Refine
Year of publication
- 2017 (2) (remove)
Document Type
Conference Type
- Konferenzartikel (1)
Language
- English (2)
Has Fulltext
- no (2) (remove)
Is part of the Bibliography
- yes (2)
Keywords
- Computer Games (1)
- Computerspiele (1)
- Context-Awareness (1)
- Game Design (1)
- Games (1)
- Gamification (1)
- Kontextbewusstsein (1)
- Learning (1)
- Lernen (1)
- Procedural Content Generation (1)
Institute
Open Access
- Closed Access (2)
This work demonstrates the potentials of procedural content generation (PCG) for games, focusing on the generation of specific graphic props (reefs) in an explorer game. We briefly portray the state-of-the-art of PCG and compare various methods to create random patterns at runtime. Taking a step towards the game industry, we describe an actual game production and provide a detailed pseudocode implementation showing how Perlin or Simplex noise can be used efficiently. In a comparative study, we investigate two alternative implementations of a decisive game prop: once created traditionally by artists and once generated by procedural algorithms. 41 test subjects played both implementations. The analysis shows that PCG can create a user experience that is significantly more realistic and at the same time perceived as more aesthetically pleasing. In addition, the ever-changing nature of the procedurally generated environments is preferred with high significance, especially by players aged 45 and above.
We present the design outline of a context-aware interactive system for smart learning in the STEM curriculum (science, technology, engineering, and mathematics). It is based on a gameful design approach and enables "playful coached learning" (PCL): a learning process enriched by gamification but also close to the learner's activities and emotional setting. After a brief introduction on related work, we describe the technological setup, the integration of projected visual feedback and the use of object and motion recognition to interpret the learner's actions. We explain how this combination enables rapid feedback and why this is particularly important for correct habit formation in practical skills training. In a second step, we discuss gamification methods and analyze which are best suited for the PCL system. Finally, emotion recognition, a major element of the final PCL design not yet implemented, is briefly outlined.