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Video games, as the fastest growing media, need set usability design standards. In this context, this study was motivated by the following kinds of questions: What makes a standard console game good? What makes it too frustrating to play? Each company has developed its own standards which can vary greatly. Game producers learn from experience what to do and what not to do. However, smaller companies that may have only produced a few games are left to chance. Moreover, startup game companies may fail at a game that would have otherwise succeeded if they had only had a set of standards to follow. Companies like Microsoft, Capcom and Electronic Arts rule the gaming industry mainly due to the fact that they have discovered what works. This study employs usability analysis to identify standards for assessing video game effectiveness, efficiency and player satisfaction. Experienced video game players participated in an online questionnaire. Conclusions about effective, efficient, and satisfying video games are derived from questionnaire results. Of several major findings presented in this analysis, this study reveals that the beginning of the game is an imperative experience that can determine if a player continues the game. / Department of Telecommunications

Information is necessary for any business to function. However, if one does not manage one’s information assets properly then one’s business is likely to be at risk. By implementing Information Security controls, procedures, and/or safeguards one can secure information assets against risks. The risks of an organisation can be mitigated if employees implement safety measures. However, employees are often unable to work securely due to a lack of knowledge. This dissertation evaluates the premise that a computer game could be used to educate employees about Information Security. A game was developed with the aim of educating employees in this regard. If people were motivated to play the game, without external motivation from an organisation, then people would also, indirectly, be motivated to learn about Information Security. Therefore, a secondary aim of this game was to be self-motivating. An experiment was conducted in order to test whether or not these aims were met. The experiment was conducted on a play test group and a control group. The play test group played the game before completing a questionnaire that tested the information security knowledge of participants, while the control group simply completed the questionnaire. The two groups’ answers were compared in order to obtain results. This dissertation discusses the research design of the experiment and also provides an analysis of the results. The game design will be discussed which provides guidelines for future game designers to follow. The experiment indicated that the game is motivational, but perhaps not educational enough. However, the results suggest that a computer game can still be used to teach users about Information Security. Factors that involved consequence and repetition contributed towards the educational value of the game, whilst competitiveness and rewards contributed to the motivational aspect of the game.

No / Firstly, the methodology for characters development in computer games was analyzed from both aspects of art-sourced character development and story-sourced character development separately from the different views of various research fields. In the second section, four different techniques relating to character design and the creation of emotion has been deeply discussed. At the end, the four diverse designs for character OEDIPUS were given according to the plot development based on the background of tragical fable of the ancient Greece.

In game based learning, motivating the players to learn by providing them a desirable gameplay experience is extremely important. However, it's not an easy task considering the quality of today's commercial non-educational games. Throughout the gameplay, the player should neither get overwhelmed nor under-challenged. The best way to do so is to monitor the player's actions in the game because these actions can tell the reason behind the player's performance. They can also tell about the player's lacking competencies or knowledge. Based on this information, in-game educational interventions in the form of hints can be provided to the player. The success of such games depends on their interactivity, motivational outlook and thus player retention. UNTANGLED is an online mapping game based on crowd-sourcing, developed by Reconfigurable Computing Lab, UNT for the mapping problem of CGRAs. It is also an educational game for teaching the concepts of reconfigurable computing. This thesis performs qualitative comparative analysis on gameplays of low performing players of UNTANGLED. And the implications of this analysis are used to provide recommendations for improving the gameplay experience for these players by guiding them. The recommendations include strategies to reach a high score and a compact solution, hints in the form of preset patterns and a clustering based approach.

Recently, many researchers have been interested in how videogames can influence the attitude and behavior of children. It has also been questioned if videogames can be a useful teaching tool in the classroom. There are many games that have been created to teach traditional school subjects such as Math and English. But what about creating games to teach about current environmental issues? The goal of my thesis project is to create an educational advocacy game for smartphone devices that will educate children about the effects of overfishing on marine life and how it can negatively affect coastal communities in the Caribbean. / Includes bibliography. / Thesis (M.F.A.)--Florida Atlantic University, 2014.. / FAU Electronic Theses and Dissertations Collection

As puzzle-driven, character based games, Portal and Portal 2, developed by the Valve Corporation, are not only pioneering in their use of narrative, but they also revolutionize the function of aporia. This thesis explores the role of aporia and use of the narrative in the two video games. It will be argued that the games possess a rigid narrative structure, but while the narrative serves as a peripheral construction, there are other structures that contribute to the experience of gameplay. The research aims to determine how the games adapt narrative and use it in combination with other elements to move beyond simple play and storytelling. As video games become more widely studied in academia, it is important that they merit and maintain standing ; Portal and Portal 2 not only provide a rich gameplay experience, but also offer a particular interaction not found in other texts. / by Kimberly Copeland. / Thesis (M.A.)--Florida Atlantic University, 2012. / Includes bibliography. / Mode of access: World Wide Web. / System requirements: Adobe Reader.

Thesis (MTech (Information Technology)--Cape Peninsula University of Technology, 2017. / Active Video Games (AVGs) are a form of video games that rely on gamer motion as the main source of interaction between the AVG and the player. These AVGs serve a number of purposes, such as medical rehabilitation, education, social development, and motor skill development, among others. Prolonged play of AVGs is not sustainable as gamers lose interest in playing AVGs after the initial period of acquiring them. Therefore, the following research question was posed: “What design factors contribute to an engaged and immersed AVG experience?” The aim was to explore the inhibiting and enhancing factors influencing engagement and immersion among AVG gamers, as well as to develop a theory of AVG design. Constructivist Grounded Theory (CGT) was used as the methodology to carry out this study, which adopted an inductive approach towards the research to construct a theory firmly grounded in the data. Play Active Theory (PAT) is the outcome of this process, which explores the engagement and immersion factors related to AVG design as well as the abandonment and replayability of AVGs. PAT was compared to existing engagement and motivation theories as part of the CGT process, and further refined. In closing, the research question was answered and the aims of the study were met. A reflection account of the research journey concludes the thesis.

This study examined the use of digital game design and development process in secondary mathematic classroom to develop students’ mathematical problem-solving skills. The findings indicated students were able to acquire new mathematical concept and applied the newly acquired knowledge to solve different problems throughout the game design and development process. The game development process was highly motivating and it promoted students learning attitudes and interests in general. However, the complex skills required in the game development process did discourage one of the students. / published_or_final_version / Education / Master / Master of Science in Information Technology in Education

This thesis reports on a usability study conducted on the Virtual Learning Spaces (VLS) computerbased educational adventure game. The aim of the game is to improve the acquisition of knowledge through play in an interactive, entertaining and intrinsically motivating computer-based environment. The objective of this study centred on assessing the quality of the VLS game user interface, and determining faults and problems that may hinder implementation Literature on usability of virtual reality educational game systems and related phenomenon of usability of other types of computer application systems was reviewed, including, to a lesser extent, literature on usability of web pages. The major issues of interest included, usability issues concerning principles of good user interface design, factors that influence how a user interface promotes user satisfaction and the objectives of playing the game, from player, game and the game as medium of learning perspectives. These principles provided a set of usability requirements for the VLS game user interface on which the evaluation was based. A series of data collection methods comprising a cognitive walk through, heuristic evaluation, usability testing and post-test questionnaire, were used in this study. Despite some usability problems, results indicate that the VLS user interface design conformed, extensively, to the principles of good user interface design in appearance, interaction and user help. It was also found to be engaging, comprehensible and unbiased (in terms of gender and variable computer skills). / Thesis (M.A.)-University of KwaZulu-Natal, Durban, 2004.