Chapter

Creating Your First SceneKit Project

May 2017

In book: Beginning Swift Games Development for iOS (pp.131-142)

Authors:

In this chapter, you will dive right in and create your own game. For this game you’ll make an homage to the classic Wolfenstein 3D game. First you’ll learn how to programmatically create a scene and add nodes into the scene. After you have a basic understanding of these principles, you’ll learn how to use the powerful SceneKit Editor in later chapters.

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ResearchGate has not been able to resolve any references for this publication.

Article

Use of design patterns for mobile game development

January 1970

Astahovs Ilja

Design patterns have been a valuable asset to software developers for a long time. All kind of software, including games, benefit from re-using the well known solutions to the common problems. Building a game from scratch requires a carefully made design and this is where design patterns come handy. However, the approach to game development has changed lately. The importance to learn the design ... [Show full abstract] patterns has been de-emphasized as frameworks and complete game engines emerge. Many design approaches provided by them are used out the box, often taken as some kind of standard. The purpose of this paper is to show how some of the classical design patterns can be used in game development and how some of the modern technologies adopt them. To research the importance of design patterns in game development, a small mobile game project has been done. As problems arose, a number of potentially useful design patterns were identified and analyzed. Those design patterns were practically applied to the project and their potential use with other related technologies was discussed. The paper emphasizes the important role of design patterns in game development and gives some insights into how design patterns are implemented in some of the modern middleware.

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Experimentally Secure Relativistic Bit Commitment

January 2016

Bit commitment is a well known information primitive used as a subroutine for different protocols. Unfortunately, it is known to be impossible to perform without further limitations, such as limiting the computation power of an adversary. Relativistic bit commitment relays on a more general feature, namely the impossibility of instantaneous communication between distant parties. Here we first ... [Show full abstract] derive a tight classical upper bound for the winning probability for a specific family of non-local games, known as \CHSH_q(p) and introduced recently in [Chakraborty et. al., PRL 115, 250501, 2015]. Using our bound, we show that the security of relativistic bit commitment of [Lunghi et. al., PRL 111, 180504, 2013] against classical adversaries can be extended to any commitment time and distance of the parties that can be expected to be experimentally needed now and in the future - hence the notion of experimentally secure.

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Chapter

Enterprise Simulation Gaming: Effective Practices for Assessing Student Learning with SimVenture Cla...

July 2018

Despite the increasing popularity of enterprise and entrepreneurship programmes in Higher Education Institutions (HEIs) worldwide, there has been a growing concern about how academics should deliver enterprise and entrepreneurship education effectively to learners using an experiential learning approach. Consequentially, the rise of technology-based simulation programmes and gaming is being ... [Show full abstract] implemented in various enterprise and entrepreneurship programmes in HEIs. This chapter focuses on effective practices for implementing technology-based simulation gaming as a powerful tool for experiential learning in entrepreneurship studies. We have selected two popular business simulation games from the UK and USA (Case Study A: SimVenture Classic and Case Study B: VentureBlocks) and have proposed seven effective practices for how academic instructors could implement and assess simulation gaming experiences in entrepreneurship and enterprise programmes.

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Power Allocation Games and Learning in MIMO Multi-User Channels

July 2011

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Generating and Evaluating Coarse-Grained Instructions in a Virtual Environment

January 1970

We present this work aimed at generating instructions in a 3D virtual environment, as part of a treasure hunt game. To achieve this goal we generated natural language text with the objetive of guiding a human user on where to go and what to do within the virtual world in or-der to get to a hidden treasure. Our approach, which gives coarse-grained instructions (e.g. Go to the red room) showed ... [Show full abstract] better results compared with a step-by-step guiding (e.g. Turn left, Go straight, Turn right, Go straight).

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The Price Is Right: An Experiential Pricing Concepts Game

July 2006 · Marketing Education Review

Diana L. Haytko

Generation Y has taken over college campuses, bringing with it a unique set of challenges. This generation grew up with the Internet, video games, cell phones, etc. They expect entertainment. The Principles of Marketing class is filled with different business (and non-business) majors. As such, many of the Gen Y students are apathetic to the course. Students view pricing as one of the most boring ... [Show full abstract] topics of the semester, with most textbooks focusing on lists of concepts. Playing the Price is Right game makes these concepts easier to understand. Students enjoy the game and claim that it helps them learn much better than rote memorization of terms.

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GG—Good Games: Implications for Learning and Teaching

May 2010

Curtis Edlin

Many good video games embody a myriad of good teaching and learning principles which can and should be wholeheartedly applied in classroom settings. Special attention should be paid to the connection between learning and identity, and how we can facilitate the development of good learners in particular.

Chapter

Project 10: Do-It-Yourself Arcade Game

March 2017

Magnus Lie Hetland

Welcome to the final project. Now that you’ve sampled several of Python’s many capabilities, it’s time to go out with a bang. In this chapter, you’ll learn how to use Pygame, an extension that enables you to write full-fledged, full-screen arcade games in Python. Although easy to use, Pygame is quite powerful and consists of several components that are thoroughly described in the Pygame ... [Show full abstract] documentation (available on the Pygame web site, http://pygame.org). This project introduces you to some of the main Pygame concepts, but because this chapter is only meant as a starting point, I’ve skipped several interesting features, such as sound and video handling. I recommend that you investigate the other features yourself, once you’ve familiarized yourself with the basics. You might also want to take a look at Beginning Game Development with Python and Pygame by Will McGugan (Apress, 2007) or Program Arcade Games with Python and Pygame by Paul Craven (Apress, 2016).

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0 IA SOF AI

January 1970

We propose that a planner should be provided with an explicit model of its own planning mechanism, and show that linking a planner's expectations about the performance of its plans to such a model, by means of explicit justification structures, enables the planner to determine which aspects of its planning are responsible for observed performance failures. We have implemented the ideas presented ... [Show full abstract] in this paper in a computer model. Applied to the game of chess, the model is capable of diagnosing planning failures due to incomplete knowledge of the rules, improper or overly optimistic focus of attention, faulty projection, and insufficient lead time for warning about threats, and is therefore able to learn such concepts as discovered attack and the fork.

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August 2008

Game worlds have to be presented to players via some form of visualization to be accessible. Consequently, there is a direct dependency between the virtual game world and this form of presentation. But how does the camera work affect our understanding of the game space? We implemented a dynamic camera system that procedurally switches camera styles depending on the type of region the player is ... [Show full abstract] in. We then tested to what degree this camera behavior affects the players' understanding of the game world and its zoning in comparison with a control group playing the same zoned environment with a default camera. In both cases, recognition of the zones was lower than expected but our results show that after an initial learning phase the recognition was significantly faster when the dynamic camera system was active. Players also appeared to be less "lost" in the game world. The results validate the role of the camera in virtual spaces and suggest a stronger role for visualization strategies in 3D game worlds.

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Poster

Friends with Different Abilities 2

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The educational computer game Friends with Different Abilities was tested to teach about learning disabilities not only right after playing the game but also 2-4 weeks later. It was shown to be effective for players to learn about 7 common disabilities. Statistics are shown for over 150 subjects.

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Learning With Commercial Games: The Case of Nordahl Grieg High School, Norway

February 2016

In this symposium paper, we will report our experience with using off-the-shelf video games at Nordahl Grieg High School over the last 3-4 years. We are two teachers, plus a researcher who has become involved since the fall 2014 as part of an upstart research project. A broad range of game-centred teaching units have been tried out, by ourselves and others, across 5 different subjects and ... [Show full abstract] totalling roughly 200 classroom hours. We will discuss what we have learned so far, discuss some key strategies and guiding principles, and present some preliminary findings from a recent classroom study.

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Creating Your First SceneKit Project

Abstract

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