6-Animation in Game (Game Development - UMT Spring 2017/2018)Hafiz Ammar Siddiqui
Lecture "Animation in Game" in Game Development course at University of Management and Technology Lahore for Spring 2017 Semester by Hafiz Ammar Siddiqui
3-Graphics in Game (Game Development - UMT Spring 2017/2018)Hafiz Ammar Siddiqui
Lecture "Graphics in Game" in Game Development course at University of Management and Technology Lahore for Spring 2017 Semester by Hafiz Ammar Siddiqui
Lecture "Software Project Management" in Object Oriented Software Engineering course at Beaconhouse National University Lahore for Spring 2017 Semester by Hafiz Ammar Siddiqui
Lecture "Software Design Reviews" in Object Oriented Software Engineering course at Beaconhouse National University Lahore for Spring 2017 Semester by Hafiz Ammar Siddiqui
This document provides information about the course "AFT157-DESIGN PROCESS PROJECT-III" including the course coordinator, description, objectives, outcomes, content, and guidelines for a game design project report. The course aims to teach students methodologies for composition and quality performance in two-dimensional presentations. It focuses on developing creative concepts, analyzing design requirements, and gaining entrepreneurship skills in areas like game design and animation. Students will learn about the design process in different fields and project management concepts to implement in a case study project.
The document outlines an approach called "Learning By Design" that uses game design as a pedagogy. It describes using design to deeply learn a topic and apply understandings to new concepts. Key benefits include motivating and inspiring students through relevant design work that leverages their interests while fostering skills like problem-solving. The process involves exploring a topic's fun elements, discovering a game's goals and rules, creating prototypes, and sharing final designs. Students produce design documents, prototypes, and presentations to pitch their learning games.
This presentation is based on a report by the authors that was commissioned by the U.S. Air Force Research Laboratory to provide up-to-date information and guidance on the design of serious games to support learning. It provides a vision of serious games, followed by elaborations on the elements of the game space and the instructional space. Charles Reigeluth and I presented this in a Presidential Session at the November, 2014 AECT conference in Jacksonville, FL.
6-Animation in Game (Game Development - UMT Spring 2017/2018)Hafiz Ammar Siddiqui
Lecture "Animation in Game" in Game Development course at University of Management and Technology Lahore for Spring 2017 Semester by Hafiz Ammar Siddiqui
3-Graphics in Game (Game Development - UMT Spring 2017/2018)Hafiz Ammar Siddiqui
Lecture "Graphics in Game" in Game Development course at University of Management and Technology Lahore for Spring 2017 Semester by Hafiz Ammar Siddiqui
Lecture "Software Project Management" in Object Oriented Software Engineering course at Beaconhouse National University Lahore for Spring 2017 Semester by Hafiz Ammar Siddiqui
Lecture "Software Design Reviews" in Object Oriented Software Engineering course at Beaconhouse National University Lahore for Spring 2017 Semester by Hafiz Ammar Siddiqui
This document provides information about the course "AFT157-DESIGN PROCESS PROJECT-III" including the course coordinator, description, objectives, outcomes, content, and guidelines for a game design project report. The course aims to teach students methodologies for composition and quality performance in two-dimensional presentations. It focuses on developing creative concepts, analyzing design requirements, and gaining entrepreneurship skills in areas like game design and animation. Students will learn about the design process in different fields and project management concepts to implement in a case study project.
The document outlines an approach called "Learning By Design" that uses game design as a pedagogy. It describes using design to deeply learn a topic and apply understandings to new concepts. Key benefits include motivating and inspiring students through relevant design work that leverages their interests while fostering skills like problem-solving. The process involves exploring a topic's fun elements, discovering a game's goals and rules, creating prototypes, and sharing final designs. Students produce design documents, prototypes, and presentations to pitch their learning games.
This presentation is based on a report by the authors that was commissioned by the U.S. Air Force Research Laboratory to provide up-to-date information and guidance on the design of serious games to support learning. It provides a vision of serious games, followed by elaborations on the elements of the game space and the instructional space. Charles Reigeluth and I presented this in a Presidential Session at the November, 2014 AECT conference in Jacksonville, FL.
This document summarizes key points from a presentation on game-based learning and educational games. It discusses how games can benefit learning through problem solving, critical thinking and other skills. It also outlines different types of games, design concepts for educational games, and tools that can be used to create games. Examples of educational games are provided, along with research on games and learning. Tips and resources for implementing game-based learning are also included.
This document discusses educational games. It defines educational games as games that add rules to learning activities to motivate learning. The document outlines characteristics of educational games such as making learning fun and motivating learners through challenges and competition. General factors that games involve like goals, rules, challenges, and fantasy are described. Advantages of games for learning like enhancing intrinsic motivation and improving motor and cognitive skills are provided. An example of an educational math game called Jungle Jim and the Donga Dinga Drums is given.
The document discusses the nature of games and organizational structures of game studios. It defines games as interactive experiences where players overcome challenges governed by rules to meet a victory condition. Game studios have various departments like game design, art, programming, and quality assurance. AAA studios have larger teams across these departments, while indie studios are much smaller, often a single person, handling multiple roles. The document outlines the differences between first, second, and third party developers as well as independent studios.
This document proposes a conceptual framework for serious games that uses serious game attributes and associates them with the Technology Acceptance Model. It describes a study that applied this framework to a serious game for teaching bus routes to university students. The results showed several significant relationships: between reward and transfer of skills, learner control and situated learning, transfer of skills and perceived usefulness, learner control and perceived usefulness, and situated learning and ease of use. The document concludes that the Technology Acceptance Model can assess learner intention to use serious games and that certain game attributes can inspire learner intention to use serious games for learning.
Jeremiah Grabowski, instructional designer at the SUNY University at Buffalo, presents "gamification in the classroom" • To Identify the principle characteristics of games and gamification, and
• Discuss how gamification principles can be integrated into education
This document provides an overview of key aspects of game design for a class project. It discusses gameplay elements like objectives, progression, and mechanics. It also covers structural roles in game development such as game designer, art designer, and level designer. The document aims to help students understand the process of designing a game and provides examples and resources to support building a game design document.
EzetriX-Gaming and Animation Institute,PuneEzetriX
The document discusses EzetriX Institute of Gaming and Animation, which offers one-year diploma programs in game art & design, character design, game programming, animation, Android and iPhone app development, online games, and comics design. It provides details on the course content, career opportunities, and skills required for each program area. Industry trends and top gaming companies in India are also mentioned.
Game Design Course Development Panel at the Foundations of Digital Games Conference held on a Royal Caribbean cruise to Cozumel, Mexico. The panel speakers were Dr. Ken Hoganson, Dr. Cynthia Calongne, Dr. Mario Guimaraes (our mastermind) and Dr. Barbara Truman. Dr. Jing (Selena) He was unable to join us. Slides by Dr. Calongne from her games and simulation design classes with Dr. Andrew Stricker at Colorado Technical University.
Gamification uses game mechanics and design principles to engage learners and motivate behavior in non-game contexts like education. It works by rewarding learners intrinsically when they experience wanting and liking through feedback. To design effective gamified learning, one should understand the audience, clearly define goals and objectives, provide frequent feedback on progress, reward effort through incremental rewards and adaptive systems, and incorporate elements of chance, peer interaction, and surprise. An iterative process of testing assumptions early allows for improvement.
Simulative Business Games are useful to train on various topics in business training, from general management to finance, hospitality, organizational behavior, human resources and marketing or to study economics models through simulations.
This document discusses immersive learning tools like games, simulations, and gamification. It begins with an introduction of Andy Petroski and his background. The rest of the document covers the benefits of immersive learning, different types of experiences like simple games, serious games and simulations, considerations for implementation like instructional design and technology, and examples of games and simulations. It emphasizes analyzing needs, benefits, and organizational readiness before starting immersive learning initiatives.
Dr. Scott Nicholson. Level up! game design programs in libraries, abqla2015abqlaConference
This document discusses game design programs that can be implemented in libraries. It explains that game creation benefits learning by being an active process that teaches skills like programming, storytelling, and design thinking. Libraries are a good place for these programs because they engage people with library resources and bring diverse groups together. The document provides examples of digital and analog game formats and considerations for organizing game design workshops and working with schools. It concludes by sharing resources for learning more about game design education.
The document provides guidance on conceptualizing a game, including identifying motivation and target audiences, selecting genres and types, and developing key elements of the concept such as the mission statement, storyline, gameplay, and mechanics. The concept development process involves understanding player psychology, defining objectives and challenges, and creating interactive elements that engage the intended audience.
Andrew Hughes - Gamification vs. Game-Based LearningSeriousGamesAssoc
Gamification involves using game mechanics and thinking in non-game contexts to engage users and solve problems. It uses points, levels, progress bars, leaderboards, and badges to motivate behavior. Game-based learning involves using games to motivate learning. It places learning activities within a game's storyline and fantasy context. Game-based learning aims to engage users and provide immediate feedback and rewards to support cognitive learning. Examples include using motion tracking, augmented reality, and immersive experiences to create educational games. Best practices for gamification and game-based learning include focusing on learning objectives, using rewards systems, testing designs iteratively, and measuring outcomes and return on investment.
This document outlines a software engineering student project to develop a 3D adventure loop game. It includes the project objectives, game logic and features, components, requirements, architecture, and design patterns. The team will use Unity 3D to develop the cross-platform game, applying both waterfall and iterative development models. They will use GitHub for version control, Bugzilla for bug tracking, and design tools like Photoshop and Illustrator. The goal is to build a user-friendly game with a polished GUI that could later be published on mobile app stores.
Talk given May 11, 2012 at Enriching Scholarship 2012, University of Michigan.
This session will focus on leveraging social media and online gaming to attract more women and other underrepresented groups to engineering professions. The slides contains examples from a Facebook game underdevelopment to illustrate how engineering educators can expose new audiences of potential students to professional engineering skills like leadership, teamwork, and project management.
Workshop with Carolyn Chandler and Jason Ulaszek. Experience design and game design have a lot in common, and the two worlds continue to come together. It's no wonder - we've all been playing games for millenia, to learn and grow or to get through tough challenges. So how can you incorporate the positive aspects of a game into the experiences you're designing for your customers? Learn more about basic game mechanics, and how they've been used to motivate learning, promote action, and prepare players (like your users) for complex scenarios.
In this talk we will introduce serious games as games which purpose is not only amusement and can be effectively used for educational or training purposes. This kind of games are also frequently named as educational games or even as game-like simulations. We will describe the general characteristics of serious games and how they are used in several domains (e.g. military, medicine), describing their main advantages (e.g. engagement, student motivation) and some of the shortcomings that prevent a wider generalization in educational settings (e.g. cost, deployment). We will also describe new emerging trends in the field of serious games such as gaming for solving scientific problems or how the application of learning analytics techniques can improve and simplify serious games application in different domains.
This document summarizes key points from a presentation on game-based learning and educational games. It discusses how games can benefit learning through problem solving, critical thinking and other skills. It also outlines different types of games, design concepts for educational games, and tools that can be used to create games. Examples of educational games are provided, along with research on games and learning. Tips and resources for implementing game-based learning are also included.
This document discusses educational games. It defines educational games as games that add rules to learning activities to motivate learning. The document outlines characteristics of educational games such as making learning fun and motivating learners through challenges and competition. General factors that games involve like goals, rules, challenges, and fantasy are described. Advantages of games for learning like enhancing intrinsic motivation and improving motor and cognitive skills are provided. An example of an educational math game called Jungle Jim and the Donga Dinga Drums is given.
The document discusses the nature of games and organizational structures of game studios. It defines games as interactive experiences where players overcome challenges governed by rules to meet a victory condition. Game studios have various departments like game design, art, programming, and quality assurance. AAA studios have larger teams across these departments, while indie studios are much smaller, often a single person, handling multiple roles. The document outlines the differences between first, second, and third party developers as well as independent studios.
This document proposes a conceptual framework for serious games that uses serious game attributes and associates them with the Technology Acceptance Model. It describes a study that applied this framework to a serious game for teaching bus routes to university students. The results showed several significant relationships: between reward and transfer of skills, learner control and situated learning, transfer of skills and perceived usefulness, learner control and perceived usefulness, and situated learning and ease of use. The document concludes that the Technology Acceptance Model can assess learner intention to use serious games and that certain game attributes can inspire learner intention to use serious games for learning.
Jeremiah Grabowski, instructional designer at the SUNY University at Buffalo, presents "gamification in the classroom" • To Identify the principle characteristics of games and gamification, and
• Discuss how gamification principles can be integrated into education
This document provides an overview of key aspects of game design for a class project. It discusses gameplay elements like objectives, progression, and mechanics. It also covers structural roles in game development such as game designer, art designer, and level designer. The document aims to help students understand the process of designing a game and provides examples and resources to support building a game design document.
EzetriX-Gaming and Animation Institute,PuneEzetriX
The document discusses EzetriX Institute of Gaming and Animation, which offers one-year diploma programs in game art & design, character design, game programming, animation, Android and iPhone app development, online games, and comics design. It provides details on the course content, career opportunities, and skills required for each program area. Industry trends and top gaming companies in India are also mentioned.
Game Design Course Development Panel at the Foundations of Digital Games Conference held on a Royal Caribbean cruise to Cozumel, Mexico. The panel speakers were Dr. Ken Hoganson, Dr. Cynthia Calongne, Dr. Mario Guimaraes (our mastermind) and Dr. Barbara Truman. Dr. Jing (Selena) He was unable to join us. Slides by Dr. Calongne from her games and simulation design classes with Dr. Andrew Stricker at Colorado Technical University.
Gamification uses game mechanics and design principles to engage learners and motivate behavior in non-game contexts like education. It works by rewarding learners intrinsically when they experience wanting and liking through feedback. To design effective gamified learning, one should understand the audience, clearly define goals and objectives, provide frequent feedback on progress, reward effort through incremental rewards and adaptive systems, and incorporate elements of chance, peer interaction, and surprise. An iterative process of testing assumptions early allows for improvement.
Simulative Business Games are useful to train on various topics in business training, from general management to finance, hospitality, organizational behavior, human resources and marketing or to study economics models through simulations.
This document discusses immersive learning tools like games, simulations, and gamification. It begins with an introduction of Andy Petroski and his background. The rest of the document covers the benefits of immersive learning, different types of experiences like simple games, serious games and simulations, considerations for implementation like instructional design and technology, and examples of games and simulations. It emphasizes analyzing needs, benefits, and organizational readiness before starting immersive learning initiatives.
Dr. Scott Nicholson. Level up! game design programs in libraries, abqla2015abqlaConference
This document discusses game design programs that can be implemented in libraries. It explains that game creation benefits learning by being an active process that teaches skills like programming, storytelling, and design thinking. Libraries are a good place for these programs because they engage people with library resources and bring diverse groups together. The document provides examples of digital and analog game formats and considerations for organizing game design workshops and working with schools. It concludes by sharing resources for learning more about game design education.
The document provides guidance on conceptualizing a game, including identifying motivation and target audiences, selecting genres and types, and developing key elements of the concept such as the mission statement, storyline, gameplay, and mechanics. The concept development process involves understanding player psychology, defining objectives and challenges, and creating interactive elements that engage the intended audience.
Andrew Hughes - Gamification vs. Game-Based LearningSeriousGamesAssoc
Gamification involves using game mechanics and thinking in non-game contexts to engage users and solve problems. It uses points, levels, progress bars, leaderboards, and badges to motivate behavior. Game-based learning involves using games to motivate learning. It places learning activities within a game's storyline and fantasy context. Game-based learning aims to engage users and provide immediate feedback and rewards to support cognitive learning. Examples include using motion tracking, augmented reality, and immersive experiences to create educational games. Best practices for gamification and game-based learning include focusing on learning objectives, using rewards systems, testing designs iteratively, and measuring outcomes and return on investment.
This document outlines a software engineering student project to develop a 3D adventure loop game. It includes the project objectives, game logic and features, components, requirements, architecture, and design patterns. The team will use Unity 3D to develop the cross-platform game, applying both waterfall and iterative development models. They will use GitHub for version control, Bugzilla for bug tracking, and design tools like Photoshop and Illustrator. The goal is to build a user-friendly game with a polished GUI that could later be published on mobile app stores.
Talk given May 11, 2012 at Enriching Scholarship 2012, University of Michigan.
This session will focus on leveraging social media and online gaming to attract more women and other underrepresented groups to engineering professions. The slides contains examples from a Facebook game underdevelopment to illustrate how engineering educators can expose new audiences of potential students to professional engineering skills like leadership, teamwork, and project management.
Workshop with Carolyn Chandler and Jason Ulaszek. Experience design and game design have a lot in common, and the two worlds continue to come together. It's no wonder - we've all been playing games for millenia, to learn and grow or to get through tough challenges. So how can you incorporate the positive aspects of a game into the experiences you're designing for your customers? Learn more about basic game mechanics, and how they've been used to motivate learning, promote action, and prepare players (like your users) for complex scenarios.
In this talk we will introduce serious games as games which purpose is not only amusement and can be effectively used for educational or training purposes. This kind of games are also frequently named as educational games or even as game-like simulations. We will describe the general characteristics of serious games and how they are used in several domains (e.g. military, medicine), describing their main advantages (e.g. engagement, student motivation) and some of the shortcomings that prevent a wider generalization in educational settings (e.g. cost, deployment). We will also describe new emerging trends in the field of serious games such as gaming for solving scientific problems or how the application of learning analytics techniques can improve and simplify serious games application in different domains.
Similar a 9-Game Design (Game Development - UMT Spring 2017/2018) (20)
Lecture "Software Verification and Validation" in Object Oriented Software Engineering course at Beaconhouse National University Lahore for Spring 2017 Semester by Hafiz Ammar Siddiqui
Lecture "Refactoring" in Object Oriented Software Engineering course at Beaconhouse National University Lahore for Spring 2017 Semester by Hafiz Ammar Siddiqui
Lecture "Object Oriented Analysis" in Object Oriented Software Engineering course at Beaconhouse National University Lahore for Spring 2017 Semester by Hafiz Ammar Siddiqui
Lecture "Object Oriented Design Heuristics" in Object Oriented Software Engineering course at Beaconhouse National University Lahore for Spring 2017 Semester by Hafiz Ammar Siddiqui
Lecture "Software Anti Design Patterns" in Object Oriented Software Engineering course at Beaconhouse National University Lahore for Spring 2017 Semester by Hafiz Ammar Siddiqui
Lecture "Software Design" in Object Oriented Software Engineering course at Beaconhouse National University Lahore for Spring 2017 Semester by Hafiz Ammar Siddiqui
This document discusses an introduction to software engineering presented by Hafiz Ammar Siddiqui at Beaconhouse National University. It defines software engineering and describes the need for it due to the complexity of software systems. The document outlines key aspects of software like the nature of software, stakeholders in software projects, software quality attributes, and common activities in the software development life cycle.
This document provides a history of video game development from the 1950s to the late 2000s. It describes the evolution from early computer games in the 1950s-1970s to the launch of console systems in the 1970s like the Magnavox Odyssey and Atari Pong. It then covers the rise of home console and computer gaming through successive generations in the 1980s-2000s from the Atari 2600 to systems like the Nintendo Wii, PlayStation 3 and Xbox 360. It also discusses the growth of mobile gaming with iOS and Android in the late 2000s.
Communicating effectively and consistently with students can help them feel at ease during their learning experience and provide the instructor with a communication trail to track the course's progress. This workshop will take you through constructing an engaging course container to facilitate effective communication.
Leveraging Generative AI to Drive Nonprofit InnovationTechSoup
In this webinar, participants learned how to utilize Generative AI to streamline operations and elevate member engagement. Amazon Web Service experts provided a customer specific use cases and dived into low/no-code tools that are quick and easy to deploy through Amazon Web Service (AWS.)
Strategies for Effective Upskilling is a presentation by Chinwendu Peace in a Your Skill Boost Masterclass organisation by the Excellence Foundation for South Sudan on 08th and 09th June 2024 from 1 PM to 3 PM on each day.
বাংলাদেশের অর্থনৈতিক সমীক্ষা ২০২৪ [Bangladesh Economic Review 2024 Bangla.pdf] কম্পিউটার , ট্যাব ও স্মার্ট ফোন ভার্সন সহ সম্পূর্ণ বাংলা ই-বুক বা pdf বই " সুচিপত্র ...বুকমার্ক মেনু 🔖 ও হাইপার লিংক মেনু 📝👆 যুক্ত ..
আমাদের সবার জন্য খুব খুব গুরুত্বপূর্ণ একটি বই ..বিসিএস, ব্যাংক, ইউনিভার্সিটি ভর্তি ও যে কোন প্রতিযোগিতা মূলক পরীক্ষার জন্য এর খুব ইম্পরট্যান্ট একটি বিষয় ...তাছাড়া বাংলাদেশের সাম্প্রতিক যে কোন ডাটা বা তথ্য এই বইতে পাবেন ...
তাই একজন নাগরিক হিসাবে এই তথ্য গুলো আপনার জানা প্রয়োজন ...।
বিসিএস ও ব্যাংক এর লিখিত পরীক্ষা ...+এছাড়া মাধ্যমিক ও উচ্চমাধ্যমিকের স্টুডেন্টদের জন্য অনেক কাজে আসবে ...
it describes the bony anatomy including the femoral head , acetabulum, labrum . also discusses the capsule , ligaments . muscle that act on the hip joint and the range of motion are outlined. factors affecting hip joint stability and weight transmission through the joint are summarized.
LAND USE LAND COVER AND NDVI OF MIRZAPUR DISTRICT, UPRAHUL
This Dissertation explores the particular circumstances of Mirzapur, a region located in the
core of India. Mirzapur, with its varied terrains and abundant biodiversity, offers an optimal
environment for investigating the changes in vegetation cover dynamics. Our study utilizes
advanced technologies such as GIS (Geographic Information Systems) and Remote sensing to
analyze the transformations that have taken place over the course of a decade.
The complex relationship between human activities and the environment has been the focus
of extensive research and worry. As the global community grapples with swift urbanization,
population expansion, and economic progress, the effects on natural ecosystems are becoming
more evident. A crucial element of this impact is the alteration of vegetation cover, which plays a
significant role in maintaining the ecological equilibrium of our planet.Land serves as the foundation for all human activities and provides the necessary materials for
these activities. As the most crucial natural resource, its utilization by humans results in different
'Land uses,' which are determined by both human activities and the physical characteristics of the
land.
The utilization of land is impacted by human needs and environmental factors. In countries
like India, rapid population growth and the emphasis on extensive resource exploitation can lead
to significant land degradation, adversely affecting the region's land cover.
Therefore, human intervention has significantly influenced land use patterns over many
centuries, evolving its structure over time and space. In the present era, these changes have
accelerated due to factors such as agriculture and urbanization. Information regarding land use and
cover is essential for various planning and management tasks related to the Earth's surface,
providing crucial environmental data for scientific, resource management, policy purposes, and
diverse human activities.
Accurate understanding of land use and cover is imperative for the development planning
of any area. Consequently, a wide range of professionals, including earth system scientists, land
and water managers, and urban planners, are interested in obtaining data on land use and cover
changes, conversion trends, and other related patterns. The spatial dimensions of land use and
cover support policymakers and scientists in making well-informed decisions, as alterations in
these patterns indicate shifts in economic and social conditions. Monitoring such changes with the
help of Advanced technologies like Remote Sensing and Geographic Information Systems is
crucial for coordinated efforts across different administrative levels. Advanced technologies like
Remote Sensing and Geographic Information Systems
9
Changes in vegetation cover refer to variations in the distribution, composition, and overall
structure of plant communities across different temporal and spatial scales. These changes can
occur natural.
ISO/IEC 27001, ISO/IEC 42001, and GDPR: Best Practices for Implementation and...PECB
Denis is a dynamic and results-driven Chief Information Officer (CIO) with a distinguished career spanning information systems analysis and technical project management. With a proven track record of spearheading the design and delivery of cutting-edge Information Management solutions, he has consistently elevated business operations, streamlined reporting functions, and maximized process efficiency.
Certified as an ISO/IEC 27001: Information Security Management Systems (ISMS) Lead Implementer, Data Protection Officer, and Cyber Risks Analyst, Denis brings a heightened focus on data security, privacy, and cyber resilience to every endeavor.
His expertise extends across a diverse spectrum of reporting, database, and web development applications, underpinned by an exceptional grasp of data storage and virtualization technologies. His proficiency in application testing, database administration, and data cleansing ensures seamless execution of complex projects.
What sets Denis apart is his comprehensive understanding of Business and Systems Analysis technologies, honed through involvement in all phases of the Software Development Lifecycle (SDLC). From meticulous requirements gathering to precise analysis, innovative design, rigorous development, thorough testing, and successful implementation, he has consistently delivered exceptional results.
Throughout his career, he has taken on multifaceted roles, from leading technical project management teams to owning solutions that drive operational excellence. His conscientious and proactive approach is unwavering, whether he is working independently or collaboratively within a team. His ability to connect with colleagues on a personal level underscores his commitment to fostering a harmonious and productive workplace environment.
Date: May 29, 2024
Tags: Information Security, ISO/IEC 27001, ISO/IEC 42001, Artificial Intelligence, GDPR
-------------------------------------------------------------------------------
Find out more about ISO training and certification services
Training: ISO/IEC 27001 Information Security Management System - EN | PECB
ISO/IEC 42001 Artificial Intelligence Management System - EN | PECB
General Data Protection Regulation (GDPR) - Training Courses - EN | PECB
Webinars: https://pecb.com/webinars
Article: https://pecb.com/article
-------------------------------------------------------------------------------
For more information about PECB:
Website: https://pecb.com/
LinkedIn: https://www.linkedin.com/company/pecb/
Facebook: https://www.facebook.com/PECBInternational/
Slideshare: http://www.slideshare.net/PECBCERTIFICATION
2. Game Design
• The process of planningand creating the content of a game
• Art of applying design to create a game
• Defines that how the game will work from start to end
• Describes that what a game consists of and how it plays
• All basic game design components are related to each other which are gameplay,
mechanics, storylineand aesthetics
FROM: HAFIZ AMMAR SIDDIQUI – COURSE: GAME DEVELOPMENT – INSTITUTE: UNIVERSITY OF MANAGEMENT AND TECHNOLOGY
4. Gameplay and Experience
• A specific way in which a player interacts with a game
• Defines the way a game is played
• Explains howa player is involved with a game
• Gameplayis usuallydefined with the help of two major characteristics
• Game Type: Define the viewpoints,styles, temporalaspect and ending type of a game
• Playability: Set of factors that measurethe ease and fun in playinga game
FROM: HAFIZ AMMAR SIDDIQUI – COURSE: GAME DEVELOPMENT – INSTITUTE: UNIVERSITY OF MANAGEMENT AND TECHNOLOGY
5. Playability
• Learning: How quickly a player can learn and dominate a game. The learning curve and
distribution of tutorials in a game for a player
• Immersion: How seamlessly a player is integrated in the virtual world of a game. The
perception which is created around a player
• Efficiency: How time and resources are managed in a game. The structuring of
challenges for a player
• Satisfaction: How much a player is satisfied after playingor completing a game
FROM: HAFIZ AMMAR SIDDIQUI – COURSE: GAME DEVELOPMENT – INSTITUTE: UNIVERSITY OF MANAGEMENT AND TECHNOLOGY
6. Playability
• Emotion: How much a game induces feelings in a player. The provocation of different
feelings in a shortspace of time in a player
• Motivation: How much a player is keen to play and complete a game. The degree of
motivation which pushes a player continuouslyto advancein a game
• Socialization: How much a game allows a player to socialize with other players
FROM: HAFIZ AMMAR SIDDIQUI – COURSE: GAME DEVELOPMENT – INSTITUTE: UNIVERSITY OF MANAGEMENT AND TECHNOLOGY
8. Game Mechanics
• Defines how a game works
• Combination ofmethods that provideinteraction with the game state
• Relation between objects inside a game space with the help of rules which are
triggered by actions using skills and chance in order to achieve goals
• It consists of space, objects, actions, goals, rules, skills, and chance
FROM: HAFIZ AMMAR SIDDIQUI – COURSE: GAME DEVELOPMENT – INSTITUTE: UNIVERSITY OF MANAGEMENT AND TECHNOLOGY
9. Space
• A set of elements or a universewith structureis a space
• Defines a place or a combination ofplaces inside a game
• Properties of space:
• It is either discrete or continuous on a scale
• It has a number of dimensions
• It has bounded areas which can be connected with each other
FROM: HAFIZ AMMAR SIDDIQUI – COURSE: GAME DEVELOPMENT – INSTITUTE: UNIVERSITY OF MANAGEMENT AND TECHNOLOGY
10. Objects
• Anything that can be seen or manipulated in a game is an object, space acts as a
container of objects in a game
• Properties of object:
• It has a set of attributes that contain informationaboutan object
• It has a state which is a set of current values of its attributes
• It has a set of behaviors thatit can perform dependingon its own state or game state
• Game state is a set of current states of all the objects in its space
FROM: HAFIZ AMMAR SIDDIQUI – COURSE: GAME DEVELOPMENT – INSTITUTE: UNIVERSITY OF MANAGEMENT AND TECHNOLOGY
11. Actions
• Interaction of a player with a game by doing some activity on objects is an action, what
a player does in a game
• What operations a player can do in a game
• Verbs of a player in a game
• Choices a player can make in a game
• Actions can change the state of a game and the state of objects
FROM: HAFIZ AMMAR SIDDIQUI – COURSE: GAME DEVELOPMENT – INSTITUTE: UNIVERSITY OF MANAGEMENT AND TECHNOLOGY
12. Goals
• Objective in a game that a player will try to achieve by performingactions is a goal
• Winning conditions in a game
• Guidelines of goal:
• Should be well defined, measureableand incremental(if its too large)
• Provide feedback and reward
• Must be attainableand not boring
FROM: HAFIZ AMMAR SIDDIQUI – COURSE: GAME DEVELOPMENT – INSTITUTE: UNIVERSITY OF MANAGEMENT AND TECHNOLOGY
13. Rules
• Regulation that a player follows in a game while performing actions in order to achieve
goals is a rule
• How a player can do operationsin a game
• Laws and principles in a game
• Consequences ofthe actions
• Constraints on the actions and the goals
FROM: HAFIZ AMMAR SIDDIQUI – COURSE: GAME DEVELOPMENT – INSTITUTE: UNIVERSITY OF MANAGEMENT AND TECHNOLOGY
14. Skills
• Player’s ability acquired through some effortto do somethingwell in a game is a skill
• Player’s capacity to perform wellin a game after experienceand training
• Types of skill:
• Physical: Skills involving strength, dexterity, coordination,and physicalendurance
• Mental: Skills involvingmemory, observation,problem solvingand decision making
• Social: Skills involvingcommunication,coordination and guessingopponentmoves
FROM: HAFIZ AMMAR SIDDIQUI – COURSE: GAME DEVELOPMENT – INSTITUTE: UNIVERSITY OF MANAGEMENT AND TECHNOLOGY
15. Chance
• Randomness or element of surprisefor a player in a game is a chance
• Uncertainty of events happeningin a game
• Unpredictablechanges in state of a game
• Properties of chance:
• Its outcomeis either discrete or continuous
• It can be either completely random or controlled by some probabilityor biasness
FROM: HAFIZ AMMAR SIDDIQUI – COURSE: GAME DEVELOPMENT – INSTITUTE: UNIVERSITY OF MANAGEMENT AND TECHNOLOGY
17. Storyline and Narrative
• Plot of a game which tells how it progresses
• Game has an interactive plot where a player is continuously active and become a part
of the story, and often involved in the decision making throughoutthe storyline
• Explains whatis happeningand why things happen the way they do in a game
• Series of connected or related events insidea game
• Script of a game which can contain the dialogues and actions
FROM: HAFIZ AMMAR SIDDIQUI – COURSE: GAME DEVELOPMENT – INSTITUTE: UNIVERSITY OF MANAGEMENT AND TECHNOLOGY
18. Types of Story
• Linear: Story where a player start at one point and go straight to the end in a sequence
with single (finite) ending
• Endless: Story where a player start at one point and keep on going infinitely in a
sequencewith no (infinite) ending
• Non Linear: Story where a player start at one or multiple points and it changes due to
the decisions made by a player in a sequence with either a single (finite) ending or
multiple (branching) endings
FROM: HAFIZ AMMAR SIDDIQUI – COURSE: GAME DEVELOPMENT – INSTITUTE: UNIVERSITY OF MANAGEMENT AND TECHNOLOGY
19. Types of Story
• Open Ended: Story where a player start at one or multiple points and it allows a player
to progress in different directions without a sequence with either a single (finite) ending
or multiple (branching) endings
FROM: HAFIZ AMMAR SIDDIQUI – COURSE: GAME DEVELOPMENT – INSTITUTE: UNIVERSITY OF MANAGEMENT AND TECHNOLOGY
21. Aesthetics
• Visual, auraland haptic experiencethat a player encounters in a game
• Way a game presents itself to a player
• Overalllook and feel of a game
• How the content of a game is displayed
• Every game follows a particular artistic style which uses specific drawing techniques for
creating visuals inside a game
FROM: HAFIZ AMMAR SIDDIQUI – COURSE: GAME DEVELOPMENT – INSTITUTE: UNIVERSITY OF MANAGEMENT AND TECHNOLOGY
22. Level Design
• Process of planning and creating space (level) inside a game that is available to a player
during a specific object or through out the complete game
• Activity of creating playablecontentfor a player in a game
• Guidelines of level design:
• Each level must haveat least one entry point
• Each level must haveat least one exit point (if ending type is not infinite)
• Design of all levels should be consistent
FROM: HAFIZ AMMAR SIDDIQUI – COURSE: GAME DEVELOPMENT – INSTITUTE: UNIVERSITY OF MANAGEMENT AND TECHNOLOGY
23. Reference
• The Art of Game Design - Jesse Schell
• Game Design Essentials - Briar Lee Mitchell
• Challenges for Game Designers - Brenda Brathwaite, Ian Schreiber
FROM: HAFIZ AMMAR SIDDIQUI – COURSE: GAME DEVELOPMENT – INSTITUTE: UNIVERSITY OF MANAGEMENT AND TECHNOLOGY