Multidisciplinary students and instructors

Sturtevant, Nathan R.; Hoover, H. James; Schaeffer, Jonathan; Gouglas, Sean; Bowling, Michael; Southey, Finnegan; Bouchard, Michael J.; Zabaneh, Ghassan

doi:10.1145/1352135.1352269

Cited by 10 publications

(3 citation statements)

References 3 publications

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“…In 2013, SEII was used by undergraduate students in a multidisciplinary game design course (Sturtevant et al 2008), where two thirds of the students have no programming experience. In groups of six, students spend the semester making a fully functional story-based computer game with 3Dgraphics, sound and music, using the Neverwinter Nights Cohen's d-Value (1988) where moderate is 0.5 − 0.8 and large is > 0.8 with n=10.…”

Section: Evaluating Scriptease IImentioning

confidence: 99%

ScriptEase II: Platform Independent Story Creation Using High-Level Patterns

Schenk

Lari

Church

et al. 2021

AIIDE

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As the video game industry grows, both developers and creative authors seek new ways to simplify the process of controlling story content using scripts. This paper describes a story model and its software implementation, ScriptEase II, designed to solve this game design bottleneck. ScriptEase II is the second generation of the ScriptEase system, whose goal was to enable game authors with no programming ability to generate scripting code from high-level game patterns. ScriptEase II differs from the original in two important ways. First, ScriptEase II uses game-dependent translators to generate scripts for any game engine. Second, ScriptEase II uses a drag-and-drop interface that simplifies the story component creation menus that grew cumbersome in the original ScriptEase. The feasibility of code generation has been validated using three different game engines and the advantages of the simple drag-and-drop interface have been validated by a user study.

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Section: Evaluating Scriptease IImentioning

confidence: 99%

ScriptEase II: Platform Independent Story Creation Using High-Level Patterns

Schenk

Lari

Church

et al. 2021

AIIDE

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“…Programming is a fundamental area in computer game development. Arguably, it was the sole skill required for actually making computer games in the past [44,49]. However, the emergence of game engines and other development tools has been reducing the relative importance of programming -so much so that today it is possible to develop commercially viable games (even if limited), without writing code [4,7,13,43].…”

Section: Introductionmentioning

confidence: 99%

“…Furthermore, computer games have since become complex products incorporating software, design and art. Thus, computer game development has turned into a multidisciplinary effort, requiring professionals from several fields, who should nonetheless be knowledgeable across disciplines [5,49,58]. Nevertheless, programming remains an essential competence for creating interesting and original games, and consequently, a crucial component in undergraduate computer game development degrees.…”

Section: Introductionmentioning

confidence: 99%

Top-down Design of a CS Curriculum for a Computer Games BA

Fachada

Códices

2020

Proceedings of the 2020 ACM Conference on Innovation and Technology in Computer Science Education

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Computer games are complex products incorporating software, design and art. Consequently, their development is a multidisciplinary effort, requiring professionals from several fields, who should nonetheless be knowledgeable across disciplines. Due to the variety of skills required, and in order to train these professionals, computer game development (GD) degrees have been appearing in North America and Europe since the late 1990s. Following this trend, several GD degrees have emerged in Portugal. Given the lack of specialized academic staff, not uncommon in younger scientific areas, some of these degrees "borrowed" computer science (CS) programs and faculty within the same institution, leading in some cases to a disconnect between CS theory and practice and the requirements of GD classes. In this paper, we discuss our experience in adapting the CS curriculum of a three-year computer games BA in accordance with GD requirements. We used a top-down approach, where the game engine used for GD informs the choice of CS topics and programming languages lectured in the CS curriculum. The discussion is centered around the choices taken and the theoretical and empirical rationale behind our decisions. Preliminary empirical results indicate a substantial increase in GD project quality and a clear improvement in the students' technical skills, as well as in their experimentation and adaptation capabilities. CCS CONCEPTS • Applied computing → Computer games; Education; • Software and its engineering → General programming languages; Design patterns; Object oriented development.

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Introductory Game Development Course: A Mix of Programming and Art

Peng

2015

2015 International Conference on Computational Science and Computational Intelligence (CSCI)

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Multidisciplinary students and instructors

Cited by 10 publications

References 3 publications

ScriptEase II: Platform Independent Story Creation Using High-Level Patterns

ScriptEase II: Platform Independent Story Creation Using High-Level Patterns

Top-down Design of a CS Curriculum for a Computer Games BA

Introductory Game Development Course: A Mix of Programming and Art

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