Thesis (Ph. D.)--University of New South Wales, 2000. / Also available online.

This work undertakes a systematic study of various elements from differing fields which apply to the construction of computer-aided instructional systems. Drawing upon these works, the potential for instruction in computer adventure games is recognised, and previous work in the area analysed with respect to the theoretical findings. Based both on this theory and the germane advice of practicing game designers, a methodology for the design of educational computer adventure games is laid out in detail. The method described is then used to construct a sample game with basic programming skills as the pedagogical content, and this sample game is tested and the results examined. An informed approach to the design of computer-assisted instruction must begin with an understanding of how people acquire and store new information or skills. Cognitive psychology provides a number of conflicting models of the human information processing system, but these differing theories have a common basis which can be exploited in an attempt to make material more accessible. Instructional design describes a methodology for the analysis of pedagogical goals and demonstrates methods of learning support which can and should be incorporated into the new setting. In this field also is a judgement of different media, including computers, and their ability to provide the necessary elements of learning. By understanding the strengths and weaknesses of the medium the limits of what is possible within it can be catered to, and its failings augmented with supplemental materials. Both educational psychology and instructional design indicate benefits to learning from a correctly motivated learner, and the theory of engagement is therefore also scrutinised for elements helpful to the educational designer. The convergence of the knowledge gleaned from these various fields leads to one possible match to the desired criteria for computer-mediated instruction; the computerised fantasy adventure game. This being the case, other work in the field is examined for relevance, and it is found that a detailed methodology for the construction of such games does not exist. Existing material is combined with the aforementioned theoretical work and a survey of what is known about practical game design to create such a framework. It is proposed that through its use the systematic inclusion of educational content in an engaging environment will be facilitated. The hypothesis is examined, and an action research approach found to be called for. As such, the proposed methodology is used to create a sample game, and the process of its design used to inform the proposed methodology. The final form is described in detail, and the process of its application to the sample game elucidated. A prototype of the game is used with a number of test subjects to evaluate the game?s level of success at both engagement and the imparting of content material.

Thesis (Ph. D.)--University of California, San Diego, 1985. / Vita. Includes bibliographical references (leaves 191-200).

This thesis explores the history of virtual reality and how the medium can help make psychological horror adventure games become a more immersive experience. Project Labyrinth takes inspiration from psychological horror adventure games, Greek mythology, and experimental music to immerse the player in a VR dream/nightmare. Appealing to the senses of sight and sound, the moody visual effects and haunting music, along with the use of procedural generation, create an eerie atmosphere in which the player must explore and problem-solve in order to find their way through the labyrinthine game. The environment changes and evolves as the game is replayed, creating a dream or nightmare-like setting, stirring the sensation of déjà vu. The game was developed in VR using the Oculus Quest, a device that allows the player to freely move about without being tethered to a computer. The Quest’s ability to use hand, body, and room tracking significantly improves an already immersive experience. / Includes bibliography. / Thesis (M.F.A.)--Florida Atlantic University, 2020. / FAU Electronic Theses and Dissertations Collection

This study was conducted to see what cognitive and social skills and strategies were employed by pairs of students as they used a computer adventure game. The games used in the study were "Where in the World is Carmen Sandiego?" (Broderbund) and "Dinosaur Discovery" (Jacaranda) One male and one female pair of year five students were assigned to each game. Grounded Theory was selected as the methodology as it enabled categorization of the skills and strategies to emerge from the data without locking the researcher into previously identified categories. It was found in this study, and supported in other research, that what occurs between the students during a session with the computer depends on the nature of the task, the students involved, the type and amount of training provided and the classroom conditions under which the activity is conducted. The implications from the study are: that under most circumstances it is desireable for students to work in pairs with a computer to enable interaction to occur, students may require some training in the cognitive skills necessary for the software being used, training students to work cooperatively before placing them in groups is important; and integrating the computer into the classroom environment may encourage the use of other desired skills and strategies.

Thesis (M.A.R.)--Emmanuel School of Religion, 2005. / Vita. Includes bibliographical references (leaves 58-59).

Thesis (M.A.R.)--Emmanuel School of Religion, 2005. / Vita. Includes bibliographical references (leaves 58-59).