Chapters authored
Categorizing Game Design Elements into Educational Game Design Fundamentals
Educational games have become a highly prominent tool in schools to deliver an exciting learning experience. Large amount of literature discusses the importance of how educational games are designed has been highlighted that delivering learning through educational games design and how the game designers require crucial skills to design. Educational game design requires elements which are considered during the designing process. Looking at the projection of “Game designing or the process of game design is a complex task, and it is still being investigated”. Therefore, this chapter intends to discuss recent and prominent proposed game design elements that demonstrate their important characteristics in designing educational games. Consequently, two highly significant game design theorists with established fundamental elements of games are discussed. With critically understanding the elements, this chapter provides categorizing various existing game elements into established fundamental elements. Henceforth, it demonstrates a clearer overview of how game design elements can be categorized and applied. Future recommendations are also discussed.
Part of the book: Game Design and Intelligent Interaction
Towards Standardizing Game Designing Processes: Game Designers’ Initiation Tool
This chapter intends to present game designers’ perspectives which elaborates on the ways they approach designing games. While it is diverse, the interpretive analysis of 17 game designers’ perspectives will be able to shed light on how game-designing processes may be influenced by their experience-based and reflective practice, or whether they apply formal methods based on how game-designing fields represent. Furthermore, it discusses whether the formal methods explained by the game designers resonate with existing literature and compare the relevance between the practices and the literature that advocates best practices. The results are discussed through interpretivism paradigm, to provide the essence of game designers’ experiences and approaches. Lastly, it concludes with a list of common practices in their designing processes for games and a future direction towards how we can understand game designers’ perspectives and ease the designing process of games.
Part of the book: Computer Science for Game Development and Game Development for Computer Science