Story-Go-Round

The teaching of 3D digital game design requires the development of students’ meta-skills, from story creativity to 3D model construction, and even the visualization process in design thinking. The characteristics a good game designer should possess have been identified as including redesign things, creativity thinking and the ability to visualize ideas from imagination. Therefore, 3D visualization is a key skill in this context. To help students fully focus on game design rather than on complicated 3D modeling or animation skills, this study developed an authoring package that is integrated with Google 3D Warehouse, SketchUp, and a web-based 3D multi-user platform: 3D Cyber Worlds. The proposed game design authoring package was used with 53 college students for one semester, while a total of 108 students were involved in the overall study. The results indicate that the package achieved its aim of in assisting students in the game design process, including that of 3D modeling, and is feasible for future development using advance web technologies. Examples of the students’ game design projects and feedback on the use of this authoring package are also presented and discussed.

ABSTRACTThe aim of this article is to advance a framework for understanding and teaching game design in higher education, in order to address complexities inherent in teaching game design courses. Everyday teaching and learning game design often deviate from the standard textbook model of game design. In reality everyday teaching and learning operate with handling game design curriculum, how to think games, and how to organise the development process. The presented framework merge curriculum, thinking, and process guided by the game design concept of juiciness. The framework will be presented by dismantling the standard textbook model of game design into three; game design (curriculum), game design thinking (thinking), and game development (organisation). In this perspective game design is concerned with game mechanics, game design thinking preoccupied with paper prototyping, metaphor, and framing, while game developments addresses player experience including play and game testing. This article will coin vertical design as juiciness as opposed to horizontal design understood as expanding system layout. Juiciness will be placed as a guiding principle in the relationship between designers and designed content as an aspect of designer intentions and motivations. Lastly, the content centric framework will be presented by merging game design, game design thinking, game development, vertical design with selected aspects of accepted software development strategies as an approach to teaching and learning game design in higher education.

Questioning the importance and impact of design thinking methodologies in the architectural design studios is a backbone of architectural education in twenty first century.3D printing and digital manufacturing are disruptive technologies that are changing architects and designers daily lives.These trends require new skills, based on a deep understanding of digital continuum from design to production, from generation to fabrication.This continuity transcends the merely instrumental contributions of a person-machine relationship to praxis, has begun to evolve as a medium that supports a continuous logic of design thinking and making.Design thinking methodologies associated with digital fabrication emerged as a leading technological and design issue of digital research and design.As designers, we are witnessing a no frontier between computational design and digital fabrication.For this paper is taken into consideration the work of two architecture studios that share a unique background on new methodologies by embracing the digital technology in their own practice.Their work reflects on new design methodologies facing the expansion of digital technology in architectural practice.This paper discusses the possibility of new design thinking methods driven by digital fabrication.

Beginning Android C++ Game Development introduces general and Android game developers like you to Android's powerful Native Development Kit (NDK). The Android NDK platform allows you to build the most sophisticated, complex and best performing game apps that leverage C++. In short, you learn to build professional looking and performing game apps like the book's case study, Droid Runner. In this book, you'll learn all the major aspects of game design and programming using the Android NDK and be ready to submit your first professional video game app to Google Play and Amazon Appstore for today's Android smartphones and tablet users to download and play. The techniques contained in this book include building a game engine, writing a renderer, and building a full game app with entities, game levels and collisions. As part of the tutorial you'll also learn about inserting perspectives using cameras and including audio in your game app.

Design thinking for digital fabrication in education

The Asia-Pacific region has been dominating the global video game market for years. In recent years, an increasing number of Indonesia students are turning their interest to study in Taiwan. However, Chinese education in Indonesia is fundamentally based on studies of Mainland China, therefore lacking opportunities for students to understand profoundly Taiwan's language and culture. Furthermore, there is a lack of opportunities for students to understand game design power and industry in Taiwan. The purpose of this on-going program (2014-recent) is to enhance the understanding of game and animation design education in Taiwan, through exchanges with students in Indonesia. It aims to promote exchanges between the faculty and students at the universities with faculties, lecturers and artists in Taiwan for collaborative work, especially in game art design, game engine and animation. It sincerely hopes that students could understand profoundly Taiwan's language and culture by game and animation online tutorials, and provide opportunities for students to understand game design power and industry in Taiwan, Indonesia, and worldwide market. After a year of implementing the four points mentioned in this article, we have already observed some evident outcome. The biggest achievement comes from the workshop which has received significant responses and an increasing number of attendances from both Taiwan and Indonesia. In the near future, it hopes that we can hold a public event such as lecture, workshop and exhibition to raise awareness of and develop an affinity with Taiwanese langue and culture among the general public using the design thinking approach for computational creativity, such as co-design Taiwan language on-line course or game-based learning.

Design thinking is a human-centered creative method that can be used to seek innovative solutions for life and social topics. Moreover, design thinking can enable developing innovative ideas that can satisfy consumer needs. A packaging design course is a professional course that combines material application, design aesthetics, and branding. It is also a comprehensive science course that emphasizes developing students’ creative thinking and the ability to use practical technologies. This study applied an experimental teaching method to introduce design thinking in a packaging design course. The aim was to guide students to identify problems from the perspectives of product packaging, brand image, spatial structure, and marketing. Students were expected to be able to reconsider the meaning and importance of packaging design and thus enhance their structural creativity, visual aesthetics, and design thinking, in addition to improving their rational analysis and design problem-solving abilities.

The gap between industry needs and engineering graduates’ competences is being tackled by project-based courses, which also help to develop key innovation competences to address current societal challenges. Nevertheless, there is limited understanding about what innovation competences are developed through the different types of project-based courses. This study discusses innovation competences development in these courses with the aim of understanding how to better design educational strategies to improve them. Through content analysis, we compare the outcomes of two groups of Telecom Engineering students undergoing a capstone course following a classical product development project approach and a challenge-based course using Design Thinking. Results show that both course types contribute to developing innovation competences. Nevertheless, depending on the chosen pedagogy some competences are developed further. The traditional project-based course demonstrates better results in Planning and Managing Projects. Creativity, Leadership, and Entrepreneurship are more developed through a challenge-based approach combined with Design Thinking.

Despite the growing popularity and widespread use of serious games, the development of effective serious games is difficult, requiring an appropriate balance between game design and instructional design. Although there are fundamental differences between games developed purely for entertainment compared to those developed for “serious” purposes, there are currently no standard development tools specifically intended for serious game design and development available that encourage developers to follow a set of best practices. Rather, developers of serious games often rely on existing game engines and frameworks that are specific to entertainment-based game development. Given the availability of a large number of game engines and frameworks, deciding on which one to use to develop a serious game may be difficult, yet the choice of engine or framework can play a significant role in the development process. In this paper we present the results of a literature review that examined the frameworks and game engines that are used to develop serious games. We provide a list of the most commonly used frameworks and game engines and summarize their features. Knowledge of the frameworks and game engines that are most popular and details regarding why they are popular may prove to be useful to serious games developers seeking such tools. The chapter ends with a brief discussion regarding a framework that is currently being developed specifically for the development of serious games. Through consultation with the potential users of the framework (serious games developers), the framework aims to strike a balance between ease of use and functionality, while providing the user with the necessary options and tools to ideally develop effective serious games.

Design thinking is considered as a creative, humancentred, participative, exploratory and problem-solving process that values different perspectives of a problem. In this study, we bring the design thinking in a curriculum framework of K-12 game creation by App Inventor which is currently popular block based programming environments for fostering Computational Thinking. In a case study on a middle-school students game creation course in Beijing, the students' creative thinking process and computational thinking skill are investigated in order to understand perceptions of App Inventor and physics cognitive knowledge involved in the game creation. The future work is to construct a framework of integrating the Design Thinking for cultivating K-12 students' computational thinking.

This article explores the potential for integrating advanced digital tools into the fashion design curriculum of undergraduate program, with a particular emphasis on enhancing existing design skills through the addition of artificial intelligence (AI) technologies. The study investigates how the curriculum is structured to support the development of students’ proficiency in essential design tools such as Adobe Illustrator, Adobe Photoshop, and CLO 3D, and how these foundational skills can be further expanded through the integration of AI applications. The AI tool for this study was selected based on its compatibility with the existing curriculum and its potential to significantly elevate students’ design capabilities. Key criteria in the selection process included the AI’s user-friendliness, its alignment with course objectives, and its ability to complement and extend the skills students’ acquire in traditional design software. A pilot project was conducted to implement the selected AI tool, with its impact on learning outcomes monitored through an analysis and feedback of work from a pilot student. This project underscores the importance of a curriculum that not only builds on foundational design skills but also incorporates advanced technologies like AI to enrich the educational experience. The findings offer valuable insights into how AI can be integrated into fashion design education, providing a framework for curriculum development that prepares students to meet the evolving challenges of the fashion industry. This research contributes to the broader discourse on best practices for equipping fashion design students with the advanced skills and knowledge required for professional success.

Design education is based on the act of designing. Design education is based on the process, not the outcome. In this process-focused education, it is necessary to use methods that can generate creative and innovative solutions. Design thinking is one such method. This method is also used in spatial design, in addition to music, literature, science and education. In this study the design thinking method was used. This method aims to put the student at the centre of the process by increasing the creativity and abstract thinking skills of students taking studio education. The study was conducted with 10 students taking the studio course. The students were given the topic "Space Design for Documentary Filmmakers". The study was carried out in five stages over a period of 12 weeks: empathising, defining, generating ideas, developing prototypes and testing. The students' stage of development in the process was monitored through the resulting work. It was ensured that the students developed different perspectives throughout the process, without disengaging from the work. The importance of creating a concept for the design of space and the ability to think in three dimensions in accordance with the concept has been understood in design education. Based on this study, it is believed that the use of methods that enhance the creative thinking of those receiving design education will provide different perspectives and develop creative three-dimensional thinking.

This study was conducted to i) ascertain the validity, reliability, and feasibility of a module based on the socioscientific issue approach and design thinking model (SIDT), and ii) assess the impact of this module on the entrepreneurial creative thinking (ECT) of Form Four students. The first phase of ECT module validation was conducted with the assistance of three expert evaluators and 32 students. The responses to a 5-point Likert scale questionnaire and the Entrepreneurial Creative Thinking test were used to collect data. The second phase consists of evaluation using a quasi-experimental design with a Pre-Post Test of Non-Equivalent Control Groups. A total of 64 Form Four students were divided into two groups: SIDT (n = 32) and control (n = 32). The ECT module has a high validity value and an acceptable Cronbach's alpha reliability of .92, according to its evaluation results. The ECT Module's viability has also been demonstrated by a mean score of 4.71, which indicates that teachers can implement the module's activities in the classroom. The results of the independent-samples t-test prove that there is a significant difference in the post-test for students in the ECT group compared to the control group in entrepreneurial creative thinking and the five constructs of entrepreneurial creative thinking. In conclusion, these findings demonstrate that the ECT Module provides a valid, reliable, and feasible STEM teaching and learning module, and that it is effective in enhancing Form Four students' creative entrepreneurial thinking.

Design thinking has found a place in business school curricula around the globe. Especially strategy, marketing, entrepreneurship and innovation courses tend to include design thinking exercises. In these courses, educators seek to balance analytical and creative thinking in business education to prepare their students for future work life challenges. The uptake of design thinking made it necessary to find or create conductive spaces for it. Some educators created pop-up studios for design thinking, i.e. re-purposed seminar and lecture rooms or moved their course outside of the facilities of their institution. Some schools went further and created dedicated business studio spaces. These physical business studios facilitated the adoption of design thinking in business schools, and at the same time attracted other educational forms and processes. The chapter includes the results of an interview and observational study in Denmark to explore the practices that have formed around design thinking in business studios over the past decade. We found that design thinking in business schools is less of a fixed toolkit or well-defined mindset and more of an enabler of a shift in the educational paradigm.

Engineering design thinking is at the core of engineering competence. Project-Based learning (PjBL) about Science, Technology, Engineering, and Mathematics (STEM), which is based on engineering design, has brought enormous success in students’ gaining and applying knowledge about STEM subjects. However, there are few studies on the perceived improvement in engineering design thinking and the possible role that learning style (LS) plays. We implemented PjBL-STEM classes to enable students to design and build a water tower using a truss tower structure that can withstand earthquakes. Constraints such as height, load weight, tower weight, and degree of earthquake withstanding were included. A total of 137 Taiwanese students participated in this course and employed a Gregorc learning style delineator to determine their learning preferences. A pre-test and post-test on perceived engineering design thinking performance was also undertaken. Students demonstrated significant improvements in their perceived engineering design thinking. Additionally, abstract-type learners had greater perceived improvement than concrete-type learners from the PjBL-STEM course. We suggest that different pedagogical methods should be utilized to provide equal opportunities for each student.