Procedural Content Generation: Goals, Challenges and Actionable Steps

This chapter discusses the challenges and opportunities of procedural content generation (PCG) in games. It starts with defining three grand goals of PCG, namely multi-level multicontent PCG, PCG-based game design and generating complete games. The way these goals are defined, they are not feasible with current technology. Therefore we identify nine challenges for PCG research. Work towards meeting these challenges is likely to take us closer to realising the three grand goals. In order to help researchers get started, we also identify five actionable steps, which PCG researchers could get started working on immediately

Machine Learning Education for Artists, Musicians, and Other Creative Practitioners

This article aims to lay a foundation for the research and practice of machine learning education for creative practitioners. It begins by arguing that it is important to teach machine learning to creative practitioners and to conduct research about this teaching, drawing on related work in creative machine learning, creative computing education, and machine learning education. It then draws on research about design processes in engineering and creative practice to motivate a set of learning objectives for students who wish to design new creative artifacts with machine learning. The article then draws on education research and knowledge of creative computing practices to propose a set of teaching strategies that can be used to support creative computing students in achieving these objectives. Explanations of these strategies are accompanied by concrete descriptions of how they have been employed to develop new lectures and activities, and to design new experiential learning and scaffolding technologies, for teaching some of the first courses in the world focused on teaching machine learning to creative practitioners. The article subsequently draws on data collected from these courses—an online course as well as undergraduate and masters-level courses taught at a university—to begin to understand how this curriculum supported student learning, to understand learners’ challenges and mistakes, and to inform future teaching and research