2023
Jääskä, Elina
Game-based learning methods in project management higher education Väitöskirja
Tuotantotalous, Oulun yliopisto, 2023, ISBN: 978-952-62-3683-4.
Abstract | Links | BibTeX | Avainsanat: digital game-based learning, earned value management, educational games, englanninkieliset väitöskirjat, game design, game-based learning, gamification of education, motivation, project management higher education, project sustainability management
@phdthesis{Jääskä2023,
title = {Game-based learning methods in project management higher education},
author = {Elina Jääskä},
url = {http://urn.fi/urn:isbn:9789526236834},
isbn = {978-952-62-3683-4},
year = {2023},
date = {2023-01-01},
school = {Tuotantotalous, Oulun yliopisto},
abstract = {The projectification of society means that an increasing amount of work is being organized and managed through projects in organizations and companies. In order to succeed, companies are in constant need of competent personnel with strong project management skills. Therefore, project management educators are faced with the challenge of training highly skilled personnel with the use of motivational and practice-oriented methods. Game-based learning (GBL) methods, which utilize digital educational games, promote students’ motivation and learning by experience. They provide a simulated environment for learning project management skills through repetition and trial and error in a risk-free environment, which is not possible in real-life organizations.
The objective of this study is to increase understanding and develop new knowledge of how GBL methods can be used in project management higher education. Qualitative methods were used to study GBL experiences from both teachers’ and students’ points of view. This dissertation identifies and analyses benefits and challenges of the method for students and teachers. It complements the previous understanding of the role of GBL methods in enhancing students’ motivation and learning and yields new understanding of factors that may have a negative impact on students’ motivation and learning. Therefore, the study identifies challenges and disadvantages, which are not as widely discussed as benefits of GBL methods.
Integrating GBL into the curriculum may be challenging both pedagogically and technically and, therefore, requires effort and time from teachers and resources from educational institutions. This study gives examples of how games can be utilized and integrated into the learning of complex project management phenomena and practices. This expands the extant knowledge of educational game design and GBL solution design, which include contextualized gameplay activities for project management education.
The results of this dissertation include observations, considerations, and advice that may help incorporate educational games into teaching processes. The results also introduce practices that assist in the areas of GBL methods planning, teaching and learning, and assessment. The observations and practical advice of this dissertation may help with decision-making about the use of GBL methods and their successful implementation in project management higher education.},
keywords = {digital game-based learning, earned value management, educational games, englanninkieliset väitöskirjat, game design, game-based learning, gamification of education, motivation, project management higher education, project sustainability management},
pubstate = {published},
tppubtype = {phdthesis}
}
The projectification of society means that an increasing amount of work is being organized and managed through projects in organizations and companies. In order to succeed, companies are in constant need of competent personnel with strong project management skills. Therefore, project management educators are faced with the challenge of training highly skilled personnel with the use of motivational and practice-oriented methods. Game-based learning (GBL) methods, which utilize digital educational games, promote students’ motivation and learning by experience. They provide a simulated environment for learning project management skills through repetition and trial and error in a risk-free environment, which is not possible in real-life organizations.
The objective of this study is to increase understanding and develop new knowledge of how GBL methods can be used in project management higher education. Qualitative methods were used to study GBL experiences from both teachers’ and students’ points of view. This dissertation identifies and analyses benefits and challenges of the method for students and teachers. It complements the previous understanding of the role of GBL methods in enhancing students’ motivation and learning and yields new understanding of factors that may have a negative impact on students’ motivation and learning. Therefore, the study identifies challenges and disadvantages, which are not as widely discussed as benefits of GBL methods.
Integrating GBL into the curriculum may be challenging both pedagogically and technically and, therefore, requires effort and time from teachers and resources from educational institutions. This study gives examples of how games can be utilized and integrated into the learning of complex project management phenomena and practices. This expands the extant knowledge of educational game design and GBL solution design, which include contextualized gameplay activities for project management education.
The results of this dissertation include observations, considerations, and advice that may help incorporate educational games into teaching processes. The results also introduce practices that assist in the areas of GBL methods planning, teaching and learning, and assessment. The observations and practical advice of this dissertation may help with decision-making about the use of GBL methods and their successful implementation in project management higher education.
The objective of this study is to increase understanding and develop new knowledge of how GBL methods can be used in project management higher education. Qualitative methods were used to study GBL experiences from both teachers’ and students’ points of view. This dissertation identifies and analyses benefits and challenges of the method for students and teachers. It complements the previous understanding of the role of GBL methods in enhancing students’ motivation and learning and yields new understanding of factors that may have a negative impact on students’ motivation and learning. Therefore, the study identifies challenges and disadvantages, which are not as widely discussed as benefits of GBL methods.
Integrating GBL into the curriculum may be challenging both pedagogically and technically and, therefore, requires effort and time from teachers and resources from educational institutions. This study gives examples of how games can be utilized and integrated into the learning of complex project management phenomena and practices. This expands the extant knowledge of educational game design and GBL solution design, which include contextualized gameplay activities for project management education.
The results of this dissertation include observations, considerations, and advice that may help incorporate educational games into teaching processes. The results also introduce practices that assist in the areas of GBL methods planning, teaching and learning, and assessment. The observations and practical advice of this dissertation may help with decision-making about the use of GBL methods and their successful implementation in project management higher education.
2020
Korhonen, Tanja
Tools and methods to support the key phases of serious game development in the health sector Väitöskirja
Tietojenkäsittelytiede, Oulun yliopisto, 2020, ISBN: 978-952-62-2703-0.
Abstract | Links | BibTeX | Avainsanat: education, englanninkieliset väitöskirjat, game design, game development process, health games, health sector, multidisciplinary teamwork, multimethod research, serious games, SGTM model
@phdthesis{Korhonen2020,
title = {Tools and methods to support the key phases of serious game development in the health sector},
author = {Tanja Korhonen},
url = {https://urn.fi/URN:ISBN:9789526227030},
isbn = {978-952-62-2703-0},
year = {2020},
date = {2020-01-01},
school = {Tietojenkäsittelytiede, Oulun yliopisto},
abstract = {Health-care service providers are searching for new digital tools to support their customers, and health games can provide cost-effective and motivating means in this regard. Serious games in the health sector aim to inspire users to enhance their psychological, physical and social well-being. As the development of health games requires the involvement of many disciplines, research from a multidisciplinary point of view is needed.
This multimethod dissertation consists of six studies. Interest in the research subject was raised in a case study, followed by a systematic mapping study. Two more case studies, a design science research study and an action research study, formed the base to answer the research question of this dissertation: What kind of tools and methods are needed to support key phases of the serious game (SG) development process in the health sector?
As results, the process of developing serious games in the health sector, as well as a new serious games development tools and methods (SGTM) model is presented. The SGTM model describes four sections as tools and methods: 1) SGs rapid prototyping workshop, 2) an SG design canvas and education, 3) multidisciplinary cooperation and 4) evidence and guidelines.
This thesis proposes a new model to be used by practitioners and academics. SG designers are encouraged to select the tools and methods that fit their own design frameworks. In addition, more research is needed to explore how to support experts with cross-disciplinary backgrounds involved in SG development.},
keywords = {education, englanninkieliset väitöskirjat, game design, game development process, health games, health sector, multidisciplinary teamwork, multimethod research, serious games, SGTM model},
pubstate = {published},
tppubtype = {phdthesis}
}
Health-care service providers are searching for new digital tools to support their customers, and health games can provide cost-effective and motivating means in this regard. Serious games in the health sector aim to inspire users to enhance their psychological, physical and social well-being. As the development of health games requires the involvement of many disciplines, research from a multidisciplinary point of view is needed.
This multimethod dissertation consists of six studies. Interest in the research subject was raised in a case study, followed by a systematic mapping study. Two more case studies, a design science research study and an action research study, formed the base to answer the research question of this dissertation: What kind of tools and methods are needed to support key phases of the serious game (SG) development process in the health sector?
As results, the process of developing serious games in the health sector, as well as a new serious games development tools and methods (SGTM) model is presented. The SGTM model describes four sections as tools and methods: 1) SGs rapid prototyping workshop, 2) an SG design canvas and education, 3) multidisciplinary cooperation and 4) evidence and guidelines.
This thesis proposes a new model to be used by practitioners and academics. SG designers are encouraged to select the tools and methods that fit their own design frameworks. In addition, more research is needed to explore how to support experts with cross-disciplinary backgrounds involved in SG development.
This multimethod dissertation consists of six studies. Interest in the research subject was raised in a case study, followed by a systematic mapping study. Two more case studies, a design science research study and an action research study, formed the base to answer the research question of this dissertation: What kind of tools and methods are needed to support key phases of the serious game (SG) development process in the health sector?
As results, the process of developing serious games in the health sector, as well as a new serious games development tools and methods (SGTM) model is presented. The SGTM model describes four sections as tools and methods: 1) SGs rapid prototyping workshop, 2) an SG design canvas and education, 3) multidisciplinary cooperation and 4) evidence and guidelines.
This thesis proposes a new model to be used by practitioners and academics. SG designers are encouraged to select the tools and methods that fit their own design frameworks. In addition, more research is needed to explore how to support experts with cross-disciplinary backgrounds involved in SG development.
2018
Kultima, Annakaisa
Game design praxiology Väitöskirja
Informaatiotutkimus ja interaktiivinen media, Tampereen yliopisto, 2018, ISBN: 978-952-03-0742-4.
Abstract | Links | BibTeX | Avainsanat: creativity, englanninkieliset väitöskirjat, game design, game industry, game studies, ideation
@phdthesis{Kultima2018,
title = {Game design praxiology},
author = {Annakaisa Kultima},
url = {https://urn.fi/URN:ISBN:978-952-03-0742-4},
isbn = {978-952-03-0742-4},
year = {2018},
date = {2018-01-01},
school = {Informaatiotutkimus ja interaktiivinen media, Tampereen yliopisto},
abstract = {This dissertation is positioned on the multidiscipline of game studies. It presents the findings of a ten-year study of game developers and the contexts of their creative practices. As a multidisciplinary enquiry, this study draws from the theoretical and methodological traditions of creativity studies, management studies, computer science, and design research to supplement the young discipline of game studies. However, studying game developers is not a typical focus for the field of academic game research. The dissertation critically comments on the tradition of game studies for its ontological narrowness and the neglect of the relevance of the creator in the quest for understanding the phenomenon of games and play.
Altogether, this work draws from nineteen sub-studies to explore game development as experienced, highlighting issues that frame creation practices. The study is exploratory utilising multiple methods capturing the voices and realities of the creators. The overview of the study is ethnographically informed: the data collection covers an extensive period in games from 2006 to 2016, bridging the sub-studies with field work and digital ethnography at multiple industry events around the globe and social media platforms.
The findings are distilled into five claims: 1) Game design is timely and particular, 2) Game design is value pluralistic, 3) Game design process is opportunistic, 4) Game design process is a plethora of ideas, and 5) Game design practice is natured and nurtured by the surrounding ecosystem. These theses form the grounding of game design praxiology, which in this work is defined as a pursuit of studying games as created.
This dissertation takes several levels of game developers’ realities and experiences into consideration. Firstly, it addresses the changing environment and recent trends in the game industry painting a picture of a challenging field of action. Such an environment requires flexibility and adaptation from the creators making game development a constant learning process. One of the highlighted trends is the casual turn in games. This normalisation of digital play has had a wide impact on the ways games are created.
Secondly, this work explores the multitude of game design, and discusses how games can be many and always affected by the values and appreciations of their respective creators. The notion of game design value is utilised in communicating the pluralistic nature of game design. Game design cannot be reduced to a single value, even though making a single game can be dominated by one.
Thirdly, the dissertation addresses the iterative nature of game development. Iteration as a core concept within game development is elaborated in this work into a larger notion of opportunism in design work. Opportunistic attitudes are visible on multiple levels of game work, and embraced as well as amplified within game creation cultures. Game developers do not only need to react to the changes within the industry, but take the opportunities that might come about within the development processes.
A big part of the study is revolving around the notion of a game idea. The level of ideas is more accessible to the outsiders of the creation cultures, but often misunderstood. The creative process of making games is collaborative and social, requiring creative input from several professions. The game innovation processes are not solely based on single overarching game ideas, but rather on various idea acts. This forms the fourth focus point for the dissertation.
Lastly, the work highlights how the larger ecosystem impacts on the game development practices. For the past decade, the game industry has expanded into a wide ecosystem of diverse actors and professions. This varying network of actors, including non-commercial actors, has its own role in nurturing the developments of the field. As one example, the phenomenon of the game jams is highlighted exposing a widely spread movement of creative communities emphasising diversity, co-creativity, opportunism, and prototyping cultures impacting a whole generation of game developers. The work calls for further research within game design praxiology: as long as game making is not a part of the basic education in the same way as writing or drawing, games are in danger of remaining misunderstood as a wide and vibrant form of art and practise.},
keywords = {creativity, englanninkieliset väitöskirjat, game design, game industry, game studies, ideation},
pubstate = {published},
tppubtype = {phdthesis}
}
This dissertation is positioned on the multidiscipline of game studies. It presents the findings of a ten-year study of game developers and the contexts of their creative practices. As a multidisciplinary enquiry, this study draws from the theoretical and methodological traditions of creativity studies, management studies, computer science, and design research to supplement the young discipline of game studies. However, studying game developers is not a typical focus for the field of academic game research. The dissertation critically comments on the tradition of game studies for its ontological narrowness and the neglect of the relevance of the creator in the quest for understanding the phenomenon of games and play.
Altogether, this work draws from nineteen sub-studies to explore game development as experienced, highlighting issues that frame creation practices. The study is exploratory utilising multiple methods capturing the voices and realities of the creators. The overview of the study is ethnographically informed: the data collection covers an extensive period in games from 2006 to 2016, bridging the sub-studies with field work and digital ethnography at multiple industry events around the globe and social media platforms.
The findings are distilled into five claims: 1) Game design is timely and particular, 2) Game design is value pluralistic, 3) Game design process is opportunistic, 4) Game design process is a plethora of ideas, and 5) Game design practice is natured and nurtured by the surrounding ecosystem. These theses form the grounding of game design praxiology, which in this work is defined as a pursuit of studying games as created.
This dissertation takes several levels of game developers’ realities and experiences into consideration. Firstly, it addresses the changing environment and recent trends in the game industry painting a picture of a challenging field of action. Such an environment requires flexibility and adaptation from the creators making game development a constant learning process. One of the highlighted trends is the casual turn in games. This normalisation of digital play has had a wide impact on the ways games are created.
Secondly, this work explores the multitude of game design, and discusses how games can be many and always affected by the values and appreciations of their respective creators. The notion of game design value is utilised in communicating the pluralistic nature of game design. Game design cannot be reduced to a single value, even though making a single game can be dominated by one.
Thirdly, the dissertation addresses the iterative nature of game development. Iteration as a core concept within game development is elaborated in this work into a larger notion of opportunism in design work. Opportunistic attitudes are visible on multiple levels of game work, and embraced as well as amplified within game creation cultures. Game developers do not only need to react to the changes within the industry, but take the opportunities that might come about within the development processes.
A big part of the study is revolving around the notion of a game idea. The level of ideas is more accessible to the outsiders of the creation cultures, but often misunderstood. The creative process of making games is collaborative and social, requiring creative input from several professions. The game innovation processes are not solely based on single overarching game ideas, but rather on various idea acts. This forms the fourth focus point for the dissertation.
Lastly, the work highlights how the larger ecosystem impacts on the game development practices. For the past decade, the game industry has expanded into a wide ecosystem of diverse actors and professions. This varying network of actors, including non-commercial actors, has its own role in nurturing the developments of the field. As one example, the phenomenon of the game jams is highlighted exposing a widely spread movement of creative communities emphasising diversity, co-creativity, opportunism, and prototyping cultures impacting a whole generation of game developers. The work calls for further research within game design praxiology: as long as game making is not a part of the basic education in the same way as writing or drawing, games are in danger of remaining misunderstood as a wide and vibrant form of art and practise.
Altogether, this work draws from nineteen sub-studies to explore game development as experienced, highlighting issues that frame creation practices. The study is exploratory utilising multiple methods capturing the voices and realities of the creators. The overview of the study is ethnographically informed: the data collection covers an extensive period in games from 2006 to 2016, bridging the sub-studies with field work and digital ethnography at multiple industry events around the globe and social media platforms.
The findings are distilled into five claims: 1) Game design is timely and particular, 2) Game design is value pluralistic, 3) Game design process is opportunistic, 4) Game design process is a plethora of ideas, and 5) Game design practice is natured and nurtured by the surrounding ecosystem. These theses form the grounding of game design praxiology, which in this work is defined as a pursuit of studying games as created.
This dissertation takes several levels of game developers’ realities and experiences into consideration. Firstly, it addresses the changing environment and recent trends in the game industry painting a picture of a challenging field of action. Such an environment requires flexibility and adaptation from the creators making game development a constant learning process. One of the highlighted trends is the casual turn in games. This normalisation of digital play has had a wide impact on the ways games are created.
Secondly, this work explores the multitude of game design, and discusses how games can be many and always affected by the values and appreciations of their respective creators. The notion of game design value is utilised in communicating the pluralistic nature of game design. Game design cannot be reduced to a single value, even though making a single game can be dominated by one.
Thirdly, the dissertation addresses the iterative nature of game development. Iteration as a core concept within game development is elaborated in this work into a larger notion of opportunism in design work. Opportunistic attitudes are visible on multiple levels of game work, and embraced as well as amplified within game creation cultures. Game developers do not only need to react to the changes within the industry, but take the opportunities that might come about within the development processes.
A big part of the study is revolving around the notion of a game idea. The level of ideas is more accessible to the outsiders of the creation cultures, but often misunderstood. The creative process of making games is collaborative and social, requiring creative input from several professions. The game innovation processes are not solely based on single overarching game ideas, but rather on various idea acts. This forms the fourth focus point for the dissertation.
Lastly, the work highlights how the larger ecosystem impacts on the game development practices. For the past decade, the game industry has expanded into a wide ecosystem of diverse actors and professions. This varying network of actors, including non-commercial actors, has its own role in nurturing the developments of the field. As one example, the phenomenon of the game jams is highlighted exposing a widely spread movement of creative communities emphasising diversity, co-creativity, opportunism, and prototyping cultures impacting a whole generation of game developers. The work calls for further research within game design praxiology: as long as game making is not a part of the basic education in the same way as writing or drawing, games are in danger of remaining misunderstood as a wide and vibrant form of art and practise.
2014
Oksanen, Kimmo
Serious game design: Supporting collaborative learning and investigating learners' experiences Väitöskirja
Kasvatustiede, Jyväskylän yliopisto, 2014, ISBN: 978-951-39-5857-2.
Abstract | Links | BibTeX | Avainsanat: collaboration, collaborative serious game, computer-supported collaborative learning, design research, educational games, englanninkieliset väitöskirjat, game design, game mechanics, serious game experiences
@phdthesis{Oksanen2014,
title = {Serious game design: Supporting collaborative learning and investigating learners' experiences},
author = {Kimmo Oksanen},
url = {http://urn.fi/URN:ISBN:978-951-39-5857-2},
isbn = {978-951-39-5857-2},
year = {2014},
date = {2014-01-01},
school = {Kasvatustiede, Jyväskylän yliopisto},
abstract = {Collaborative serious games can be considered as one promising way to use technology to support collaborative learning. However, they are not a self-evident solution leading to successful productive social interaction, collaborative knowledge construction, or learning. Thus, to take advantage of the full potential of collaborative serious games, there is a need for the better use of the theoretical knowledge about collaborative learning and game design as a foundation for game development.
This study provides insights into designing serious games and supporting collaborative learning. Findings of the study indicate that by combining the theoretical knowledge on collaborative learning and game design, it is possible to find new ways to support collaborative knowledge construction in serious games. Especially game mechanics appear to be a potential way in which to generate and support social interaction and collaboration among the learners in the game context. In addition to the game’s internal guidance, the teachers’ real-time orchestration during the collaboration situation plays a crucial role in achieving productive, collaborative knowledge construction. For the future research and development of collaborative serious games, there is a need to develop a shared vocabulary and understanding among professionals in the fields of education and game design further.},
keywords = {collaboration, collaborative serious game, computer-supported collaborative learning, design research, educational games, englanninkieliset väitöskirjat, game design, game mechanics, serious game experiences},
pubstate = {published},
tppubtype = {phdthesis}
}
Collaborative serious games can be considered as one promising way to use technology to support collaborative learning. However, they are not a self-evident solution leading to successful productive social interaction, collaborative knowledge construction, or learning. Thus, to take advantage of the full potential of collaborative serious games, there is a need for the better use of the theoretical knowledge about collaborative learning and game design as a foundation for game development.
This study provides insights into designing serious games and supporting collaborative learning. Findings of the study indicate that by combining the theoretical knowledge on collaborative learning and game design, it is possible to find new ways to support collaborative knowledge construction in serious games. Especially game mechanics appear to be a potential way in which to generate and support social interaction and collaboration among the learners in the game context. In addition to the game’s internal guidance, the teachers’ real-time orchestration during the collaboration situation plays a crucial role in achieving productive, collaborative knowledge construction. For the future research and development of collaborative serious games, there is a need to develop a shared vocabulary and understanding among professionals in the fields of education and game design further.
This study provides insights into designing serious games and supporting collaborative learning. Findings of the study indicate that by combining the theoretical knowledge on collaborative learning and game design, it is possible to find new ways to support collaborative knowledge construction in serious games. Especially game mechanics appear to be a potential way in which to generate and support social interaction and collaboration among the learners in the game context. In addition to the game’s internal guidance, the teachers’ real-time orchestration during the collaboration situation plays a crucial role in achieving productive, collaborative knowledge construction. For the future research and development of collaborative serious games, there is a need to develop a shared vocabulary and understanding among professionals in the fields of education and game design further.
2013
Nummenmaa, Timo
Executable formal specifications in game development: Design, validation and evolution Väitöskirja
Tietojenkäsittelyoppi, Tampereen yliopisto, 2013, ISBN: 978-951-44-9276-1.
Abstract | Links | BibTeX | Avainsanat: englanninkieliset väitöskirjat, executable formal specifications, game design, game development, game evolution, simulation
@phdthesis{Nummenmaa2013,
title = {Executable formal specifications in game development: Design, validation and evolution},
author = {Timo Nummenmaa},
url = {https://urn.fi/URN:ISBN:978-951-44-9276-1},
isbn = {978-951-44-9276-1},
year = {2013},
date = {2013-01-01},
school = {Tietojenkäsittelyoppi, Tampereen yliopisto},
abstract = {Games provide players with enjoyment, escapism, unique experiences and even a way to socialise. Software based games played on electronic devices such as computers and games consoles are a huge business that is still growing. New games are continually developed as demand for these digital games is high. Digital games are often complex and have high requirements for quality. The complexity is especially apparent in complex multiplayer games and games that are constantly evolving. This complexity can be problematic in various stages of development. For example, understanding if a design of a game works as intended can be difficult. Managing changes that need to be made to a game during its lifetime, even after its initial release, is also challenging from both a design and an implementation standpoint.
In this thesis these problems are addressed by presenting a method of utilising formal methods for simulations of game designs as a way of development, communication, documentation and design. Formal methods are methods that aim to help developers create better software through the usage of tools and notations based on formal syntax and semantics. A specific sub-area of formal methods, namely executable formal specifications, was chosen as a starting point. This is because the executability of the specification makes it possible to simulate game progression which can be used to understand and communicate the design of a game better. The DisCo methodology and language are an implementation of executable formal specifications and feature an action based execution model. This toolset and language was modified and extended to make it more suitable to game development based on findings made in a series of case studies. In the case studies, specifications are created based on two existing games and one new design. The case studies also lead to discoveries in what features a methodology and tool for formal specifications in a game development process requires.
Formal methods can be applied fairly naturally in game design. Because games are defined with rules, and due to the complexity of many games, methods are needed to manage that complexity. Action-based, executable methods fit especially well. Game development can benefit from formal methods if the methodology and tools are easy to use and the methodology incorporates properties, such as probabilities, deemed to be important for game specifications. The benefits apply to the whole development cycle of a game. A development process which includes formal methods can result in less problems during development and games of better quality.},
keywords = {englanninkieliset väitöskirjat, executable formal specifications, game design, game development, game evolution, simulation},
pubstate = {published},
tppubtype = {phdthesis}
}
Games provide players with enjoyment, escapism, unique experiences and even a way to socialise. Software based games played on electronic devices such as computers and games consoles are a huge business that is still growing. New games are continually developed as demand for these digital games is high. Digital games are often complex and have high requirements for quality. The complexity is especially apparent in complex multiplayer games and games that are constantly evolving. This complexity can be problematic in various stages of development. For example, understanding if a design of a game works as intended can be difficult. Managing changes that need to be made to a game during its lifetime, even after its initial release, is also challenging from both a design and an implementation standpoint.
In this thesis these problems are addressed by presenting a method of utilising formal methods for simulations of game designs as a way of development, communication, documentation and design. Formal methods are methods that aim to help developers create better software through the usage of tools and notations based on formal syntax and semantics. A specific sub-area of formal methods, namely executable formal specifications, was chosen as a starting point. This is because the executability of the specification makes it possible to simulate game progression which can be used to understand and communicate the design of a game better. The DisCo methodology and language are an implementation of executable formal specifications and feature an action based execution model. This toolset and language was modified and extended to make it more suitable to game development based on findings made in a series of case studies. In the case studies, specifications are created based on two existing games and one new design. The case studies also lead to discoveries in what features a methodology and tool for formal specifications in a game development process requires.
Formal methods can be applied fairly naturally in game design. Because games are defined with rules, and due to the complexity of many games, methods are needed to manage that complexity. Action-based, executable methods fit especially well. Game development can benefit from formal methods if the methodology and tools are easy to use and the methodology incorporates properties, such as probabilities, deemed to be important for game specifications. The benefits apply to the whole development cycle of a game. A development process which includes formal methods can result in less problems during development and games of better quality.
In this thesis these problems are addressed by presenting a method of utilising formal methods for simulations of game designs as a way of development, communication, documentation and design. Formal methods are methods that aim to help developers create better software through the usage of tools and notations based on formal syntax and semantics. A specific sub-area of formal methods, namely executable formal specifications, was chosen as a starting point. This is because the executability of the specification makes it possible to simulate game progression which can be used to understand and communicate the design of a game better. The DisCo methodology and language are an implementation of executable formal specifications and feature an action based execution model. This toolset and language was modified and extended to make it more suitable to game development based on findings made in a series of case studies. In the case studies, specifications are created based on two existing games and one new design. The case studies also lead to discoveries in what features a methodology and tool for formal specifications in a game development process requires.
Formal methods can be applied fairly naturally in game design. Because games are defined with rules, and due to the complexity of many games, methods are needed to manage that complexity. Action-based, executable methods fit especially well. Game development can benefit from formal methods if the methodology and tools are easy to use and the methodology incorporates properties, such as probabilities, deemed to be important for game specifications. The benefits apply to the whole development cycle of a game. A development process which includes formal methods can result in less problems during development and games of better quality.
2010
Lankoski, Petri
Character-driven game design: A design approach and its foundations in character engagement Väitöskirja
Media Lab, Aalto-yliopisto, 2010, ISBN: 0782-1832.
Abstract | Links | BibTeX | Avainsanat: character design, characters, computer games, design, englanninkieliset väitöskirjat, game design
@phdthesis{Lankoski2010,
title = {Character-driven game design: A design approach and its foundations in character engagement},
author = {Petri Lankoski},
url = {http://urn.fi/URN:ISBN:978-952-60-0004-6},
isbn = { 0782-1832},
year = {2010},
date = {2010-01-01},
school = {Media Lab, Aalto-yliopisto},
abstract = {In this study I propose a design approach for character-based games. In order to develop a design method for character-based games, I look at how games guide players and the playing experience (especially the relationship between formal features and playing experience). This design approach has been used in the design of the game Lies and Seductions.
Research implies that people react to human-like entities (e.g., game characters) as if they were people, including empathizing with characters. I argue that player characters can be used to guide the playing experience by limiting player choices. In addition, the system can make some things easier or more difficult to perform. This means that when the game system promotes or denotes some choices, the system can fix the personality traits of the character. These techniques support certain kinds of interpretation of the player character and of the game.
In this study, I argue that the relationship between the game system and the representation of characters should be taken into account. I use formal analysis in conjunction with theories of cognitive science to distinguish designable features and trace the possible implications of using these features within the design.
As the main results I introduce a character engagement model and a design approach (that is grounded to the character engagement model) for character-based games that integrate insights from dramatic writing for theatre. The proposed design approach focuses on character-driven conflicts.},
keywords = {character design, characters, computer games, design, englanninkieliset väitöskirjat, game design},
pubstate = {published},
tppubtype = {phdthesis}
}
In this study I propose a design approach for character-based games. In order to develop a design method for character-based games, I look at how games guide players and the playing experience (especially the relationship between formal features and playing experience). This design approach has been used in the design of the game Lies and Seductions.
Research implies that people react to human-like entities (e.g., game characters) as if they were people, including empathizing with characters. I argue that player characters can be used to guide the playing experience by limiting player choices. In addition, the system can make some things easier or more difficult to perform. This means that when the game system promotes or denotes some choices, the system can fix the personality traits of the character. These techniques support certain kinds of interpretation of the player character and of the game.
In this study, I argue that the relationship between the game system and the representation of characters should be taken into account. I use formal analysis in conjunction with theories of cognitive science to distinguish designable features and trace the possible implications of using these features within the design.
As the main results I introduce a character engagement model and a design approach (that is grounded to the character engagement model) for character-based games that integrate insights from dramatic writing for theatre. The proposed design approach focuses on character-driven conflicts.
Research implies that people react to human-like entities (e.g., game characters) as if they were people, including empathizing with characters. I argue that player characters can be used to guide the playing experience by limiting player choices. In addition, the system can make some things easier or more difficult to perform. This means that when the game system promotes or denotes some choices, the system can fix the personality traits of the character. These techniques support certain kinds of interpretation of the player character and of the game.
In this study, I argue that the relationship between the game system and the representation of characters should be taken into account. I use formal analysis in conjunction with theories of cognitive science to distinguish designable features and trace the possible implications of using these features within the design.
As the main results I introduce a character engagement model and a design approach (that is grounded to the character engagement model) for character-based games that integrate insights from dramatic writing for theatre. The proposed design approach focuses on character-driven conflicts.