Software Engineering Perspectives in Computer Game Development

Cover
Half Title
Title Page
Copyright Page
Table of Contents
Preface
Editor
Contributors
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
			5.5.3.2 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
		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
		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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