My level design intro course lecture: assignment description
Video at slide 16: https://youtu.be/w_x5wI3PNZA
Video at slide 25: https://youtu.be/OPIwVcOe3k0
Assign 31 photography skills and editing skillsMissConnell
This document provides instructions for an assignment on photography and photo editing. Students are asked to learn photography basics like lighting, shutter speed, composition techniques and how to transfer photos to a computer. They will then practice basic photo editing in the iPhoto app. The assignment requires students to divide the tasks of researching various photography concepts and techniques in order to create a presentation and demonstrate their understanding of the processes involved.
Bringing Photos to Life in 3D with Photoshop and After Effects Richard Harrington
Have you looked at a photo and wished you were there, or wondered what the scene looked like to the photographer? Now you can bring your photos to life by adding motion and depth. Author Rich Harrington reveals how you can transport your photos into a three-dimensional world using Adobe Photoshop and After Effects. The technique is useful for documentary filmmaking, web content, and TV commercials.
Choosing the best photos
Using Quick Selection, Quick Mask, and Refine Edge
Identifying planes
Timing the move
Organizing the composition
Adding a 3D camera to your scene
Animating with multiple views
Adding depth of field and blur
Re-lighting the scene
Mixing in footage
Creating 3D perspective with vanishing point
The document describes an observational skills workshop presented by Julie Wyman and Mark Grove. The workshop includes exercises to practice observation skills by having participants observe a team building a structure and noting observations without interpretation. The goal is to help participants learn to provide better coaching support to teams by improving their ability to objectively observe team behaviors and interactions.
Imagine you are asked to sit in on a team’s sprint review and retrospective. The team has been having difficulty forming and the Scrum Master has asked you to observe the team dynamics during these two sessions. Are you simply going to watch what’s going on or is there more you can do?
This document provides announcements and an agenda for an Academic Interactions 130B class on November 3, 2014. It announces TOEFL workshops on reading, listening, and grammar that week and notes the class will collect a TEDTalk worksheet and have a Chapter 5 exam. No homework is assigned.
This document provides an overview of the pre-production process for creating a public service announcement (PSA) video. It defines what a PSA is and discusses common PSA topics. The document outlines the key steps in the PSA design process, including selecting a topic, determining the goal and target audience, storyboarding, script writing, and planning production elements. It provides examples and guidance for working through each step, with the goal of helping students properly plan and prepare their own PSA video projects.
This document provides guidance on producing a public service announcement (PSA) video. It discusses finding and organizing media, developing an appealing composition, using a video camera, and best practices for production. Techniques covered include gathering royalty-free images and music, creating a media specification document, using visual elements and principles of design, different camera shots and techniques, proper lighting, importing footage, and file management. The goal is to produce a short video that directs attention, emphasizes the message clearly, and persuades the viewer through an engaging introduction, body, and conclusion.
This document outlines a group project where students will research a film genre, choose a representative film, gather information about it from various websites, create a PowerPoint presentation summarizing the film's genre, director, year, country, plot, and include images. Students will work collaboratively to research the film and divide tasks. They will present their findings orally to the class. Their work will be evaluated based on the structure, content, presentation, group work, and grammar using a provided rubric.
Assign 31 photography skills and editing skillsMissConnell
This document provides instructions for an assignment on photography and photo editing. Students are asked to learn photography basics like lighting, shutter speed, composition techniques and how to transfer photos to a computer. They will then practice basic photo editing in the iPhoto app. The assignment requires students to divide the tasks of researching various photography concepts and techniques in order to create a presentation and demonstrate their understanding of the processes involved.
Bringing Photos to Life in 3D with Photoshop and After Effects Richard Harrington
Have you looked at a photo and wished you were there, or wondered what the scene looked like to the photographer? Now you can bring your photos to life by adding motion and depth. Author Rich Harrington reveals how you can transport your photos into a three-dimensional world using Adobe Photoshop and After Effects. The technique is useful for documentary filmmaking, web content, and TV commercials.
Choosing the best photos
Using Quick Selection, Quick Mask, and Refine Edge
Identifying planes
Timing the move
Organizing the composition
Adding a 3D camera to your scene
Animating with multiple views
Adding depth of field and blur
Re-lighting the scene
Mixing in footage
Creating 3D perspective with vanishing point
The document describes an observational skills workshop presented by Julie Wyman and Mark Grove. The workshop includes exercises to practice observation skills by having participants observe a team building a structure and noting observations without interpretation. The goal is to help participants learn to provide better coaching support to teams by improving their ability to objectively observe team behaviors and interactions.
Imagine you are asked to sit in on a team’s sprint review and retrospective. The team has been having difficulty forming and the Scrum Master has asked you to observe the team dynamics during these two sessions. Are you simply going to watch what’s going on or is there more you can do?
This document provides announcements and an agenda for an Academic Interactions 130B class on November 3, 2014. It announces TOEFL workshops on reading, listening, and grammar that week and notes the class will collect a TEDTalk worksheet and have a Chapter 5 exam. No homework is assigned.
This document provides an overview of the pre-production process for creating a public service announcement (PSA) video. It defines what a PSA is and discusses common PSA topics. The document outlines the key steps in the PSA design process, including selecting a topic, determining the goal and target audience, storyboarding, script writing, and planning production elements. It provides examples and guidance for working through each step, with the goal of helping students properly plan and prepare their own PSA video projects.
This document provides guidance on producing a public service announcement (PSA) video. It discusses finding and organizing media, developing an appealing composition, using a video camera, and best practices for production. Techniques covered include gathering royalty-free images and music, creating a media specification document, using visual elements and principles of design, different camera shots and techniques, proper lighting, importing footage, and file management. The goal is to produce a short video that directs attention, emphasizes the message clearly, and persuades the viewer through an engaging introduction, body, and conclusion.
This document outlines a group project where students will research a film genre, choose a representative film, gather information about it from various websites, create a PowerPoint presentation summarizing the film's genre, director, year, country, plot, and include images. Students will work collaboratively to research the film and divide tasks. They will present their findings orally to the class. Their work will be evaluated based on the structure, content, presentation, group work, and grammar using a provided rubric.
We’re all doing Agile nowadays, aren’t we? We’ll all delivering software in an Agile way. But what does that mean? Does it mean sprints and stand-ups? Kanban even? But what about Extreme Programming? If as a development team we’re not using pair programming, test driven development, continuous integration, and other XP practices, then we’re not really doing Agile software development and we may be on a march to frustration, or even failure.
I’m going to look at why the current trend of companies and projects adopting Scrum, calling themselves Agile, but not transitioning their development to XP, is a recipe for disaster. I’d like to cover the main practices of XP as well as other good practices that can really help a team deliver quality software, whether they’re doing two-week sprints, Kanban, or even Waterfall.
https://www.youtube.com/watch?v=aZgnY9fAHOA
The document outlines Mike Harris's presentation on eXtreme Programming (XP). It begins by introducing the structure of the presentation, which will explain why XP is important and outline some of its key development practices. It then provides two case studies of projects, one that was underperforming and one that appeared high performing but had similar underlying issues. The document dives into what XP is, outlining its values, principles and practices. It concludes by discussing outcomes the speaker found when applying XP practices.
Level Design Workshop - GDC China 2012Joel Burgess
Originally presented at GDC China 2012, this workshop covered level design fundamentals such as layout, pacing and storytelling. It was presented by Joel Burgess (Bethesda Game Studios), Matthew Scott (Valve Software), and Steven Gaynor (The Fullbright Company)
The document discusses Object-Oriented Analysis and Design (OOAD). It summarizes several chapters from a book on OOAD, including complexity in software, the object model, classes and objects, classification, UML notation, development processes, and pragmatics. The author provides their opinion of the book, noting it has some good information but is difficult to read in places. Overall, the discussion emphasizes that design requires balancing trade-offs and making informed choices based on each project's overall criteria.
Colin sullivan successful-project-presentationmskmoorthy
This document discusses setting goals effectively for projects by using a 3-tier system of goals with varying levels of ambition. It recommends setting level 1 goals as the bare minimum needed to avoid considering a project a failure. Level 2 goals should be achievable, while level 3 goals are ideal but may not be possible. The document also advocates for iterative development with regular revision of goals and tasks based on lessons learned. Each iteration should choose high-level goals to tackle and break them into clear, granular tasks that contributors can commit to. Overall, meeting the goals set out at the beginning defines success for a project.
How the Heck do you Teach Level Design? Educating in the StudioChristopher Totten
Ask anyone who has trained a new level designer or taught level design students, and they will tell you that a major challenge is balancing training for the technical aspects of the job while also teaching them "good" level design. In the studio environment, you also have to teach communication, documentation, designing for specific types of gameplay, or the elements of your studio's "style." How can we effectively mentor newcomers without taking time away from other ongoing design work?
This talk by a level designer and educator with 13+ years of experience examines processes that studios can use to onboard new designers in productive and accessible ways. It does so through topics such as setting "learning goals", assigning quick-but-usable level design exercises, incorporating "style" into task specifications, and how to structure feedback. This talk incorporates both on-the-job knowledge and examples collected from education to build a roadmap for effective mentorship.
In his recent book, Clean Agile, Robert C "Uncle Bob" Martin chooses Extreme Programming (XP) for the basis of his explanation of Agile because "of all the Agile processes, XP is the best defined, the most complete, and the least muddled."
So why is it that in my professional life I only hear us speaking about Agile in terms of Scrum, Sprints, and possibly Kanban? Often I mention XP and people are not sure what I mean. Am I sure myself?
Coined in 1999 by Kent Beck and Ward Cunningham, XP has been with us for twenty years, but may of its practices have been with us for much longer. Many of them will be familar to you, but did you know they came from XP?
This talk aims to take us back to what XP is, how it fits in the Agile world, how it sits alongside other methodologies, and why, like Uncle Bob, I believe it is the best defined methodology, and what we should all be talking about.
The talk is based on a heavily refactored talk that Mike gave previously at Agile on the Beach conference, updated for 2020.
Given at Ox:Agile Meetup on February 11th 2020: https://www.meetup.com/OXAGILE/events/nxrdmrybcdbpb/
The document discusses effective use of teaching aids. It provides tips on choosing the appropriate visual aid based on context, and how to effectively use common teaching aids like whiteboards, overhead projectors, PowerPoint, and various media. The advantages and disadvantages of different teaching aids are outlined to help instructors select options that best support their learning objectives and engage students. Key considerations for using teaching aids effectively include preparation, presentation skills, readability, and relevance to the topic.
The document discusses effective use of teaching aids. It provides tips on choosing the appropriate visual aid based on context, and how to effectively use common teaching aids like whiteboards, overhead projectors, PowerPoint, and various media. The advantages and disadvantages of different aids are outlined. Overall, the document aims to help instructors select and present visual aids that reinforce lessons, engage students, and facilitate different learning styles.
The document provides guidance on effectively using teaching aids. It discusses choosing the appropriate visual aid based on context, and how to use blackboards, overhead projectors, PowerPoint, and other media. Teaching aids are useful to reinforce concepts, ensure understanding, engage students, and facilitate different learning styles. They must be well-prepared, presented, readable, relevant, and consistent with protocols. The document reviews advantages and disadvantages of different aids like blackboards, flipcharts, and PowerPoint, and provides tips for using each one properly.
The document provides instructions for students to complete a preliminary video task as part of an AS coursework portfolio. Students must film and edit a short video demonstrating continuity, shot/reverse shot editing, and adherence to the 180-degree rule. The video should include a character opening a door, having a conversation with another character, and sitting down. Planning documents like a storyboard and script are required. Videos must be original work by the students with copyright-free music allowed. Groups of up to three students are allowed. Key filming techniques like match on action, shot variety, and screen direction are emphasized. A blog evaluation of what was learned is also required.
This document provides tips for preparing for a technical coding phone interview. It recommends relaxing, knowing computer science fundamentals well, and finding a quiet space for the interview. The interview will assess fundamentals, thought process, personality, and may involve coding questions like reversing a linked list or implementing a hash table. It suggests practicing explaining code out loud and reviewing data structures, algorithms, and past projects.
In this hands-on, interactive session, Len will share some basic principles of the design studio method, share how you can use the design studio method to rapidly generate ideas for your own digital products, and then facilitate a mini design studio challenge that is sure to leave you with practical skills to apply to your work and bonded with meetup attendees.
Crafty communications - Dealing with the pesky people parts of communicationsAsher Glynn
The document discusses challenges with communication between different crafts and professions due to differing terminology and approaches. It provides examples of terminology differences between fields like brewing, construction, cooking, etc. It then discusses techniques for building a common language, including user stories, pair programming, design patterns, and code reviews focused on intent rather than style. It notes where these techniques are effective and how they can go wrong. It also addresses different personalities that can impact communication effectiveness.
This document provides an overview of a course on fundamentals of programming. It introduces the instructor, teaching assistant, and their contact details. It outlines the course credits, grade distribution, textbook, and reference book. It describes the course contents which will cover topics like introduction to programming, variables, operators, conditional statements, loops, functions, arrays, structures, pointers, and file I/O over 18 weeks. It discusses the course outcomes and expectations, attendance, assignment, quiz, and lab policies. Ground rules for student civility are also outlined.
The document discusses tools and techniques for managing remote projects. It recommends using Scrum techniques like daily stand-ups and weekly planning to keep communication lines open. It also provides examples of project management tools like Google Docs, Basecamp, Pivotal Tracker, and Unfuddle and when each may be best suited. The document concludes with an example weekly schedule for a project manager to tie all the communication and tools together.
Don't get blamed for your choices - Techorama 2019Hannes Lowette
As developers, we make choices all the time: architecture, frameworks, libraries, cloud providers, etc. And if you’ve been around for a while, you probably ended up regretting at least some of your choices.
In this session, we'll explore the typical pitfalls of making development choices and how to avoid them. By the end of this session, you will be armed to take any decision they will throw at you.
Now, if only there was a way to prove to your peers and superiors that you acquired this skill...
Well, there is! RAD Certification! I'll end my talk by telling you about this awesome certification program!
How to guarantee your change is integrated to Moodle coreDan Poltawski
1. The document provides tips for getting code changes integrated into the Moodle core codebase. It discusses following the proper development process, using the tracker, getting community support, coding style, code reviews, testing, and other best practices.
2. Common pitfalls to avoid include not following all steps of the process, not getting feedback from the community, violating coding standards, disagreeing with code reviewers, and not thoroughly testing code.
3. The document demonstrates how to write automated tests using Behat and emphasizes the importance of testing, as it helps catch regressions and prevents future bugs. Testing code is a key part of getting a change integrated into Moodle core.
This document discusses effective use of teaching aids in economics education. It outlines learning outcomes related to choosing appropriate visual aids, using boards effectively, and producing basic PowerPoint presentations. Teaching aids are useful for reinforcing concepts, enabling visualization, ensuring understanding, and engaging different learning styles. Examples of teaching aids covered include chalk/whiteboards, flipcharts, overhead projectors, PowerPoint, data projectors, audiotapes/CDs, videos, and podcasts. Guidance is provided on proper construction and use of each aid type, along with advantages and disadvantages.
A brief introduction to quantitative analysisPetri Lankoski
This document provides an introduction to various quantitative analysis techniques including:
- Descriptive statistics like mean, median, and mode
- Common charts like line charts, bar charts, boxplots, and scatter plots
- Statistical tests like t-tests and ANOVA that compare sample means to determine if populations are different
- Key concepts like random sampling, confidence intervals, normal distributions, and correlation
The document explains these techniques at a high level and provides examples of interpreting and applying them to sample data.
A lecture in HEVGA research summer school at the University of Skövde, Sweden (Aug 21-23 2019) on Game Analysis. The focus of the lecture is in the formal analysis and some applications of it.
We’re all doing Agile nowadays, aren’t we? We’ll all delivering software in an Agile way. But what does that mean? Does it mean sprints and stand-ups? Kanban even? But what about Extreme Programming? If as a development team we’re not using pair programming, test driven development, continuous integration, and other XP practices, then we’re not really doing Agile software development and we may be on a march to frustration, or even failure.
I’m going to look at why the current trend of companies and projects adopting Scrum, calling themselves Agile, but not transitioning their development to XP, is a recipe for disaster. I’d like to cover the main practices of XP as well as other good practices that can really help a team deliver quality software, whether they’re doing two-week sprints, Kanban, or even Waterfall.
https://www.youtube.com/watch?v=aZgnY9fAHOA
The document outlines Mike Harris's presentation on eXtreme Programming (XP). It begins by introducing the structure of the presentation, which will explain why XP is important and outline some of its key development practices. It then provides two case studies of projects, one that was underperforming and one that appeared high performing but had similar underlying issues. The document dives into what XP is, outlining its values, principles and practices. It concludes by discussing outcomes the speaker found when applying XP practices.
Level Design Workshop - GDC China 2012Joel Burgess
Originally presented at GDC China 2012, this workshop covered level design fundamentals such as layout, pacing and storytelling. It was presented by Joel Burgess (Bethesda Game Studios), Matthew Scott (Valve Software), and Steven Gaynor (The Fullbright Company)
The document discusses Object-Oriented Analysis and Design (OOAD). It summarizes several chapters from a book on OOAD, including complexity in software, the object model, classes and objects, classification, UML notation, development processes, and pragmatics. The author provides their opinion of the book, noting it has some good information but is difficult to read in places. Overall, the discussion emphasizes that design requires balancing trade-offs and making informed choices based on each project's overall criteria.
Colin sullivan successful-project-presentationmskmoorthy
This document discusses setting goals effectively for projects by using a 3-tier system of goals with varying levels of ambition. It recommends setting level 1 goals as the bare minimum needed to avoid considering a project a failure. Level 2 goals should be achievable, while level 3 goals are ideal but may not be possible. The document also advocates for iterative development with regular revision of goals and tasks based on lessons learned. Each iteration should choose high-level goals to tackle and break them into clear, granular tasks that contributors can commit to. Overall, meeting the goals set out at the beginning defines success for a project.
How the Heck do you Teach Level Design? Educating in the StudioChristopher Totten
Ask anyone who has trained a new level designer or taught level design students, and they will tell you that a major challenge is balancing training for the technical aspects of the job while also teaching them "good" level design. In the studio environment, you also have to teach communication, documentation, designing for specific types of gameplay, or the elements of your studio's "style." How can we effectively mentor newcomers without taking time away from other ongoing design work?
This talk by a level designer and educator with 13+ years of experience examines processes that studios can use to onboard new designers in productive and accessible ways. It does so through topics such as setting "learning goals", assigning quick-but-usable level design exercises, incorporating "style" into task specifications, and how to structure feedback. This talk incorporates both on-the-job knowledge and examples collected from education to build a roadmap for effective mentorship.
In his recent book, Clean Agile, Robert C "Uncle Bob" Martin chooses Extreme Programming (XP) for the basis of his explanation of Agile because "of all the Agile processes, XP is the best defined, the most complete, and the least muddled."
So why is it that in my professional life I only hear us speaking about Agile in terms of Scrum, Sprints, and possibly Kanban? Often I mention XP and people are not sure what I mean. Am I sure myself?
Coined in 1999 by Kent Beck and Ward Cunningham, XP has been with us for twenty years, but may of its practices have been with us for much longer. Many of them will be familar to you, but did you know they came from XP?
This talk aims to take us back to what XP is, how it fits in the Agile world, how it sits alongside other methodologies, and why, like Uncle Bob, I believe it is the best defined methodology, and what we should all be talking about.
The talk is based on a heavily refactored talk that Mike gave previously at Agile on the Beach conference, updated for 2020.
Given at Ox:Agile Meetup on February 11th 2020: https://www.meetup.com/OXAGILE/events/nxrdmrybcdbpb/
The document discusses effective use of teaching aids. It provides tips on choosing the appropriate visual aid based on context, and how to effectively use common teaching aids like whiteboards, overhead projectors, PowerPoint, and various media. The advantages and disadvantages of different teaching aids are outlined to help instructors select options that best support their learning objectives and engage students. Key considerations for using teaching aids effectively include preparation, presentation skills, readability, and relevance to the topic.
The document discusses effective use of teaching aids. It provides tips on choosing the appropriate visual aid based on context, and how to effectively use common teaching aids like whiteboards, overhead projectors, PowerPoint, and various media. The advantages and disadvantages of different aids are outlined. Overall, the document aims to help instructors select and present visual aids that reinforce lessons, engage students, and facilitate different learning styles.
The document provides guidance on effectively using teaching aids. It discusses choosing the appropriate visual aid based on context, and how to use blackboards, overhead projectors, PowerPoint, and other media. Teaching aids are useful to reinforce concepts, ensure understanding, engage students, and facilitate different learning styles. They must be well-prepared, presented, readable, relevant, and consistent with protocols. The document reviews advantages and disadvantages of different aids like blackboards, flipcharts, and PowerPoint, and provides tips for using each one properly.
The document provides instructions for students to complete a preliminary video task as part of an AS coursework portfolio. Students must film and edit a short video demonstrating continuity, shot/reverse shot editing, and adherence to the 180-degree rule. The video should include a character opening a door, having a conversation with another character, and sitting down. Planning documents like a storyboard and script are required. Videos must be original work by the students with copyright-free music allowed. Groups of up to three students are allowed. Key filming techniques like match on action, shot variety, and screen direction are emphasized. A blog evaluation of what was learned is also required.
This document provides tips for preparing for a technical coding phone interview. It recommends relaxing, knowing computer science fundamentals well, and finding a quiet space for the interview. The interview will assess fundamentals, thought process, personality, and may involve coding questions like reversing a linked list or implementing a hash table. It suggests practicing explaining code out loud and reviewing data structures, algorithms, and past projects.
In this hands-on, interactive session, Len will share some basic principles of the design studio method, share how you can use the design studio method to rapidly generate ideas for your own digital products, and then facilitate a mini design studio challenge that is sure to leave you with practical skills to apply to your work and bonded with meetup attendees.
Crafty communications - Dealing with the pesky people parts of communicationsAsher Glynn
The document discusses challenges with communication between different crafts and professions due to differing terminology and approaches. It provides examples of terminology differences between fields like brewing, construction, cooking, etc. It then discusses techniques for building a common language, including user stories, pair programming, design patterns, and code reviews focused on intent rather than style. It notes where these techniques are effective and how they can go wrong. It also addresses different personalities that can impact communication effectiveness.
This document provides an overview of a course on fundamentals of programming. It introduces the instructor, teaching assistant, and their contact details. It outlines the course credits, grade distribution, textbook, and reference book. It describes the course contents which will cover topics like introduction to programming, variables, operators, conditional statements, loops, functions, arrays, structures, pointers, and file I/O over 18 weeks. It discusses the course outcomes and expectations, attendance, assignment, quiz, and lab policies. Ground rules for student civility are also outlined.
The document discusses tools and techniques for managing remote projects. It recommends using Scrum techniques like daily stand-ups and weekly planning to keep communication lines open. It also provides examples of project management tools like Google Docs, Basecamp, Pivotal Tracker, and Unfuddle and when each may be best suited. The document concludes with an example weekly schedule for a project manager to tie all the communication and tools together.
Don't get blamed for your choices - Techorama 2019Hannes Lowette
As developers, we make choices all the time: architecture, frameworks, libraries, cloud providers, etc. And if you’ve been around for a while, you probably ended up regretting at least some of your choices.
In this session, we'll explore the typical pitfalls of making development choices and how to avoid them. By the end of this session, you will be armed to take any decision they will throw at you.
Now, if only there was a way to prove to your peers and superiors that you acquired this skill...
Well, there is! RAD Certification! I'll end my talk by telling you about this awesome certification program!
How to guarantee your change is integrated to Moodle coreDan Poltawski
1. The document provides tips for getting code changes integrated into the Moodle core codebase. It discusses following the proper development process, using the tracker, getting community support, coding style, code reviews, testing, and other best practices.
2. Common pitfalls to avoid include not following all steps of the process, not getting feedback from the community, violating coding standards, disagreeing with code reviewers, and not thoroughly testing code.
3. The document demonstrates how to write automated tests using Behat and emphasizes the importance of testing, as it helps catch regressions and prevents future bugs. Testing code is a key part of getting a change integrated into Moodle core.
This document discusses effective use of teaching aids in economics education. It outlines learning outcomes related to choosing appropriate visual aids, using boards effectively, and producing basic PowerPoint presentations. Teaching aids are useful for reinforcing concepts, enabling visualization, ensuring understanding, and engaging different learning styles. Examples of teaching aids covered include chalk/whiteboards, flipcharts, overhead projectors, PowerPoint, data projectors, audiotapes/CDs, videos, and podcasts. Guidance is provided on proper construction and use of each aid type, along with advantages and disadvantages.
Similar a Level Design Course Intro and Assingnts (20)
A brief introduction to quantitative analysisPetri Lankoski
This document provides an introduction to various quantitative analysis techniques including:
- Descriptive statistics like mean, median, and mode
- Common charts like line charts, bar charts, boxplots, and scatter plots
- Statistical tests like t-tests and ANOVA that compare sample means to determine if populations are different
- Key concepts like random sampling, confidence intervals, normal distributions, and correlation
The document explains these techniques at a high level and provides examples of interpreting and applying them to sample data.
A lecture in HEVGA research summer school at the University of Skövde, Sweden (Aug 21-23 2019) on Game Analysis. The focus of the lecture is in the formal analysis and some applications of it.
Constructive Alignment in Teaching Game Research in Game Development Bachelor...Petri Lankoski
- The document describes a redesign of a third-year research methods course at a game development bachelor's program using a constructive alignment approach.
- The new course uses structured workshops and assignments to teach research skills through hands-on projects analyzing a provided game prototype based on a given research question about game design and player experience.
- Students conduct playtesting sessions, interviews, and questionnaires to gather data, then perform scripted qualitative and quantitative analysis of the data under supervision applying specific research methods and designs.
This document provides instructions for setting up version control in Unity using Perforce. It outlines the steps to initialize a new Unity project with Perforce, set up the Perforce client and workspace on the local machine, get changes from the repository, check out and edit files, resolve conflicts, submit changes, and lock files. Key aspects covered include naming the Unity project and workspace, specifying the stream to use in Perforce, and handling incoming changes, checkouts, reverts, submissions and locks when collaborating in Perforce.
Embodiment, Game Characters and Game DesignPetri Lankoski
This document discusses embodied cognition and its application to game characters and game design. It explains that embodied cognition means understanding is based on action possibilities and perceiving meanings through relations with the environment. Game characters are defined as player-characters controlled by the player or non-player characters controlled by AI. Character recognition in games depends on formal features, actions, appearance and other characters' reactions. Goals in games regulate progression and generate emotions like happiness, fear or sadness based on goal status.
Over view to a book about research methods edited by Petri Lankoski and Staffan Björk (2015). http://press.etc.cmu.edu/content/game-research-methods-overview
Slides introduces Escape package that is developed for teaching Unity. The package contains building blocks for a simple first person sneaking game.
Contents:
- Introduction to prefabs in package
- Level design assignment
Download the Unity package:
http://www.mediafire.com/download/2t49ajxl6n7xq3z/escape_new.unitypackage
This document discusses formal analysis of gameplay by describing elements and principles used to analyze fine art that can also be applied to analyzing games. It introduces frameworks for describing gameplay components, player and system actions, and dynamics like balance and complexity. The goal is to provide an accessible introduction to formally analyzing gameplay using a simple, expressive language.
Slides revised Mar 23, 2015.
The course intro for level design course with an introduction to some surrealist methods and development project aiming to use those those techniques. This is part of an experiment in design teaching to extend student design understanding outside of tradition methods.
The slides contains the course intro, instructions to a development assignment and description of prefabs that are offered for the project (the Unity Project will be available later after I I fixed all the details and removed assets that I cannot redistribute).
A lecture on game system design. Introduction to concepts for describing and discussing designs with examples. Some notes about evaluating game system behavior.
This document discusses models for evaluating story consistency and interestingness in single-player role-playing games (RPGs). It analyzes various game features through a literature review and formal analysis to determine which features affect player perceptions of these qualities. Mixed effect ordinal regression is used to combine the formal analysis with questionnaire data from players. Cut-scenes showing romance, pre-scripted character development, and supporting different playstyles were found to positively impact consistency and interestingness, while moral choices and appearance customization sometimes had negative effects. Romance modeling and interactive dialogue require further investigation into their impacts.
- Course description and assignments (slides 3-10)
- Game system design
-- Game elements (slides 12-29)
-- Hints for design (slides 30-32)
- References + reading list (slides 33-34)
The document summarizes the key components of a 3D game project including waypoints to guide enemy pathing, a player object with health and power tracking, and GUI elements to display stats. It includes instructions on setting up waypoints and enemies to follow the paths, attaching a player controller and script to track stats, implementing scaling GUI, and creating power-ups to increase player stats by triggering collisions.
The document discusses gameplay design theory and an exercise for designing a game around the dynamic of "race". It introduces key concepts for designing games, such as game state, views, objects, mechanics, dynamics, goals and theme. These are collectively referred to as "atoms" that make up a game. It provides the example of Texas Hold'em poker to illustrate these concepts. Students are given the task of designing a board, card or tile-based game for 2-4 players with the main dynamic of racing to a goal, addressing key questions about theme, mechanics, goals and dynamics.
This document discusses using chance and randomness in game design. It provides examples of incorporating chance through dice, cards, pseudo-random numbers and other methods. Dice probabilities for 1D6 and 2D6 are shown. Cards allow more control over revealing hidden information. Pseudo-random numbers can repeat sequences. Hidden information creates an element of chance without true randomness. The document concludes with proposing a territorial acquisition game for further design work.
How can game studies support game design practice?Petri Lankoski
Game theory can support game design practice by exposing structural elements that can inform certain game features. For example, theory on character engagement identifies that player engagement comes from a character's goals and possible/impossible actions, which are design aspects that connect gameplay and storytelling. Applying theory to design can reveal gaps and help strengthen understanding to improve character-driven gameplay.
The document outlines an assignment to design a murder mystery game set on an isolated island with 4-5 characters. It discusses refining a focus statement for the game, which should describe the compelling features, what the player does, the type of experience provided, and how it differs from other games, while also including the details of the assignment. A list of potential character names and traits is also presented.
This document outlines the assignment for a game project - to design and develop a fully playable murder mystery game. The game must have 4-5 characters (plus the murdered one) set on an isolated island with no way to leave for a certain number of days. It provides some guidance on characters, gameplay mechanics, and a schedule of deliverables and workshop dates to work on the project in Unity. The focus is to define an initial statement and mechanics for the murder mystery game.
ISO/IEC 27001, ISO/IEC 42001, and GDPR: Best Practices for Implementation and...PECB
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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
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Main Java[All of the Base Concepts}.docxadhitya5119
This is part 1 of my Java Learning Journey. This Contains Custom methods, classes, constructors, packages, multithreading , try- catch block, finally block and more.
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 ...
Temple of Asclepius in Thrace. Excavation resultsKrassimira Luka
The temple and the sanctuary around were dedicated to Asklepios Zmidrenus. This name has been known since 1875 when an inscription dedicated to him was discovered in Rome. The inscription is dated in 227 AD and was left by soldiers originating from the city of Philippopolis (modern Plovdiv).
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.
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.
Gender and Mental Health - Counselling and Family Therapy Applications and In...PsychoTech Services
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Chapter wise All Notes of First year Basic Civil Engineering.pptxDenish Jangid
Chapter wise All Notes of First year Basic Civil Engineering
Syllabus
Chapter-1
Introduction to objective, scope and outcome the subject
Chapter 2
Introduction: Scope and Specialization of Civil Engineering, Role of civil Engineer in Society, Impact of infrastructural development on economy of country.
Chapter 3
Surveying: Object Principles & Types of Surveying; Site Plans, Plans & Maps; Scales & Unit of different Measurements.
Linear Measurements: Instruments used. Linear Measurement by Tape, Ranging out Survey Lines and overcoming Obstructions; Measurements on sloping ground; Tape corrections, conventional symbols. Angular Measurements: Instruments used; Introduction to Compass Surveying, Bearings and Longitude & Latitude of a Line, Introduction to total station.
Levelling: Instrument used Object of levelling, Methods of levelling in brief, and Contour maps.
Chapter 4
Buildings: Selection of site for Buildings, Layout of Building Plan, Types of buildings, Plinth area, carpet area, floor space index, Introduction to building byelaws, concept of sun light & ventilation. Components of Buildings & their functions, Basic concept of R.C.C., Introduction to types of foundation
Chapter 5
Transportation: Introduction to Transportation Engineering; Traffic and Road Safety: Types and Characteristics of Various Modes of Transportation; Various Road Traffic Signs, Causes of Accidents and Road Safety Measures.
Chapter 6
Environmental Engineering: Environmental Pollution, Environmental Acts and Regulations, Functional Concepts of Ecology, Basics of Species, Biodiversity, Ecosystem, Hydrological Cycle; Chemical Cycles: Carbon, Nitrogen & Phosphorus; Energy Flow in Ecosystems.
Water Pollution: Water Quality standards, Introduction to Treatment & Disposal of Waste Water. Reuse and Saving of Water, Rain Water Harvesting. Solid Waste Management: Classification of Solid Waste, Collection, Transportation and Disposal of Solid. Recycling of Solid Waste: Energy Recovery, Sanitary Landfill, On-Site Sanitation. Air & Noise Pollution: Primary and Secondary air pollutants, Harmful effects of Air Pollution, Control of Air Pollution. . Noise Pollution Harmful Effects of noise pollution, control of noise pollution, Global warming & Climate Change, Ozone depletion, Greenhouse effect
Text Books:
1. Palancharmy, Basic Civil Engineering, McGraw Hill publishers.
2. Satheesh Gopi, Basic Civil Engineering, Pearson Publishers.
3. Ketki Rangwala Dalal, Essentials of Civil Engineering, Charotar Publishing House.
4. BCP, Surveying volume 1
Beyond Degrees - Empowering the Workforce in the Context of Skills-First.pptxEduSkills OECD
Iván Bornacelly, Policy Analyst at the OECD Centre for Skills, OECD, presents at the webinar 'Tackling job market gaps with a skills-first approach' on 12 June 2024
2. LEARNING GOALS
• Describe what level-design is
• Summarize theories and methods of level design
• Apply theories and methods of level design in practical design work
• Design and develop levels using the core mechanics and overall vision of the game
3. WHAT
• A level (a scene) to a bigger game (group)
• Opposition (written, oral) to another group’s level (group, as PDF), deadline
2019/05/03
• Report (individually, as PDF), deadline 2019/05/03
• Literature review (deadline for the 1st draft: 2019/04/05)
• Development diary
• Post mortem
• NOTE: all should return their written opposition along their report
• Levels (and their versions) via perforce
• Report and written opposition via islearning as PDF
4. QUESTIONS ABOUT COURSE
Use Q&A forum to ask questions and clarification
Email ok if your question is personal
5. ROLES
• Lead team
• Provide overall design
• How levels (scenes) comes together
• Provides guidelines what a level should do and contain
• Work to ensure that levels match to overall design
• Playtest levels during the development
• Check that level contains aspects that they should and not deviate from the design
• Level team
• Each team (one designer, one graphic) builds a level (a scene)
• Handle testing their own level
• Participate testing the whole game
6. • You are building a game together
• Cooperation is essential to create something
• That works technically as whole
• Have coherent look-and-feel
• That levels/scenes makes sense when they are put together
• You are level designers
• You are not game designers during this project
• You get the game design you are supposed to use in you level design
• You get back story that you are supposed to use
• This is your change to work in a bigger production during this education
7. COURSE TIMELINE
Week What
Week 1 Lectures, Literature review
Lead team starts with preproduction (lead team starts dev diary)
Week 2-4 Concept workshop, preproduction sprint, production sprints, quality sprints
One day for preparing oral opposition
During these week you keep development diary
Week 5 Writing the repost
8. PROJECT TIMELINE IN DETAIL
When What What should come out
Week 2, day 1 and 2 Preproduction sprint Concept art, spatial studies, level design
sketch
Week 2-3 Production sprints Tested playable after each sprint
Scenes must be connected before the
end of 12/3
The levels should not have null reference
exceptions or other critical issues at the
end of a sprint
Week 4 Quality sprint Tested, complete game that can be
completed.
9. REPRODUCTION PRINT
• Concept art and level sketches should be
• Visible in MC523
• Uploaded to Plans and Concept Art folder on islearning
10. LITERATURE REVIEW MUST COVER
• Landmarks, paths, nodes, edges, districts, critical path
• Narrow, intimate space, arrivals, labyrinth, maze, rhizome,
• Prospect, refugees, anticipation
• Rewards (especially vistas & narrative stages)
• Expressive design, narrative space & environmental art storytelling
• Level flow, variety, intensity ramping, training
• Role of research in level design
• Gameplay diagram, spatial studies
• Lights: visibility & emphasis, mood, composition, plausibility, reinforcement, revelation of form, punctuation, story
• Plus three other aspects that you think is relevant your design work
11. DEVELOPMENT DIARY
• Kept during project time
• No need to writing during the 1st week unless you are in
lead team
• No need to write during 5th week
• What
• Date
• Hours worked
• Tasks I worked on
• Reflections
Example
• Date: 2014/10/23
• Hours worked: 4 hours
• Tasks I worked on:
• Environment design & modeling
• Reflections:
• We wanted to create a sense of big space and making a
player feeling him/herself small. We used high angle (cf
Piaskiewicz, 2014) for that effect by placing a very high
mountain in the middle of the level. The main color of
level is gray stone and green. To focus players attention
to landmarks, red is used in landmarks to contrast the
landmarks from the rest of the environment (cf.
Piaskiewicz, 2014).
12. POST MORTEM
• Introduction
• Explain your level (goals for level and short description about level) and
development process in introduction.
• What went right (five rights)
• What and why
• What went wrong (five wrongs)
• What and why
• Conclusions
• Explain here what are the most important things you learned from what went
right and what went wrong in terms of learning goals of the course.
Includeconceptart,
floorplans,etc.
13. REDOVISNING
Written (in groups)
• Introduction
• Given an overview of the level(s)
• What works
• What and why
• What could be improved
• What and why
• Conclusions
• Summarise your evaluation
• References
Oral
• Present the level(s)
• Use images
• Give your feedback
• What works
• What could be improved
• Summarize
Use literature in your evaluations when possible!
15. GAME BRIEF
• The PC (a cyborg), a spy, is trapped in a cell in a research space station conducting
illegal human experiments. She has been there a long while after the crew vanished.
The PC started hibernation to keep oneself alive. When the cell door starts to
malfunction, her system woke her up. After wandering around in the space station
she finds dead crew members and monsters (who are crew members turned to
monsters). The monsters try to kill the PC if they spot her. She can only sneak and
try to avoid the monsters and find her way across the station to an escape shuttle.
While she is exploring the station, she collects data that might be valuable. She does
not find out why some crew turned to monsters for certainty.
19. LEVELS
• Must connect the beginning and end
scenes
• Build horror feeling
• Tell the (backstory) story using
• Architecture
• Assets
• HUD messages
• Video / voice recordings
• No
• cut-scenes
• Long texts, forcing the player to listen
or watching
• Stealth & monsters
• Not in every level
• Some levels must focus on storytelling
• Multi-level & single level puzzles
• Using given core assets & mechanics
• Not in every level
20. GAME MUST
CONTAIN
Access Controls Stations & Locked doors
Security System is down at the start and Access
Control Stations do no work at the beginning
Research Data at least worth of $XXX
22. • Each level
• Short critical path: max one minute!
• Backtracking ok
• Design it to be interesting
• Research data
• Are part of critical path
• Use to add challenging paths for completionists
• Not part of critical path
• Can require substantial amount of backtracking
• Also between levels
23. CONTROLS
Mouse Look at
ASDW / Cursor keys Move
Space Jump
x / fire1 Interact
C Crouch
i / right shift Scan
o / fire2 Stealth
24. HORROR
• Horror is about
• Fear that something will happening
• Monsters
• Disgust, fear of contamination
• Action and horror work against each other
25. STEALTH
• Requires
• Guards
• Hiding places
• Requires information
• Patrol routes
• Places to hide
• Conflict between Stealth and horror
• Claustrophobic spaces vs spaces set-up for stealth
31. FILE RULES
• All your files must be named as
• grXsomething X is your group number, something is descriptive name of the asset
(use English for that)
• E.g., gr1scene
• C# files must follow the naming rule!
• All your assets should go to folder names
• grX X is your group number
• Only edit your own files on the project side
• On Scene view you can edit other group stuff if you use some
• Do not edit materials
32. 3D MODELS
• Create your models to the same scale than the assets in GameCore and
CoreLevelAssets uses
• Monster, Corridor_2 are good reference models
• Import reference to Maya
• Textures for the models should have size of 2nx2m
• E.g., 1x1, 2x2, 4x4, , 16x32, 256x16, 512x256, 1024x1024
• Max 1024x1024
• Use texture atlases and the same material for multiple objects
• When object is intended to be static
• When texture atlas is shared between multiple objects you can use larger texture
• Export models as FBX!
33. DEV RULES
Use prefabs
• No models to scenes, but prefabs
• Create prefabs
• Collider(s)
• Material(s)
• Script(s)
• Tags
• Corridors, rooms must have LevelBlock
tag
• Mark as static if static
Project view
• Only change or checkout your own
stuff
• Copy and move if asset needs editing
• OK to change in Hierarchy / scene view
• Do not change materials that you do
not own
34. DEV RULES
• Your project must be in perforce
• At least once a day
• Submit
• More often recommended
• In case you need to fall back to previous version
• More time between submits, more work you loose if your project breaks
• Newer submit something you have not tested!
• At least each morning
• Get latest updates
35. GAME OBJECT INSPECTOR SCALE
•Do not use except with
• Unity primitives
• You need dynamical scaling
•Maya models should be scales using Scale
Factor
37. CORE GAME / NEW SCENE
A new scene must be created using CoreGame menu
38. CREATE NEW SCENE
Field What to fill
Scene Name Leave empty. Give the
name when saving the
scene
Floor Info used elevators
Area Name
Skybox DSGWP (windows to
space)
StarSkybox (no
windows)
39. CORE GAME / SAVES
• Game makes autosaves when moving between scenes
• Saves menu allows
• Saving the game when ever
• Persistent objects states are saved
• PC starts from last entry position
• Also when testing game in editor with play button
• Deleting the save data
40. CORE GAME / ADD
Add CoreGame game objects using only the CoreGame menu
41. STATION – SMALL/LARGE CORRIDOR
1X1 ROOM
• Dialog for configuring the corridor /
room
• Instantiates to location of selected
object / prefab position
• Select the last corridor piece to get the
new one in a good default position
• Move with CoreGame Auto Snap on
• Possible to edit afterwards
• Delete non-prefab pieces
• Copy prefab pieces and active
42. CORE GAME / AUTO SNAP
• Toggles auto snap
• Use when placing rooms and corridors
43. ACCESS CONTROL STATION
Add
• Select a room + Add
• Adds Access Control Station and create
an unique access code
• Hack difficulty
• Bigger the number, longer time it takes
to get the code
Access Control Stations
• Copy
• Copies the security code of Access
Control Station
• Paste
• To a lock panel
44. LOCK PANEL
• Select a Room or Corridor that has a
Door (ForceField, *Door*) + Add
• On LockPanel dialog
• Select Door from pop-up
• Click set-up
• A door can have multiple lock panels
• One is master storing the game state
and communicating other locks
• Master lock set-up also if door is
locked with security code
• Copy the code from a
AccessControlStation and Paste
• You can add/change security code later
45. MONSTER
• Select a room + Add
• Monster patrols around
• Waypoints describes patrol route
• Max five different routes can be defined (for five different agents)
• Attack with cooldown
• Aggressive off halts the monster while cooldown state
• MonsterWake can be used to wake up monsters when Player object hits the trigger
47. WAYPOINT
• Select Monster / Robot / Waypoint
• Add /^G
• Connects waypoint to the selected
monster/ waypoint
• Note: reverse order
• Circular route
• Connect last first to last
• Agents wayfind to the waypoint
• No need to point how to bypass
corners
• Multiple next
• One randomly selected
48. HIDE AREA
• Select LevelBlock – Add
• This is just trigger so you need to
accompany this with something
• E.g. bushes
• When the agent is inside the area,
monsters do not see the object
• Unless in near range
49. MESSAGETRIGGER
• Select LevelBlock – Add
• Fill in details
• Message to displayed. Needs to be short to be displayed fully
• MainHUDMessage
• left hand side on the hud area
• If not checked, message will display at the center and vanishes in 5s
• OneTime
• MainHUD is always one time
50. ROBOT
• Select LevelBlock – Add
• Follows paths defined by Waypoints
• Can be combined with RobotControlTerminal to sent robot to specific places on the
scene
51. ROBOT CONTROL TERMINAL
• Select LevelBlock – Add
• Link robot
• Link waypoints
• Write info for each button (target info 0
relates to target 0)
• After adding
• Edit the terminal so that buttons make
sense
• Add map etc to help understand where
the robot will go
52. FIRST AID STATION / ENERGY
SOURCE PANEL
First aid station
• Select a room/corridor
Add
• Define how much health can be
regained
• Move where you want it
Energy source panel
• Select a room/corridor
Add
• Define how much power can be
regained
• Move where you want it
• Must be below floor, above ceiling etc.
53. RESEARCH DATA
• Select a room + Add
• Data value
• Value of data
• Data amount
• Defines how much time it takes to get
data
• Hud info
• Short message that can be used in
storytelling
55. OTHER
• Mine adds mine under selected object
• Mine kills Player Object
• Monsters and robots explodes the mine, but does not damage those
• Security Camera
• adds camera connected to a renderer texture
• Props
• Toilet group
• Bed
• Bunk Bed
• Lock Panel Multiple
• Can be connected to multiple doors
56. PREFAB TOOL
• For creating scene transition pieces
• Elevator
• LevelToLevelDoor
• Creates prefab and instantiates it to the scene
• Prefab is places to ScenetoScenePrefabs
• Drag and drop the piece to the other scene(s)
57. CORE EXTRAS
• Contains various prefabs
• Furniture
• Plants
• Art
• These can be drag-and-dropped to scene
58. CORE GAME / REPORT
• Some tools to get an overview of CoreGame game objects and their settings
• Can also warn some misconfiguration situations
• You must fix the errors given before submitting to version control system
59. REMEMBER
• Baking
• Navmesh
• Lights
• Occlusion culling
• Disable auto generate lightmaps
• Check
• Lights
• Reflection probes
• Light probes
• New corridor or room pieces should
have
• Tag: LevelBlock
• Static selected
• If you have dynamic parts, you need to
handle those separately
• Default
• Reflection probes
• Light probes