Taxonomies and Frameworks
7.5 Toward a Design Framework for Embodied Learning Games and Simulations
7.5.1 Surveying Existing Embodied Educational Games and Simulations
7.5.2 Creating the Design Framework
7.5.3 Design Space Dimensions of the Framework
7.5.3.1 Physicality
7.5.3.2 Transforms
7.5.3.3 Mapping
7.5.3.4 Correspondence
7.5.3.5 Mode of Play
7.5.3.6 Coordination
7.5.3.7 Environment
7.6 Applying the Design Framework
7.6.1 Direct Embodied Physicality Categories
7.6.1.1 Full-Body Congruency
7.6.1.2 Finger-Based Congruency
7.6.2 Enacted Physicality Categories
7.6.2.1 Whole-Body Position
7.6.2.2 Embedded Phenomena
7.6.3 Manipulated Physicality Categories
7.6.3.1 Tangible Blocks
7.6.3.2 Tangible Tabletops
7.6.3.3 Tangible Objects
7.6.4 Surrogate Physicality Categories
7.6.4.1 Tangible Spaces
7.6.5 Augmented Physicality Categories
7.6.5.1 “Touchless” Motion-Based
7.7 Conclusion
List of Categorized Embodied Learning Games and Simulations
References
Chapter 8: Using Ideation Cards for Designing Mixed Reality Games
8.1 The Challenge: Designing Mixed Reality Games
8.2 Ideation Cards as Design Tools
8.2.1 VNA Cards
8.2.2 PLEX Cards
8.2.3 Deck of Lenses
8.2.4 Tangible Interaction Framework Cards
8.2.5 Exertion Cards
8.2.6 Sound Design in Games Deck
8.3 Mixed Reality Game Cards
8.3.1 Card Creation
8.3.2 Rules for Ideation Sessions
8.3.2.1 Easy Mode
8.3.2.2 Hard Mode
8.3.2.3 Phase 1: Exploring
8.3.2.4 Phase 2: Refining
8.3.2.5 Phase 3: Grounding
8.3.2.6 Phase 4: Finalizing
8.4 Design Sessions
8.4.1 Example Session: Idea Generation
8.4.2 Example Session: Idea Development
8.4.2.1 Phase 1: Exploring with Opportunity Cards
8.4.2.2 Phase 2: Refining with Question Cards
8.4.2.3 Phase 3: Grounding with Challenge Cards
8.4.2.4 Phase 4: Finalizing
8.4.2.5 Outcome: DETECT
8.5 Using Ideation Cards
8.5.1 Random Draw and Restricting Choice
8.5.2 Theme Cards
8.5.3 Opportunity Cards
8.5.3.1 Inspiration
8.5.3.2 Discussions
8.5.3.3 Restraint
8.5.4 Question Cards
8.5.4.1 Detailing the Idea
8.5.4.2 Streamlining the Idea
8.5.4.3 Focusing on the Task
8.5.4.4 Timing
8.5.5 Challenge Cards
8.5.5.1 Grounding Ideas
8.5.5.2 Reminders
8.5.5.3 No Solutions
8.6 Conclusions
Acknowledgments
References
Chapter 9: From Role-Playing Game to Exergame: A Modification for The Elder Scrolls V: Skyrim
9.1 Introduction
9.2 Exergames
9.3 Converting Skyrim into an Exergame
9.3.1 Overview
9.3.2 Skyrim and Exercise.com
9.3.3 Proposed Exergame Model
9.3.4 Architecture
9.3.5 Creation Kit Mod Implementation
9.3.5.1 Quest Stages
9.3.5.2 On Load Game Level Ups
9.3.5.3 Level Stack
9.3.5.4 Level Ups
9.3.6 Game Design
9.3.6.1 Points System
9.3.6.2 Experience System
9.4 Lessons Learned and Future Work
9.4.1 The Bigger Picture
9.4.2 Updates and Public Release
9.5 Conclusion
Notes
References
Chapter 10: Survey on Software Architecture, Creativity, and Game Technology
10.1 Introduction
10.2 Related Work
10.3 Research Goal, Questions, and Methods
10.4 Results from Questionnaire
10.4.1 Design of Software Architecture (RQ1)
10.4.2 Changes to the Software Architecture (RQ2)
10.4.3 Supporting the Creative Processes (RQ3)
10.4.4 Changes over Time (RQ4)
10.5 Results from Follow-Up Survey
10.5.1 Game Engines and Middleware
10.5.2 Software Architecture and Creative Team
10.5.3 Implementing Changes
10.6 Threats to Validity
10.7 Conclusions
Acknowledgments
References
Chapter 11: Games and Software Engineering Topics: Recent Results and Future Research Opportunities
11.1 Synopsis of Chapters
11.1.1 Serious Games for Software Engineering Education
11.1.2 Software Engineering for Games
11.2 Recent Results and Future Opportunities
11.2.1 Serious Games for Software Engineering Education
11.2.2 Software Engineering for Games
11.3 Conclusions
References
Index

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