In recent years, a strong tendency towards language-oriented engineering became visible within game development projects. This approach is typically based on data-driven game engines and scripting languages resp. editing tools alike and already provided a great deal of overall productivity improvements. However, in its current form, potential benefits are not able to fully unfold yet. This is due to a mostly manual tool development process, which provokes substantial costs and lacks flexibility -especially during prototyping phases of development. Language workbenches seem to be a viable solution to this problem as they promise the ability of (visual) language (re-)generation by introducing a meta-level of development. This paper picks up that idea and evaluates its application in the area of game development. In this particular case, we discuss first findings of an ongoing case study, covering the development of level editors for several classic games, which have been built by the help of a language workbench.
In this study, students with and without disabilities ( n = 816) in general and special education settings in Grades 9 through 12 were participants in a quasi-experimental design to examine the main effects of an online curriculum intervention with transition-related content on career readiness. Setting and teacher characteristics were examined for moderating effects. Results showed a main effect across settings (general and special education, self-contained, resource rooms) as well as differentiating effects based on teacher fidelity and the number of lessons taught. Implications are discussed with regard to the need for further examination of these contextual factors in high schools so all students, with and without disabilities, are provided career readiness opportunities.
There is a tremendous amount of variation (heterogeneity) in terms of both symptom presentation and functional ability in individuals with autism spectrum disorder (ASD). The challenges faced by adolescents and emerging adults with ASD can be better understood by considering the unique sociocultural changes that most individuals experience within these stages. In general, adolescents and young adults with ASD have poor social relationship, employment, post–secondary, and independent living outcomes. Additional research efforts, particularly large-scale studies, are needed to better understand the experiences and outcomes of adolescents and young adults with ASD.
In recent years computer games have grown to the size of multimillion dollar projects that are driven by a creative vision of game design and include a vast spectrum of different fields of application. Due to these characteristics, a software engineering approach on game development is absolutely critical for project success nowadays. This consequently renders software engineering an integral part of any forward-looking game development curriculum. The paper at hand covers a kind of game engineering course that has been integrated into an existing computer science curriculum. In this paper, the course's concept and setting are discussed and the lessons learned are presented.
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