A Digital Game Maturity Model (DGMM)

Game development is an interdisciplinary concept that embraces artistic, software engineering, management, and business disciplines. This research facilitates a better understanding of important dimensions of digital game development methodology. Game development is considered as one of the most complex tasks in software engineering. The increased popularity of digital games, the challenges faced by game development organizations in developing quality games, and high competition in the digital game industry demand a game development maturity assessment. Consequently, this study presents a Digital Game Maturity Model to evaluate the current development methodology in an organization. The framework of this model consists of assessment questionnaires, a performance scale, and a rating method. The main goal of the questionnaires is to collect information about current processes and practices. In general, this research contributes towards formulating a comprehensive and unified strategy for game development maturity evaluation. Two case studies were conducted and their assessment results reported. These demonstrate the level of maturity of current development practices in two organizations

(MU-CTL-01-12) Towards Model Driven Game Engineering in SimSYS: Requirements for the Agile Software Development Process Game

Software Engineering (SE) and Systems Engineering (Sys) are knowledge intensive, specialized, rapidly changing disciplines; their educational infrastructure faces significant challenges including the need to rapidly, widely, and cost effectively introduce new or revised course material; encourage the broad participation of students; address changing student motivations and attitudes; support undergraduate, graduate and lifelong learning; and incorporate the skills needed by industry. Games have a reputation for being fun and engaging; more importantly immersive, requiring deep thinking and complex problem solving. We believe educational games are essential in the next generation of e-learning tools. An extensible, freely available, engaging, problem-based game platform that provides students with an interactive simulated experience closely resembling the activities performed in a (real) industry development project would transform the SE/Sys education infrastructure. Our goal is to extend the state-of-the-art research in SE/Sys education by investigating a game development platform (GDP) from an interdisciplinary perspective (education, game research, and software/systems engineering). A meta-model has been proposed to provide a rigourous foundation that integrates the three disciplines. The GDP is intended to support the semi-automated development of collections of scripted games and their execution, where each game embodies a specific set of learning objectives. The games are scripted using a template based approach. The templates integrate three approaches: use cases; storyboards; and state machines (timed, concurrent, hierarchical state machines). The specification templates capture the structure of the game (Game, Acts, Scenes, Screens, Challenges), storyline, characters (player, non-player, external), graphics, music/sound effects, rules, and so on. The instantiated templates are (manually) transformed into XML game scripts that can be loaded into the SimSYS Game Play Engine. As a game is played, the game play events are logged; they are analyzed to automatically assess a player’s accomplishments and automatically adapt the game play script. Currently, we are manually defining a collection of games. The games are being used to ensure the GDP is flexible and reliable (i.e., the prototype can load and correctly run a variety of game scripts), the ontology is comprehensive, and the templates assist in defining well-organized, modular game scripts. In this report, we present the initial part of an Agile Software Development Process game (Act I, Scenes 1 and 2) that embodies learning objectives related to SE fundamentals (requirements, architecture, testing, process); planning with Gantt charts; working with budgets; and selecting a team for an agile development project. A student player is rewarded in the game by getting hired, scoring points, or getting promoted to lead a project. The game has a variety of settings including a classroom, job fair, and a work environment with meeting rooms, cubicles, and a water cooler station. The main non-player characters include a teacher, boss, and an evil peer. In the future, semi-automated support for creating new game scripts will be explored using a wizard interface. The templates will be formally defined, supporting automated transformation into XML game scripts that can be loaded into the SimSYS Game Engine. We also plan to explore transforming the requirements into a notation that can be imported into a commercial tool that supports Statechart simulation

A study on creating games and virtual worlds from a software engineering perspective

The industry of developing games and virtual environments have come a long way, but it is not without its share of problems. In many ways, virtual worlds entail similar development processes as games, as they both require expertise from creative and technical facets. While facing similar difficulties as other commercial projects, creating games presents its own unique challenges due to its multi-disciplinary nature. Because of this, beginner and indie developers face complications in attempting to apply Software Engineering methods (which are efficiently tailored to guide general software projects) to reduce the chance of project failure. This study aimed to examine the construction of games and integrate it into the Software Process. First, the background of game development and Software Engineering were explored, deriving the introductory guides for both. Then, a guidelines draft is developed to offer advice on grafting aspects of the Software Process onto existing game or virtual world projects. They are aimed at independent developers as they represent the future workforce of the game development industry. To test the draft, an experimental project is carried out using the guide as a supplementary resource. The project resulted in a 3D action-RPG game platform that can be used as a starting point for advanced feature placement and content development. It demonstrated that the guidelines were educative but lacks depth and correctness. Revisions on these guidelines will transform it into a stepping stone resource that introduces novice game developers to integrating Software Engineering processes and practices into their projects. (Abstract by author

A Digital Game Maturity Model

Game development is an interdisciplinary concept that embraces artistic, software engineering, management, and business disciplines. Game development is considered as one of the most complex tasks in software engineering. Hence, for successful development of good-quality games, the game developers must consider and explore all related dimensions as well as discussing them with the stakeholders involved. This research facilitates a better understanding of important dimensions of digital game development methodology. The increased popularity of digital games, the challenges faced by game development organizations in developing quality games, and severe competition in the digital game industry demand a game development process maturity assessment. Consequently, this study presents a Digital Game Maturity Model to evaluate the current development methodology in an organization. The objective is first to identify key factors in the game development process, then to classify these factors into target groups, and eventually to use this grouping as a theoretical basis for proposing a maturity model for digital game development. In doing so, the research focuses on three major stakeholders in game development: developers, consumers, and business management. The framework of the proposed model consists of assessment questionnaires made up of key identified factors from three empirical studies, a performance scale, and a rating method. The main goal of the questionnaires is to collect information about current processes and practices. This research contributes towards formulating a comprehensive and unified strategy for game development process maturity assessment. The proposed model was evaluated with two case studies from the digital game industry

Developing a Meta-Model for Serious Games in Higher Education

This short paper presents a preliminary meta-model for educational games. A meta-model facilitates the development of high-quality, engaging, educational games because it explicitly ties knowledge requirements, transferable skills and course outcomes to game production. Our meta-model is designed to be transferable across curricula, as it modularizes domain specific bodies of knowledge (BOK), a learning taxonomy (e.g., Bloom\u27s), and skill based challenges. The model situates learning opportunities in a plotline wherein the student-player advances by succeeding against non-player adversaries. Knowledge-based challenges framed by a learning taxonomy develop the transferable skills required by international accreditation standards and provide feedback to both the player and the faculty member. Situating assessment challenges in an immersive game environment makes them more engaging and imaginative than typical on-line tests or assignments. Here, we present our meta-model tailored for educational game development in software engineering education

Examining reward mechanisms for effective usage of application lifecycle management tools

Application lifecycle management (ALM) highlights the rules of the road for the entire software ecosystems’ lifecycle. Successful ALM enables clarity around the entire delivery effort, from defining requirements to deploying the software product. One of the challenges in software engineering today is to orchestrate ALM tools to a set of software projects effectively. In particular, it is challenging for software practitioners to continuously fully engage with the tasks that are assigned to them. The goal of this study is to address such situations using a game theoretic approach by utilizing a reward mechanism, which we intent to test in a medium-sized software development organization. Based on a set of game elements, this study proposes an auction mechanism to address human resource allocation and task optimization issues, and consequently tackle the potential problem of software practitioners’ engagement

Serious Games for Software Refactoring

Software design issues can severely impede software development and maintenance. Thus, it is important for the success of software projects that developers are aware of bad smells in code artifacts and improve their skills to reduce these issues via refactoring. However, software refactoring is a complex activity and involves multiple tasks and aspects. Therefore, imparting competences for identifying bad smells and refactoring code efficiently is challenging for software engineering education and training. The approaches proposed for teaching software refactoring in recent years mostly concentrate on small and artificial tasks and fall short in terms of higher level competences, such as analysis and evaluation. In this paper, we investigate the possibilities and challenges of designing serious games for software refactoring on real-world code artifacts. In particular, we propose a game design, where students can compete either against a predefined benchmark (technical debt) or against each other. In addition, we describe a lightweight architecture as the technical foundation for the game design that integrates pre-existing analysis tools such as test frameworks and software-quality analyzers. Finally, we provide an exemplary game scenario to illustrate the application of serious games in a learning setting

Serious Refactoring Games

Software design issues can severely impede software development and maintenance. Thus, it is important for the success of software projects that developers are aware of bad smells in code artifacts and improve their skills to reduce these issues via refactoring. However, software refactoring is a complex activity and involves multiple tasks and aspects. Therefore, imparting competences for identifying bad smells and refactoring code efficiently is challenging for software engineering education and training. The approaches proposed for teaching software refactoring in recent years mostly concentrate on small and artificial tasks and fall short in terms of higher level competences, such as analysis and evaluation. In this paper, we investigate the possibilities and challenges of designing serious games for software refactoring on real-world code artifacts. In particular, we propose a game design, where students can compete either against a predefined benchmark (technical debt) or against each other. In addition, we describe a lightweight architecture as the technical foundation for the game design that integrates pre-existing analysis tools such as test frameworks and software-quality analyzers. Finally, we provide an exemplary game scenario to illustrate the application of serious games in a learning setting

State-of-the-Art Model Driven Game Development: A Survey of Technological Solutions for Game-Based Learning

Game-based learning harnesses the advantages of computer games technology to create a fun, motivating and interactive virtual learning environment that promotes problem-based experiential learning. Such an approach is advocated by many commentators to provide an enhanced learning experience than those based on traditional didactic methods. However, the adoption of such a seductive learning method engenders a range of technical, educational and pedagogical challenges, including: (i) how to enable domain experts - with little computer games development skills – to plan, develop and update their teaching material without going through endless and laborious iterative cycles of software and content development and/or adaptation; (ii) how to choose the right mix of entertainment and game playing to deliver the required educational and pedagogical lesson/teaching material; and (iii) how to reuse existing games software frameworks and associated editing environments for game-based learning. Much research is already underway at addressing the stated challenges; however, these approaches do not address the key challenge of facilitating the planning and development of teaching material with the right mix of pedagogical elements, educational components and fun. Thus, this study aims to investigate the use of model-driven software engineering approaches to facilitate non-technical domain experts (teachers) to plan, develop and maintain game-based learning resources regardless of the intricacies of the game engine/environment (platform) used. This article investigates the state-of-the-art in model-driven game development to provide a summary of developments in game design languages, game software modelling languages, game models, game software models, model-driven game frameworks, game software frameworks, model-driven engineering tools and assistive user interfaces. The findings from this survey will prove a useful guide for future development of high-level educational game creation tools for game-based learning

Evaluating pedagogical practices supporting collaborative learning for model-based system development courses

Model-based software development (MBSD) has been widely used in industry for its effectiveness of code generation, code reuse and system evolution. At different stages of the software lifecycle, models -- as opposed to actual code -- are used as abstractions to present software development artifacts. In a university software engineering curriculum, compared to other concrete and tangible courses, e.g., game and app development, these levels of abstraction are often difficult for students to understand, and further, to see models' usefulness in practice. This paper presents an evaluation of pedagogical practices supporting collaborative learning for MBSD courses from experiences of teaching them at University of Oslo. The focus is to answer two research questions: 1) What are the challenges and possibilities when using a collaborative learning approach for teaching modelling and architecture? 2) What are the challenges and benefits of having a holistic approach to MBSD courses in light of the requirements of academia and the needs of industry? The term “holistic” is understood 1) as an approach that involves human factors (users), technology and processes, 2) as an approach to teaching MBSD courses where modelling for Enterprise Architecture is taught together with System Architecture and Model-Driven Language Engineering. Empirical data was collected through interviews, questionnaires, and document analysis. The paper’s research results show that three different course perspectives (Modeling for Enterprise Architecture with Business Architecture, System Architecture and Model Driven Language Engineering) are essential parts of teaching modeling courses, and an industry field study shows that industry sees the potential of having junior architects to provide support to a team and solving basic architectural problems