Game Developer

Agent-monitored multisimulation provides a powerful paradigm to conceive and perform experimentations not possible by traditional simulation techniques. Multisimulation was developed for simulation-based conflict management and training purposes. Anticipatory behavior has several advantages over reactive behavior. Monitoring multisimulation studies by agents bring additional benefits. First, overviews of several types of threats and the relevance and importance of anticipation are given. Then, the possibilities offered by multisimulation and agent-monitored anticipatory multisimulation are presented. Afterwards, the appropriateness of agent-monitored anticipatory multisimulation is shown for several types of synchronous or asynchronous threat management and training.

Gaming in India has often been dismissed as a distraction associated more with wasted time than with skill or opportunity. however, with more than 450 million gamers and a rapidly growing industry , gaming has become one of the most dynamic sectors of india's digital economy. games represent powerful ecosystems that integrate technology, creativity, and problem-solving. This paper examines the disconnect between social perceptions of gaming in India and the immense opportunities that the industry offers in education, research, and professional development. Much like exploring galaxies, playing games invites curiosity, imagination, and innovation, enabling people to develop skills that extend far beyond the screen. By recognizing gaming as a serious domain of knowledge and enterprise, India can shift from discouraging young gamers to empowering future developers, innovators, and leaders in the global digital age.

Background: Gamification itself has been widely used as an application in learning. Aim: To evaluate the effect of an education-based gamification strategy through a snake ladder game on children's knowledge and practices regarding Insulin Self-injection. Research Design: A quasi-experimental research design was used to conduct this study pre-and post-testing. Subjects: A purposive sample of 100 children with diabetes type 1 who are receiving insulin injections was recruited in this study from the previous setting. Setting: The study was conducted at Pediatric Diabetes Clinics at Mansoura University Hospital. Tools of data collection: Tool I: Structured questionnaire sheet, and Tool II: Observational Checklist for Reported Practice of Insulin Injection. Results: Findings revealed that there was a significant improvement in knowledge and practices regarding insulin self-injection among children post-gamification strategy through snake ladder game intervention as compared to pre-gamification strategy through snake ladder game intervention (p < 0.05). Conclusion: The result was concluded that implementation of the gamification strategy through the snake ladder game had a positive effect on improving children's knowledge and practices regarding insulin self-injection. Recommendations: Adopting gamification in the game of snakes and ladders is recommended as a medium of learning for children ages early to increase attractiveness, interaction, and understanding.

Business simulation games are widely used in the classroom to provide students with experiential learning opportunities on business situations in a dynamic fashion. When properly designed and implemented, the computer simulation game can be a useful educational tool by integrating separate theoretical concepts and demonstrating the nature of actual business decisions. This article presents the authors reverse engineering approach in developing a simulation game for an operations management course. With the ultimate goal of enhancing student learning, the projects objective was to develop a focused game with easy to use tools and controls that could be played in the last three weeks of a semester. Based on an old simulation game, PROSIM III, the new system eliminated rarely used modules and complex rules, and focused on the planning and scheduling aspects of the original game. New analysis tools and attractive screens were added and the simulation process was simplified by employing ...

is a game scholar and researcher specializing in curriculum development, training, narrative, and psychology. Her research focuses on how video games can foster health-promoting behaviors, how female protagonist agency affects youth and young adult female player identity. She co-developed a Bachelor of Serious Games degree and designed the Interactive Narrative minor within that program. Her most prominent research includes "Cognitive Behavioral Game Design: a framework for creating Serious Games", and "Using Twine as a Therapeutic Writing Tool for Creating Serious Games". In her teaching, she loves creating showcasing engaging stories, whimsical characters, and conveying worlds through simple interactions that convey meaning.

This paper explores the use of 2D cellular automata (CA) to generate 3D terrains through a simple additive approach. Experimenting with multiple CA transition rules produced aesthetically interesting, navigable landscapes, suggesting applicability for terrain generation in games.

Game development is a complex task that requires a lot of hard work and patience because it contains various elements such as 3D objects, collision detection, scripting, sound management, animation, rendering, control, and artificial intelligence. Video games are also interactive applications; therefore, they need to be designed in such a way that would enable a high level of usability. In this paper, the development methodology steps that were done for creating a video game are presented. The goal is to gain knowledge in game development with a hands-on experiment and to obtain a highly functional and usable game.

In this paper we describe a pedagogical interactive activity currently in development, which takes the form of a mobile game. The subject of the game is a curriculum topic in Mathematics, namely the four elementary operations on polynomials. The design options considered emerged from previous work of the authors, specifically a survey on the gaming preferences of students and their favorite game. We present the main results of our research and how it has contributed to the creation of the game.

A number of video games involve moral narratives or require the player to make moral decisions and research from psychologists has helped to understand the effects video game content can have on how individuals behave. Recent research has started to examine the role of morality in video games: however, there are many inconsistencies in the findings. We propose that some of these inconsistencies could be due to using commercial video games for research purposes, which contain biases such as familiarity with the game and favourite characters. The process of playing video games requires consideration of Human Computer Interaction (HCI); i.e., how the game is designed and then how it is received by the player. The aim of this poster is to highlight the work being conducted to design a game in order to investigate how moral decisions are made in video games. The design of video games usually draws on an understanding of HCI to produce play that is entertaining and engaging for the player. The game development process in this research draws on a fusion of psychology and HCI, and by drawing on theories of morality the design of the game will be grounded in psychology, as well as entertainment. Through fusing video game design principles, HCI and psychology, this work is novel in terms of a methodological as well as theoretical contribution to the area.

The global gaming industry is expanding rapidly, surpassing the film and music sectors, with projected revenues exceeding $200 billion in 2024. This project integrates education and entertainment, transforming coding challenges into engaging gameplay. Players progress through ten interactive levels, solving coding problems, debugging scripts, and implementing algorithms to advance. The game balances educational content with engaging mechanics to sustain player interest. By blending puzzles, strategy, and narrative with programming exercises, it fosters logical thinking, problem-solving, and creativity. Player feedback and performance data help refine the design, ensuring an effective learning experience. The game effectively combines entertainment with education, guiding players through Eight progressively challenging levels to learn C programming concepts interactively and engagingly. It begins with foundational knowledge in Level 1 (MCQs), covering syntax and basic concepts, followed by Level 2 (Basic Syntax & I/O), where players write their first programs. As players advance, they tackle Level 3 (Code Jumble) to reinforce logical sequencing, Level 4 (Control Structures) to master loops and conditionals, and Level 5 (Error Correction) to debug syntax and logical errors. The challenge intensifies with Level 6 (Arrays), focusing on array manipulation and operations, followed by Level 7 (Functions), where players learn to define and use functions effectively. Level 8 (Pointers & Memory Management) introduces dynamic memory allocation integrates all learned concepts in real-world coding scenarios. By gamifying coding education, the game fosters logical thinking, problem-solving, and practical programming skills while maintaining an enjoyable experience. This project demonstrates the potential of educational games to make programming accessible, engaging, and impactful, revolutionizing traditional learning methods.

This research aimed to develop a Chess Transformation (ChesuTI) game as teaching aids for the Isometric Transformation topic in Mathematics Form two. The ADDIE model used as a guide to develop ChesuTI. This research also wants to identify the validity of the ChesuTI by using three (3) experts consisting of two lecturers in the field of Mathematics related to the Faculty of Science and Mathematics UPSI and a lecturer in the field of education as a ChesuTI assessor. It is evaluated from the aspect of the game and the overall content provided. Data were obtained through quantitative methods to get the information. The research instrument used is an expert validity questionnaire, namely the Chess Transformation Game Evaluation Questionnaire. Findings of the content validity index of Content Validity Index (CVI) reached a satisfactory level of 1.00 and it is shows that all the experts agreed that ChesuTI is suitable to use as teaching aids. As a conclusion, ChesuTI can be used to help students learn and master the topic of Isometric Transformation more interactively, easily and be able to make students who are more active and competitive to gain the knowledge. Finally, we can say that ChesuTI are able to provide a clear picture of understanding the topic of Isometric Transformation.

Game based mobile learning is becoming increasingly popular, now that mobile devices provide support for multimedia content, location awareness, augmented reality and connectivity. However just having technical features does not make a game either engaging or pedagogical. The challenge for designers of games for mobile learning is to embed both effective gaming experiences and worthwhile learning outcomes into the same application. The game described and discussed in this paper was designed as an augmented reality game for two players. The narrative action follows a classic linear fiction model, whereby the game's phases move through teaser, elaboration, conflict escalation, climax and resolution. This narrative path is reflected by a physical path as players navigate the location and investigate the problem they have to solve.

An introduction to the core concepts and methodologies that inform game design, development, and criticism. This course will provide students with a critical overview of each of these content areas and will demonstrate how their specific concerns intersect in the design, production, and reception of contemporary games. It will also teach students hands-on methodologies through which to translate these concepts into creative and critical praxis.

This paper relates the experience the authors had in the Games Design Course of the Department of Product and Systems Design Engineering of the University of the Aegean when they decided to adapt an existing 3d animation TV special ("Alexandra meets the spacetoons", directed by D. Patrikios) to a game, during a semester. The director of the animated TV special gave Level Design specifications, and the Production Company contributed Content Design elements. Students formed several groups in order to design the various game levels and implement their level design using flash technology. The paper discusses the issues of mixing industrial and educational goals in a Games Design classroom and the consequences in students' motivation. Furthermore, a special section is dedicated to the advantages of adaptation in comparison with the obligation to design and implement original work in the classroom.

Game based learning has proved to increase the motivation of learning among students. A first development of this regarding automation strategies was presented last year in terms of analog games. During the year, development towards Digital Game Based Learning (DGBL) and the use of Serious Games (SG) have been our focus. A mobile game was developed and validated in two rounds during the year and approximately 200 students in total have played and evaluated the game. The aim of this paper is to show how DGBL and SG can be used in higher education in order to explain a complex context and what can be gained regarding using the evaluation form.

Game-based learning (GBL) is often found to be technologically driven and more often than not, serious games for instance, are conceptualised and designed solely for digital platforms and state of the art technologies. To encourage a greater discussion on the potential benefits and challenges of a more holistic approach to developing GBL that promote human centered interactions and play for learning, the authors present the escapED programme. The escapED programme was conceived following the recent entertainment trend of escape rooms and is used for developing non-digital GBL approaches within education. escapED aids the design and creation of educational Escape Rooms and Interactive Gaming Experiences for staff and students in further/higher education settings. The paper first presents a pilot study that was used to assess the feasibility and acceptance of University teaching staff of embedding interactive GBL into a higher education environment. The authors then present the escapE...

Purpose To demonstrate the developmental challenges encountered at various stages of making e-learning game prototypes. Methods Structured focus-group discussions (FGD) were conducted involving all the stakeholders of game-development, the subject experts, and the technical experts. The four phases of FGDs were i) Ideation and team development, ii) Identifying the competencies and mapping these with cognition, iii) Concept to prototype development - a. Defining questions and data points; b. Accumulation of content, and iv) Prototype testing and game packaging. The FGDs were audio recorded, the descriptive data transcribed verbatim, and thematically analyzed. Results The challenges differed in every phase of game development. Data on the strengths and weaknesses of game development were collected by participant recall. Throughout the project, the technical team had to understand the requirements of the subject experts and vice-versa. Participant understanding of e-learning games vari...

Recycling has grown to be extremely relevant for the maintenance of our planet, but also for our well-being. Sustainability is a key issue in modern societies, relying on intergenerational care and education to promote recycling habits and social responsibility. Raising awareness towards recycling and healthy environmental habits, and motivating people to become more responsible about sustainability and the environment might be achieved through a game, designed to be simple and intuitive and to enhance the learning process. Eco Tetris is a game, designed to teach about the importance of recycling. Based on the well-known Tetris game, Eco Tetris builds upon this by adding card collecting mechanics and integrating the game with the real world via geo-referencing, beacons, and augmented reality experiences. The main goal of this game is to raise awareness and make the players more conscious of their environmental decisions and habits, while also being entertained. Our primary focus is the older generation, for whom the game is kept simple, in terms of both usability and design. Eco Tetris is a game whose main concern is to transmit knowledge on how to recycle and its importance for our planet. In this game, players are challenged to place the garbage in the right recycling bin. The mechanic is virtually the same as when recycling. Our goal is to imbue the player with recycling habits. The core gameplay loop will have the player doing the sorting exercise -separating garbage in-game, mentally associating it to its right colors. The bridge between the in-game and real-world is achieved via geo-reference modules and beacons. When visiting an eco-point, the player will have access to additional content, like an augmented reality experience, that provides positive reinforcement and knowledge about players' actions and the environment in general. We expect this game to promote ecological responsibility and a major view of one's role in the recycling process. The game is developed towards the enhancement of decision-making, memory skills, awareness, responsibility, and learning of its players.

Recycling has grown to be extremely relevant for the maintenance of our planet, but also for our well-being. Sustainability is a key issue in modern societies, relying on intergenerational care and education to promote recycling habits and social responsibility. Raising awareness towards recycling and healthy environmental habits, and motivating people to become more responsible about sustainability and the environment might be achieved through a game, designed to be simple and intuitive and to enhance the learning process. Eco Tetris is a game, designed to teach about the importance of recycling. Based on the well-known Tetris game, Eco Tetris builds upon this by adding card collecting mechanics and integrating the game with the real world via geo-referencing, beacons, and augmented reality experiences. The main goal of this game is to raise awareness and make the players more conscious of their environmental decisions and habits, while also being entertained. Our primary focus is ...

The secondary market for video game purchases is a multi-billion dollar industry that some believe is unfair to video game developers. Using the Theory of Reasoned Action (TRA), we investigated user attitudes and subjective norms and their affect on a consumers intention to buy new video games. While TRA has been used to study purchase intentions of material goods and digital goods, our study extends this work to investigate video games, which have both a physical and digital component. Based on a survey of 118 undergraduate students, two of the hypothesized relationships are significant predictors of intention to purchase: previous experience in the primary market and access to the secondary market. The results of this study highlight the applicability of TRA to the video game market, suggest marketing strategies for video game developers, and caution against criminalizing the resale of video games.

Game design is a fundamental and critical part of the videogame development process, demanding a high cost in terms of time and effort from the team of designers. The availability of tools for assisting in this task is therefore of the foremost interest. These can not just speed up the process and reduce costs, but also improve the overall quality of the results by providing useful suggestions and hints. A conceptual system to approach the construction of this kind of tools is presented in this work. By using a learning component, the preferences and expertise of the designers can be modelled and to some extent simulated. This model is subsequently exploited by an optimization component that tries to create adequate game designs. A proof of concept of the system is provided in the context of level design in Metroidvania games. It is shown that the system can produce quality solutions and hints to the designer.

Purpose. This paper focuses on social (informal, interpersonal) relationships and identifies their positive effects on business activity in -a rarely empirically analyzed -the video game industry. Methodology. Given the lack of previous research on the positive business effects of social relationships in the chosen empirical context, qualitative and explorative research was conducted. To address the research goals, seventeen semi-structured in-depth interviews and one focus group interview with six video game developers were carried out. The interviews were analyzed using inductive coding procedure. (2) among the key actors maintaining such relationships are: consumers (i.e., gamers), business partners (investors, contractors, and co-operators), employees (past and current), and competitors; (3) industry-specific social relationships benefits are identified by comparing them with the general social relationships benefits indicated in the literature, detailing them in the chosen empirical context, and addressing the type of actors with which social links are exploited. Practical implications. Game developers can realize with whom to maintain social relations within video game industry to generate particular business benefits, for example, better promotion and higher game sales, building a proper firm's image. Originality: The identification of actors of social relationships diverse in terms of establishing and intentional usage of social relationships, the recognition of the specific business-related benefits of maintaining social relationships by video game developers, and providing empirical evidence of the industry-wide determinants of the benefits of maintaining social relationships. Keywords social/informal relationships, creative industries, gaming communities, VGI, video game developers, qualitative research.

After a literature review published by Nascimento et. al. (2017), the research team noticed the lack of studies focused on game controllers’ accessibility during use by children with Down syndrome. In view of that, this research describes a mobile game development and its usability analyses, which were created to evaluate the accessibility of touchscreen gestural interfaces. The methodology was organized into three steps: bibliographic research and the definition of the project guidelines, the game development, and its evaluation. The guidelines used were based on a study made by Nascimento et. al. (2019) of the impairments that children can have, their game preferences found on Prena’s article (2014), games accessibility guidelines for people with intellectual deficiency from the Includification Book (2012), a manual of touchscreen gestural interfaces from Android and iOS and a game development framework from Schuytema (2008). Then, for the usability analyses, the team decided to f...

IntroductionGame-based learning is an innovative technique that utilizes the educational potential of videogames in general, and serious games in particular, to enhance training processes and make it simpler for users to attain motivated learning.MethodsIn this study, we propose game based learning for primary school students in computer science terminology learning. Primary school students often engage in game-based learning. Academic accomplishment motivation consequences have been researched extensively. The purpose of this research was to see how successful Game-Based Learnings are in motivating primary school kids to attain academic success. Fifty primary school students in two focus groups participated in the experiment during 10 weeks to test the involvement of game based learning to pupils.ResultsThere are two kind of measurements were applied in identifying benefits of game based learning. First, one is the questionnaire that students answered to questions in three categori...

A number of video games involve moral narratives or require the players to make moral decisions. Research from psychologists has helped to understand the effects that video game content can have on how individuals think, feel and behave. Recent research has examined the role of morality in video games, yet there are many inconsistencies in the findings that could be due to the use of commercial video games for research purposes, which contain biases such as familiarity with the game and favorite characters. By developing a bespoke game designed specifically for the purpose of exploring morality, these potential biases can be reduced. Before designing the game, morality in existing video games is critically analyzed, using theories from moral psychology. From this, a game was developed to measure behavioral outcomes through which moral decisions are made; with the aim to address biases that are inherent in commercial games. Then, the resultant game was used to investigate how participants make moral choices in video games. Much-publicized concerns have been raised in the past about the moral content of video games, such as the Grand Theft Auto series (GTA; Rockstar, 1997Rockstar, -2015)), which includes content and activities such as nudity, prostitution, guns, drug dealing and driving recklessly. Kocurek (2012) draws a parallel between GTA and Death Race (Exidy, 1976), an earlier game that raised considerable controversy, as they are both based on similar acts of violence and moral violations (such as running over pedestrians and damaging other vehicles). Furthermore, Kocurek (2012) explains that the reason Death Race received this controversy is due to the type of violent content it contained. Violent content which is related to war is more socially and culturally acceptable as it is a part of history, whereas violence towards innocent people, such as running over pedestrians, would be outside the social and cultural norms . It is important to note that Bowman (2016a) reports on how even early media and technology, including telephones and comic books, have caused controversy. However, one of the reasons for the specific controversy around video games is that, unlike other forms of media such as films, video games are more interactive and include a behavioral component. Bowman (2016a) highlights that it is the interactivity and the simulations of these behavioral acts that render video games controversial, particularly due to the violent content such as, notably, acts of murder. As video games have advanced as a medium, so have the graphical depictions and possibilities within them, creating this way additional concern over the content and the behaviors carried out in these virtual worlds. Games move beyond other media by not simply showcasing moral violations, but also providing players with the opportunities to both encounter morality and respond to it. Jesse Schell, a pivotal game designer, described how video game design needs to evolve to allow for the prospect of the medium to produce the equivalent of Shakespearean work, a notable example of literature . GTA has been suggested to be focusing more on moral themes within the gameplay . In this spirit, and in reflection of the increased maturity of moral themes in video games for the following part of this chapter we look to discuss the research, specifically related to the measuring of moral considerations of the players through designing and creating a bespoke video game. Thomas ( ) notes that, compared with other media, there is a different level of involvement, agency and interactivity in videogames. Agency is the feeling produced from the player's perception of the level of control or choice they have in a video game . For example, this highlights the difference between watching someone killed onscreen (i.e. a character being killed) and the individual taking action by pressing a button to kill the character. Thus, many video games provide the player the opportunity to make decisions and have in-game behavioral outcomes. These behavioral outcomes are a fundamental part of the video game experience. Agency is therefore not only unique to the medium of video games, but also directly related to the understanding of in-game behaviors. Other researchers have suggested that interactivity, as per above, but also presence too, are fundamental parts of video games and are aspects of what makes video games different from other forms of media . Interactivity has been defined as the degree to which the users (i.e. the players) can change and control the 'form' and 'content' within the environment (i.e. the game; Steuer, 1992). Other definitions have distinguished between the interaction produced by the player (i.e. interactivity as process) and the system/game (i.e. interactivity as product; . highlight the many definitions of interactivity, but similarly suggest it is the relationship between the game and player, as well as the choices the players make within the

If a developer uses trademarked content from other game such as images and music, it will be illegal. But it is fine for the developer to copy the gameplay and make innovative changes to improve the game. This is a good practice that boosts innovation in the video game industry that relies on creativity. The problem is when a developer decided to use the legality to simply copy other works with no spirit of innovation. This act of legal plagiarism is called video game clone. We need to have a more understanding of Indonesia game developer’s perception toward game cloning and plagiarism. Based on the survey, it can be concluded that Indonesia game developer, in general, has no problem with the act of game cloning. Although, more effort and focus could be given to protecting both creators and consumers from the negative intent of using game clone legality

T ension is one of those key qualities that most designers know is important in a game, but which has no precise definition and can mean different things to different people. Tension is a familiar concept that plays a regular part in many aspects of our daily lives, but has a specific meaning in the context of games. This article aims to narrow down exactly what tension means in this context, to define it in a more concrete and measurable – if not formal – way, and to extend this concept to the notion of tension in puzzles.

Purpose. This paper focuses on social (informal, interpersonal) relationships and identifies their positive effects on business activity in -a rarely empirically analyzed -the video game industry. Methodology. Given the lack of previous research on the positive business effects of social relationships in the chosen empirical context, qualitative and explorative research was conducted. To address the research goals, seventeen semi-structured in-depth interviews and one focus group interview with six video game developers were carried out. The interviews were analyzed using inductive coding procedure. (2) among the key actors maintaining such relationships are: consumers (i.e., gamers), business partners (investors, contractors, and co-operators), employees (past and current), and competitors; (3) industry-specific social relationships benefits are identified by comparing them with the general social relationships benefits indicated in the literature, detailing them in the chosen empirical context, and addressing the type of actors with which social links are exploited. Practical implications. Game developers can realize with whom to maintain social relations within video game industry to generate particular business benefits, for example, better promotion and higher game sales, building a proper firm's image. Originality: The identification of actors of social relationships diverse in terms of establishing and intentional usage of social relationships, the recognition of the specific business-related benefits of maintaining social relationships by video game developers, and providing empirical evidence of the industry-wide determinants of the benefits of maintaining social relationships. Keywords social/informal relationships, creative industries, gaming communities, VGI, video game developers, qualitative research.

On 20 and 21 January 2025, the GameTable COST Action's Working Group 1 convened in London for a meeting focused on game-playing artificial intelligence (AI), including search algorithms, knowledge representation, and reinforcement learning. The first day featured participant presentations, while the second day was dedicated to plenary and small group discussions. A significant outcome was the identified need for accessible resources to bridge AI and cultural heritage research. This report provides a summary of the discussions and talks that took place during the meeting.

Serious gaming has become popular in healthcare education as an engaging way to train learners. When coronavirus disease 2019 forced the cancellation of in-person simulation sessions, we designed a serious game to deliver content in an interactive format with no out-of-pocket expense. We describe the design process and game reception so that others may replicate it. We designed an online game using Choose-Your-Own-Adventure (CYOA) and Escape Room concepts. Using online survey software, we presented an interactive story based on an existing simulation scenario and included interactive puzzles as roadblocks to scenario progression. Each puzzle represented a critical care concept, and many contained hyperlinks to prior basic science lecture material to reinforce learning. A postgame survey assessed students' experience. All (N=88) students enrolled in a scheduled simulation session participated in the game, and 75% (66/88) responded to a post-participation survey. All respondents (100%) were able to complete the game. The majority (57.6%) completed the game in 30 minutes to 1 hour. Most students strongly agreed or agreed that the game enhanced their understanding of critical care concepts (93.9-97.0%), and that they were interested in doing more CYOA games (90.9%). The game was well-received, delivered critical care content, and challenged students to apply basic science principles to medical decision-making from the safety of their own homes. The game was self-guided, requiring minimal active facilitator involvement. We plan to expand the use of the game to other settings and explore its use in formative/summative assessment and remediation.

This study explores the development and impact of digital literacy skills among teachers at Astana International School, Kazakhstan, and examines how these skills influence the teaching of Computer Science and Design to middle school students. Employing a mixed-methods approach, the research combined quantitative assessments of students’ proficiency with qualitative evaluations of teacher and student experiences, involving 71 teachers and 382 students from grades 7 to 10. The findings indicate that students taught by digitally literate teachers demonstrated significant improvements in designing and utilizing virtual reality tools, mobile applications, and other digital resources, with teachers facilitating more interactive and engaging learning environments that enhanced students’ technical skills and creative capacities. This research contributes new insights into the dynamics of digital literacy in education, emphasizing the critical role of teacher training in digital tools for enhancing educational practices and uniquely demonstrating how systematic application of digital literacy can transform educational outcomes, supporting the integration of technology in teaching, aligned with the needs and competencies of Generation Z students.

Games to teach or Games to learn elaborado por Yan San Chee, es un libro que todo investigador de la educación y las tecnologías deberían leer, especialmente los que realizan trabajos relacionados con los juegos y el aprendizaje. Se encuentra estructurado en ocho capítulos y divididos en lo que hemos identificado como cuatro apartados importantes de analizar: en el primer apartado se establece la diferencia entre los juegos diseñados para enseñar y los juegos para aprender; en el segundo apartado el autor desarrolla argumentos pedagógicos que sustentan los juegos para aprender; en el tercer apartado argumenta el modelo teórico que sustenta los juegos para aprender y en el cuarto apartado proporciona ejemplos de cómo han sido implementados los juegos para aprender en algunas disciplinas como la química, la electricidad y la política.Por lo que la presente reseña se centrará en estos cuatro apartados que hemos identificado como ejes del libro y a los que haremos referencia en este doc...

We are interested in exploring how entertainment in games can be combined with educational goals to make a compelling experience. In this paper we present our design study for the development of a mod game, Antarctic NWN. We first present the background for the game, objectives, and then discuss the gameplay of Antarctic NWN. We then explore issues that influence the design of a gripping game. One important issue is the relation between reality, simulation and game word. Then we focus on enhancing emotional involvement. Emotion is especially relevant to role-play game as it draws players into the story, and supports aesthetic understanding. We also look more specifically at the role of humour in this context. Humour enhances learning as well as providing a more pleasurable experience. In our quest to understand how games can both delight and instruct, we review the environment in which our game might be played, within the classroom or as family entertainment and describe different s...

Аннотация. Предметом исследования является сфера разработки игровых и интерактивных проектов. В частности, разработка системы игрового баланса для них. В ходе изучения данной темы учтены актуальные тренды, сформированные как в научной, так и в коммерческой сферах. Итоговые выводы и видение дальнейшей проектной работы сформированы благодаря методам моделирования и эксперимента.

The Tiranga Game App is a digital platform that merges education, entertainment, and culture, offering players an interactive and engaging way to learn about India's history, traditions, and national symbols. This app is centered around the theme of India's national flag, the "Tiranga," and offers players a chance to explore the story behind its significance while participating in fun, skill-building games. With its focus on promoting awareness and fostering patriotism, the Tiranga Game App is more than just a game; it is an immersive tool designed to educate users on India's rich heritage.

Context. Over the last several decades, computer games started to have a significant impact on society. However, although a computer game is a type of software, the process to conceptualize, produce and deliver a game could involve unusual features. In software testing, for instance, studies demonstrated the hesitance of professionals to use automated testing techniques with games, due to the constant changes in requirements and design, and pointed out the need for creating testing tools that take into account the flexibility required for the game development process. Goal. This study aims to improve the current body of knowledge regarding software testing in game development and point out the existing particularities observed in software testing considering the development of a computer game. Method. A mixed-method approach based on a case study and an opinion survey was applied to collect quantitative and qualitative data from software professionals regarding the particularities of software testing in game development. Results. We analyzed over 70 messages posted on three well-established network of question-and-answer communities related to software engineering, software testing and game development and received answers of 38 professionals discussing differences between testing a computer game and a general software, and identified important aspects to be observed by practitioners in the process of planning, performing and reporting tests in this context. Conclusion. Considering computer games, software testing must focus not only on the common aspects of a general software, but also, track and investigate issues that could be related to game balance, game physics and entertainment related-aspects to guarantee the quality of computer games and a successful testing process.

Serious Educational Games (SEG) are an increasing segment of K-18 instructional resources and have made headway into human resource and professional development training. The difficulty of creating complex adaptable learning activities can constrain SEG developers. Current SEGs tend to be narrow in content or limited in the types of learning assessed, i.e. rote practice and objective learning. SimSYS is a content agnostic game platform that addresses the need for an easily adaptable SEG that explicitly associates learning objectives with game play. In this paper, we describe the creation of a game challenge / assessment tool that encourages higher orders of thinking requiring analysis and judgment through an interactive sandbox.

Skin is the largest organ of the body and its most important barrier against infections. Facial skin is the most delicate besides it should be acquire more attention than others. Most of young woman do not know specifically the benefit and specialization of the chemical ingredients in a skincare product. Wrong selection of ingredients can cause irritation and skin sensitivity that lead to low self-esteem. The objectives of this research are to identify the category of skincare ingredients for different skin types to get healthy skin and to develop a user friendly mobile application for young woman who concern about their skin health. ADDIE (Analysis, Design, Development, Implementation, Evaluation) model is used in this research as instructional design model to provide guidelines and frameworks to the research. This mobile application gives recommendation of ingredients or products based on user’s skin types and problems. The right skincare routine needed by the skin will be listed...

• A submitted manuscript is the version of the article upon submission and before peer-review. There can be important differences between the submitted version and the official published version of record. People interested in the research are advised to contact the author for the final version of the publication, or visit the DOI to the publisher's website. • The final author version and the galley proof are versions of the publication after peer review. • The final published version features the final layout of the paper including the volume, issue and page numbers. Copyright and moral rights for the publications made accessible in the public portal are retained by the authors and/or other copyright owners and it is a condition of accessing publications that users recognise and abide by the legal requirements associated with these rights. • Users may download and print one copy of any publication from the public portal for the purpose of private study or research. • You may not further distribute the material or use it for any profit-making activity or commercial gain • You may freely distribute the URL identifying the publication in the public portal. If the publication is distributed under the terms of Article 25fa of the Dutch Copyright Act, indicated by the "Taverne" license above, please follow below link for the End User