Computer games are a rapidly growing segment of the entertainment industry. Design and development of modern computer games can be a complex activity involving many participants from a variety of disciplines. However, computer game design approaches typically appear to be less formalised than those used for other types of software systems. In this article we describe an approach to computer game-flow design intended for the design of individual game levels within a computer game and demonstrate its application in practice.
PurposeThe purpose of this paper is to examine mechanisms for managing the transition from school/college/work to university for disabled studentsDesign/methodology/approachA research project using a case study methodology in a UK university department was conducted over a four year periodFindingsThe paper finds that it is important that students with a disability who enter university identify themselves as early as possible so that appropriate adjustments can be made where required to teaching, assessment and pastoral care. It is also important that the transition to university is appropriately co‐ordinated both centrally by university wide disability support services and within the relevant university department. Ideally there should be anticipation of adjustments that may be required by the students with a disability.Research limitations/implicationsAlthough the case study reported in this paper focusses on just one university department, the number of students with a disability entering UK higher education is likely to increase and higher education institutions need to be aware of the adjustments that may potentially be required, as well as the timeliness of such adjustments.Originality/valueIn previous decades few students with a disability have attended university in the UK. However, growing numbers of such students are now attending university, but thus far little, if any research has been conducted regarding the adjustments that may need to be made for such students.
Purpose -The purpose of this paper is to examine the nature of the types of adjustments appropriate to university teaching practices for students with emotional and behavioural difficulties in the UK higher education (HE) sector. Design/methodology/approach -A case study in a UK university was undertaken over a two-year period. Findings -A variety of types of adjustments may be necessary for UK university students with emotional and behavioural difficulties including adjustments to pastoral care, teaching and assessment.Research limitations/implications -The case study focussed on only three students with emotional and behavioural difficulties. However, given that the number of students entering UK universities with such difficulties is increasing, the results of this research can hopefully inform the teaching of future students. Practical implications -This paper addresses what UK university teaching staff may need to do to support students with emotional and behavioural difficulties. Originality/value -Although research has been conducted into the teaching of individuals with emotional and behavioural difficulties in schools, little if any research has been undertaken regarding teaching such students at university level.
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