The Reader

The Reader 

1

Papke, P. (2023). Digital Commons @ SPU Digital Commons @ SPU Creating Project Contrast: a Video Game exploring Creating Project Contrast: a Video Game exploring Consciousness and Qualia Consciousness and Qualia. https://digitalcommons.spu.edu/cgi/viewcontent.cgi?article=1187&context=honorsprojects  

Pierce Papke’s extensive study of Project Contrast is essential to understanding artistry and game design. The study tackles qualitative video game research challenges. This source is useful because it shows how to develop a video game that explores consciousness and qualia, from world-building with concept art to animation and coding. This source applies concept art to create immersive and thought-provoking game worlds, making it important. The publication date ensures currency, and the academic setting lends credibility.

This resource is invaluable for understanding concept art in video game development. It helps evaluate the challenges and considerations of exploring consciousness and qualia in video games. Papke’s work inspires and informs my integration of artistry into a multidisciplinary field as a concept artist interested in game design, helping me understand how visual elements affect player experiences.

2

Desamsetti, H., & Lal, K. (2021). Being a Realistic Master: Creating Props & Environments Design for AAA Games. https://pdfs.semanticscholar.org/d67b/32139080323d48ee2f81d1150f6472e32a30.pdf 

Desamsetti and Lal’s 2021 article explores the challenges, strategies, and techniques of creating realistic 3D models and environments for AAA games. The authors propose defining games as combinations of simpler games to encourage combinatorial creativity and streamline game content creation. The study examined this method to reduce cognitive strain from learning new design languages. The article introduces a game platform with authoring tools and a game engine for exporting game designs and automatically generating 3D virtual worlds. The study’s examination of how this methodology allows iterative game building and play validation is relevant to game design and concept art professionals and enthusiasts.

My reader benefits from this source’s practical advice on creating realistic AAA game props and environments. The focus on artistry and technology matches my interest in concept art and offers a modern perspective on the challenges faced by professionals. Combinatorial creativity and streamlined design processes are covered in the article, which deepens my understanding of AAA game development.

3

Schöbel, S., Saqr, M., & Janson, A. (2021). Two decades of game concepts in digital learning environments – A bibliometric study and research agenda. Computers & Education, 173, 104296. https://doi.org/10.1016/j.compedu.2021.104296 

This extensive study examines the growing trend of using game concepts in digital learning opportunities. The authors examine gamification and serious games from different angles and their value. The study uses bibliometric analysis of over 10,000 articles from 2000 to 2019 to assess the field and set a research agenda. Relevant journals, major research streams, and future research directions are covered in the research questions. The study clarifies the role of game concepts in digital learning and proposes a research agenda for future research. Implementing game concepts in learning environments has practical implications.

This source illuminates the changing landscape of game concepts in digital learning, which helps me with concept art and game concept design. I can match my concept art interests with educational applications by understanding trends, major research streams, and future directions. The authors’ research agenda guides future research and has practical implications for practitioners. Given the growing importance of digital learning environments, this source helps me understand game concepts and education, which informs my concept art.

4

Mohanty, A., Alam, A., Sarkar, R., & Chaudhury, S. (2021). Design and Development of Digital Game–Based Learning Software for Incorporation into School Syllabus and Curriculum Transaction. 

This research paper examines the development of “Measure Your Intelligence,” an Android app. To determine if rural students can use Digital Game Based Learning (DGBL). The platform-independent app works on multiple devices. The interactive approach teaches goals, rules, adaptations, and problem-solving instincts through storytelling. The paper emphasizes making learning fun while addressing rural teaching facility issues. A graphical user interface with fun interactive sub-applications and a scoring system for student competition are notable.

This source relates to my game design and educational technology interests. It shows how a rural student-focused DGBL application was created. Making the app platform-independent follows the trend of device accessibility. The paper’s discussion of the application’s design, storytelling, and scoring system helps me understand educational game design. Anyone interested in developing similar apps can learn from the development tools and platforms. This source helps explain the practicalities of DGBL in education, especially in rural areas.

5

Bovermann, K., & Bastiaens, T. J. (2020). Towards a motivational design? Connecting gamification user types and online learning activities. Research and Practice in Technology Enhanced Learning, 15(1). https://doi.org/10.1186/s41039-019-0121-4 

This research explores the connection between gamification user types, associated gamification mechanics, and online learning activities in a distance online bachelor’s and master’s class in educational science. Motivation is identified as a crucial factor in students’ learning behavior, especially in online and distance learning, where dropout rates are higher compared to traditional face-to-face learning. The study involves 86 participants and investigates the relationship between five gamification user types and six commonly used online learning activities in Moodle, a learning management system. The research aims to provide insights into how gamification can be effectively integrated into online learning environments to enhance motivation. The study adopts a person-centered and environment-centered perspective, and the findings contribute to the development of motivational design in online learning.

This source aligns with my interest in the intersection of gamification and online learning. It offers valuable insights into the relationship between gamification user types, mechanics, and online learning activities. Understanding how these elements connect can inform the design of motivational strategies for online education. The study’s focus on Moodle, a widely used learning management system, makes the findings relevant to a broad audience involved in online education. The recommendations for motivational design based on the study’s results provide practical implications for educators and instructional designers. The identified limitations and suggestions for future research contribute to the ongoing discourse on effective gamification in online learning. Overall, this source enhances my understanding of motivational design in the context of gamified online learning environments.

6

Enea, H. (2023). The Influences of Concept art: How is game concept art connected to earlier art movements? 

This paper explores the connections between game concept art and earlier art movements from the late 19th century to the early 20th century. The research employs formal analysis, focusing on the elements of concept art and comparing them to elements from art movements such as Romanticism, Impressionism, Realism, Expressionism, Surrealism, and Dadaism. The study aims to understand how concept art in video games is connected to the broader field of art history. The introduction provides a clear background on the definition of concept art in the gaming industry, distinguishing it from conceptual art in the traditional art world. The research question focuses on uncovering the influences and connections between game concept art and historical art movements.

 This source is valuable for understanding the relationship between contemporary game concept art and historical art movements. The research question aligns with my interest in the intersection of art history and video game design. The study’s method of formal analysis provides a structured approach to examining the elements of concept art and tracing their influences. The inclusion of various art movements allows for a comprehensive exploration of connections. The conclusion offers insights into the importance of understanding these influences for game design and art creation. Additionally, the suggestions for future research, including contextual analysis and examining the impact of social and political environments on concept art, provide directions for further exploration in the field. Overall, this source enhances my understanding of the influences shaping concept art in video games.

7

Wang, X., Abdelhamid, M., & Sanders, G. L. (2021). Exploring the effects of psychological ownership, gaming motivations, and primary/secondary control on online game addiction. Decision Support Systems, 144, 113512. https://doi.org/10.1016/j.dss.2021.113512 

This study examines the factors affecting online game addiction (OGA), including psychological ownership, gaming motivations (achievement, social interaction, escapism), and primary/secondary control. The researchers test the research model using partial least squares structural equation modeling on 436 valid online questionnaire responses. Achievement and escapism motivations positively correlate with virtual gaming environment psychological ownership. Psychological ownership and OGA have an inverted-U relationship, indicating that too little or too much ownership lowers addiction. The study also found that high primary control increases OGA risk, while high secondary control decreases it.

This source illuminates psychological ownership, gaming motivations, and primary/secondary control in online game addiction. Psychological ownership and OGA have an intriguing inverted-U relationship, suggesting complex dynamics. The study applies psychological ownership to virtual gaming, enriching the literature. The study of primary and secondary control in gaming helps explain control processes and addiction. Practical solutions to OGA include encouraging outdoor activities and choosing game difficulty levels based on relaxation needs. This source improves understanding of online game addiction’s psychological causes and offers intervention and prevention strategies.

8

Schöbel, S. M., Janson, A., & Söllner, M. (2020). Capturing the complexity of gamification elements: a holistic approach for analysing existing and deriving novel gamification designs. European Journal of Information Systems, 29(6), 1–28. https://doi.org/10.1080/0960085x.2020.1796531 

The paper highlights the limited understanding and classification of gamification elements as a challenge in gamification. It creates a taxonomic classification of gamification elements to advance research. The authors analyse the literature, develop a taxonomy in stages, evaluate it through expert interviews, and demonstrate its feasibility through learning and sports cases. The taxonomy provides a shared understanding and new terminology for construction element characteristics to help people understand and share gamification elements.

The source is useful because the findings are more credible due to taxonomy development’s literature analysis, expert interviews, and practical cases. A taxonomy that addresses gamification elements’ complexity is introduced in the paper to improve theoretical understanding. The focus on construction element characteristics helps designers and researchers. Existing classification inconsistencies suggest a stricter approach to gamification elements. Application in different contexts and user groups and potential to help practitioners develop gamification concepts make the taxonomy relevant. The paper’s limitations are acknowledged, guiding future research, and its focus on gamification theory makes it useful for academics and practitioners.

9

Laine, T. H., & Lindberg, R. S. N. (2020). Designing Engaging Games for Education: A Systematic Literature Review on Game Motivators and Design Principles. IEEE Transactions on Learning Technologies, 13(4), 1–1. https://doi.org/10.1109/tlt.2020.3018503 

The paper tackles the challenge of motivating learners and addressing the critical issue of learner engagement in educational interventions. It synthesizes game motivators and educational game design principles by systematically reviewing the literature. A taxonomy of 56 game motivators and 54 educational game design principles with links is the main contribution. Educational game designers and researchers can use the paper to create and evaluate motivating games. An integrated gamification framework is also established in the article.

I will greatly benefit from this source as results are more credible with a systematic literature review. Detailed taxonomies of motivators and design principles help create engaging educational games. Understanding learner motivation is enhanced by distinguishing extrinsically and intrinsically motivated engagement. Gamification for education presents unique challenges in integrating learning content and theories. The paper improves field conceptual clarity by classifying gamification terms and strategies. Clear research questions and well-organized results make the findings practical. The paper’s minor contribution- classifying terms and strategies – enhances its value. The conclusion summarizes the research, acknowledges its impact on educational game design, and suggests future research.

10

Denisova, A., Cairns, P., Guckelsberger, C., & Zendle, D. (2020). Measuring perceived challenge in digital games: Development & validation of the challenge originating from recent gameplay interaction scale (CORGIS). International Journal of Human-Computer Studies, 137, 102383. https://doi.org/10.1016/j.ijhcs.2019.102383 

This paper aims to evaluate players’ perceived challenge in digital games using a systematic and reliable instrument. The authors acknowledge that player experience challenge is not clearly conceptualized and operationalized, making measurement across games and skill sets difficult. The Challenge Originating from Recent Gameplay Interaction Scale (CORGIS) is introduced through literature review, interviews, and large-scale surveys to address this. The CORGIS evaluates performative, emotional, cognitive, and decision-making challenges.

This source can help me measure and understand digital game challenge. The introduction emphasizes the importance of challenge in gameplay and game enjoyment. Scholarly quotes from Juul and Sicart enrich the discussion. The paper acknowledges the limitations of current challenge assessment tools and calls for a more comprehensive and standardized instrument. A systematic approach to questionnaire development, including literature review, interviews, and surveys, boosts CORGIS credibility. Exploring emotional and social challenges deepens understanding of perceived challenge. The research process—item generation, factor analysis, and validation—is detailed for transparency and replicability. The study’s practical relevance comes from examples like analyzing three games for validation. Methodological issues arise when discussing statistical support, including factor analysis. The conclusion stresses the CORGIS’s role in player experience research and challenge structure evaluation for game developers. Future work suggests research and development avenues.

Conclusion

The annotated bibliography resonates with my academic and professional goals as a concept art major interested in game concept design. As stated in “Measuring Perceived Challenge in Digital Games: Development & Validation of the Challenge Originating from Recent Gameplay Interaction Scale (CORGIS)” by Denisova et al. (2020), challenge is essential to creating engaging and immersive gaming experiences. Literature review, interviews, and large-scale surveys were used to develop the CORGIS, following the method used in concept art and game design. The paper emphasizes gameplay challenge and provides a standardized tool to help you create visually appealing and challenging game concepts. The CORGIS provides a nuanced understanding of perceived challenge, including emotional and cognitive dimensions, that can be applied to concept art to evoke specific emotions and cognitive engagements in players. Use tools like CORGIS in your concept design process to create games that are visually appealing and offer a balanced gameplay experience.