Bachelor’s Degree in Simulation Science, Games and Animation
Degree Requirements
The Bachelor of Science degree can be earned in eight semesters assuming appropriate background and full-time enrollment. Successful completion of a minimum of 127 credit hours is required. Students entering this program should have demonstrated a competence in mathematics and science (preferably physics). They should be prepared to enter Calculus I, having demonstrated proficiency in algebra and trigonometry. The Simulation, Games and Animation program is designed to prepare students to work as part of a team on the development of simulation systems and games. Relevant concepts, methods, and techniques are integrated through the curriculum. The curriculum includes courses in general education, media arts, computer programming, mathematics, and software design.
Students should be aware that several courses in each academic year may have prerequisites and/or co-requisites.
Program Requirements (see attached)
General Education (38 Credits)
| 3 | ||
| Humanities or Social Science Upper-Level Elective | 3 | |
| MA 225 | Introduction to Discrete Structures | 3 |
| MA 241 | Calculus and Analytical Geometry I | 4 |
| MA 314 | Applied Linear Algebra & Statistics | 3 |
| Natural Science Elective with Lab | 4 | |
| PS 113 | Introductory Physics I | 3 |
| or PS 215 | Physics I | |
| PSY 101 | Introduction to Psychology (Or Social Science Lower Level Elective) | 3 |
| PSY 321 | Psychology of Gaming (or Humanities or Social Science Upper-Level Elective) | 3 |
Simulation Science, Games, and Animation Core (86 Credits)
| CS 213 | Introduction to Computer Networks | 3 |
| CS 305 | Database Systems and Data Mining | 3 |
| CS 317 | Files and Database Systems | 3 |
| CS 415 | Human-Computer Interfaces | 3 |
| SE 310 | Analysis and Design of Software Systems | 3 |
| SE 420 | Software Quality Assurance | 3 |
| * |
Offered in Fall Only |
| ** |
Offered in Spring Only |
All Army ROTC students are required to complete SS 321 — U.S. Military History 1900-Present (3 credits) in order to commission.
Simulation Science, Games, and Animation
| Freshman Year | ||
|---|---|---|
| Fall | Credits | |
| COM 122 | English Composition | 3 |
| CS 118 | Fundamentals of Computer Programming | 3 |
| Humanities Lower-Level Elective | 3 | |
| SIM 201 | World Building I, Modeling | 3 |
| SIM 115 | Digital Illustration | 3 |
| UNIV 101 | College Success | 1 |
| Credits Subtotal | 16. 0 |
|
| Spring | ||
| CS 125 | Computer Science I | 4 |
| MA 241 | Calculus and Analytical Geometry I | 4 |
| SIM 150 | Games Systems I Introduction | 3 |
| SIM 202 | World Building II Materials | 3 |
| SIM 215 | Interactive Media I | 3 |
| Credits Subtotal | 17.0 | |
| Sophomore Year | ||
| Fall | ||
| CS 225 | Computer Science II | 4 |
| MA 225 | Introduction to Discrete Structures | 3 |
| PS 113 | Introductory Physics I | 3 |
|
or PS 215 |
Physics I | |
| SIM 203 | World Building III Mechanics | 3 |
| SIM 251 | Game Systems II Multi-player | 3 |
| Credits Subtotal | 16. 0 |
|
| Spring | ||
| MA 314 | Applied Linear Algebra & Statistics | 3 |
| PSY 101 | Introduction to Psychology (Or Social Science Lower-Level Elective) | 3 |
| SIM 205 | Game Design Workshop | 3 |
| SIM 304 | World Building IV Motion | 3 |
| SIM 315 | Interactive Media II | 3 |
| Credits Subtotal | 15.0 | |
| Junior Year | ||
| Fall | ||
| CS 315 | Data Structures and Analysis of Algorithms | 3 |
| SIM 321 | Simulation I Systems Modeling | 3 |
| SIM 331 | Simulation II Procedural Modeling | 3 |
| SIM 335 | Game Engine Architecture | 3 |
| SIM 350 | Visualization and Virtual Reality Games III | 3 |
| Credits Subtotal | 15. 0 |
|
| Spring | ||
| CS 455 | Artificial Intelligence | 3 |
| PSY 321 | Psychology of Gaming (or Humanities or Social Science Upper-Level Elective) | 3 |
| SIM 401 | Character Design & Production | 3 |
| SIM 415 | User Interface Design | 3 |
| SIM 450 | Game Systems 4: Mixed Reality | 3 |
| Credits Subtotal | 15.0 | |
| Senior Year | ||
| Fall | ||
| COM 221 | Technical Report Writing | 3 |
| DS 411 | Data Visualization | 3 |
| SIM 403 | Set & Environment Design | 3 |
| SIM 482 | Capstone I and Lab | 4 |
| Technical Elective | 3 | |
| Credits Subtotal | 16.0 | |
| Spring | ||
| COM 219 | Speech | 3 |
| Humanities or Social Science Upper-Level Elective | 3 | |
| Natural Science Elective with Lab | 4 | |
| SIM 421 | Modeling & Simulation II | 3 |
| SIM 483 | Capstone II and Lab | 4 |
| Credits Subtotal | 17. 0 |
|
| Credits Total: | 127.0 | |
Game/Simulation | ablconnect
Games for educational purposes, or “serious games”, share the same “creative and enjoyable essence” (Akilli, 2011, p. 152) with games for entertainment, but are aimed to induce learning that meets certain pedagogic objectives. It has been identified as one type of simulation-based learning approaches, along with role-play and computer simulation (Feinstein, Mann & Corsun, 2002), with its distinctive element of “interaction within a predetermined context involving competition, cooperation, conflict or collusion” (Lean, Moizer, Towler & Abbey, 2006, p. 228).
Games were adopted to promote learning as early as around 3,000 B.C., when war game simulations were used in China and India (Keys & Wolfe, 1990). Price (1990) categorizes today’s educational games into “academic games” that teach and provide practice, and “life simulation games” that simulate either real-life contexts with strict rules, or open-ended and flexible social science contexts.
Simulation games can be drilled-based, exercise-based, or problem-based (Deshpande & Huang, 2011) for students to observe a process or phenomenon, choose and apply the correct techniques, or solve problems by trying learned approaches. Additionally, gameification (or gamification) has been a growing trend, which refers to adding game mechanics or other game-associated elements to educational activities (Landers & Callen, 2011).
The introduction of business simulation games in the late 1950s (Greenlaw & Wyman, 1973) expanded the development and use of games in higher education settings across disciplines including undergraduate economics (Stanley, 2001), chemistry (Russell, 1999), and psychology (Weisskirch, 2003). Technology has boosted the development and use of computerized games in engineering (Coller & Scott, 2009), geology (Mayo, 2007), biology (Amory, Naicker, Vincent & Adams, 1998), landscape planning (Herwig & Paar, 2002), nursing and medicine (Cook, McAloon, O’Neill & Beggs, 2012), statistics (Ramler & Chapman, 2011), media and communications (Delwiche, 2006), and social studies (Gestwicki & Morris, 2012).
Games enable effective situated learning by simulating environments or scenarios that cannot be directly presented in a traditional classroom. They can “mimic real world situations without importing unwanted constraints and risks of the real world” (Westera, Nadolski, Hummel & Wopereis, 2008, p. 420). Games encourage dynamic participation and lessen resistance to innovative ideas and concepts (Petranek, 1994). As drill and repetition are made more enjoyable through play, students show greater retention over time, develop proficiency more steadily, and become more motivated for optional learning tasks (Randel, Morris, Wetzel & Whitehill, 1992; Philpot et al., 2003; Landers & Callan, 2011). With computerized games, graphics and multimedia elements can capture more student attention (Deshpande & Huang, 2011).
Although research is yet to reach a conclusive answer on the effectiveness of educational games as measured by direct learning outcomes, but empirical studies have proved the benefits of the particular games investigated (Randel et al, 1992; Susi, Johannesson & Backlund, 2007).
Games have proved to stimulate deeper learning (Coller & Scott, 2009), comprehension of subject complexity (Mayo, 2007) and maximize the transference of academic knowledge to industry (Deshpande & Huang, 2011). Games have also been found to exert positive effects on students’ attention, visuospatial skills (Boot, Kramer, Simons, Fabiani & Gratton, 2008; Green & Bavelier, 2003), and team functioning (Deshpande & Huang, 2011).
Along with the multiple benefits come new challenges to instructors. As games enable students to take decisions and manage the process, instructors are required to switch into a facilitator’s role, instead of just being an observer (Torres & Macedo, 2000), by revamping the traditional, linear approach of content creation and delivery (Morrison, 2003). It is also worth noting that educational games, or “serious games”, differ from leisure games whose main motives are fun, amusement and relaxation; instructors, especially those in higher education, are encouraged to apply the games that require reasoning, reflection, and collaboration, rather than following the approaches for developing and using leisure games (Westera et al.
, 2008). It is recommended that only the context, approach, and game mechanics suitable to specific learning objectives be selected so as to make learning happen (Landers & Callan, 2011).
Written by Danxi Shen, Ed.M., Harvard Graduate School of Education
References:
Akilli, G. K. (2011). Games and simulations: A new approach in education. Gaming and Simulations: Concepts, Methodologies, Tools and Applications, ed. Information Resources Management Association, USA, 150-167.
Amory, A., Naicker, K., Vincent, J., & Adams, C. (1998). Computer games as a learning resource. In World Conference on Educational Multimedia, Hypermedia and Telecommunications, 1, 50-55.
Boot, W. R., Kramer, A. F., Simons, D. J., Fabiani, M., & Gratton, G. (2008). The effects of video game playing on attention, memory, and executive control. Acta psychologica, 129(3), 387-398.
Coller, B. D., & Scott, M. J. (2009). Effectiveness of using a video game to teach a course in mechanical engineering. Computers & Education, 53(3), 900-912.
Cook, N. F., McAloon, T., O’Neill, P., & Beggs, R. (2012). Impact of a web based interactive simulation game (PULSE) on nursing students’ experience and performance in life support training—A pilot study. Nurse education today, 32(6), 714-720.
Delwiche, A. (2006). Massively multiplayer online games (MMOs) in the new media classroom. Journal of Educational Technology & Society, 9(3).
Deshpande, A. A., & Huang, S. H. (2011). Simulation games in engineering education: A state‐of‐the‐art review. Computer Applications in Engineering Education, 19(3), 399-410.
Feinstein, A. H., Mann, S., & Corsun, D. L. (2002). Charting the experiential territory: Clarifying definitions and uses of computer simulation, games, and role play. Journal of Management Development, 21(10), 732-744.
Gestwicki, P., & Morris, R. (2012). Social Studies Education Game Development as an Undergraduate Immersive Learning Experience. In M. Cruz-Cunha (Ed.), Handbook of Research on Serious Games as Educational, Business and Research Tools (pp. 838-858). Hershey, PA: Information Science Reference. doi:10.4018/978-1-4666-0149-9.ch043
Green, C. S., & Bavelier, D. (2003). Action video game modifies visual selective attention. Nature, 423(6939), 534-537.
Greenlaw, P. S., & Wyman, F. P. (1973). The teaching effectiveness of games in collegiate business courses. Simulation & Gaming, 4(3), 259-294.
Herwig, A., & Paar, P. (2002). Game engines: tools for landscape visualization and planning. Trends in GIS and Virtualization in Environmental Planning and Design, 161-172.
Keys, B. & J. Wolfe (1990). The Role of Management Games and Simulations in Education and Research, Journal of Management, 16: 311.
Landers, R. N., & Callan, R. C. (2011). Casual social games as serious games: The psychology of gamification in undergraduate education and employee training. In Serious games and edutainment applications (pp. 399-423). Springer London.
Lean, J., Moizer, J., Towler, M., & Abbey, C. (2006). Simulations and games: Use and barriers in higher education. Active learning in higher education, 7(3), 227-242.
Mayo, M. J. (2007). Games for Science and Engineering Education. Communications of the ACM, 50(7), 31-35.
Morrison, J. L. (2003). Simulations and the learning revolution: An interview with Clark Aldrich. The Technology Source, 35-37.
Petranek, C. Amaturation in experiential learning: Principles of simulation and gaming, Simulation & Gaming, 25(4), 513-523.
Philpot, T. A., Hubing, N., Hall, R. H., Flori, R. E., Oglesby, D. B., & Yellamraju, V. (2003). Games as teaching tools in engineering mechanics courses.
In Proceedings of the American Society of Engineering Education.
Price, R.V. (1990). Computer-aided instruction: A guide for authors. Pacific Grove, CA: Brooks/Cole Publishing Company.
Ramler, I. P., & Chapman, J. L. (2011). Introducing Statistical Research to Undergraduate Mathematical Statistics Students Using the Guitar Hero Video Game Series. Journal of Statistics Education, 19(3), 1-20.
Randel, J. M., Morris, B. A., Wetzel, C. D., & Whitehill, B. V. (1992). The effectiveness of games for educational purposes: A review of recent research. Simulation & Gaming, 23(3), 261-276.
Russell, J.V. (1999). Using games to teach chemistry: An Annotated Bibliography. Journal of Chemical Education, 76(4), 481.
Stanley, D. L. (2001). Wealth distribution and imperfect factor markets: a classroom experiment. The Journal of Economic Education, 32(4), 344-355.
Susi, T., Johannesson, M.
, & Backlund, P. (2007). Serious games: An overview. Retrived from http://www.diva-portal.org/smash/get/diva2:2416/FULLTEXT01.pdf.
Torres, M., & Macedo, J. (2000). Learning sustainable development with a new simulation game. Simulation & Gaming, 31(1), 119-126.
Weisskirch, R. S. (2003). Dealing with Piaget: Analyzing Card Games for Understanding Concepts. Paper presented at the Annual Conference of the American Psychological Association.
Westera, W., Nadolski, R. J., Hummel, H. G., & Wopereis, I. G. (2008). Serious games for higher education: a framework for reducing design complexity. Journal of Computer Assisted Learning, 24(5), 420-432.
Further Resources:
-
Amory, A., Naicker, K., Vincent, J., & Adams, C. (1999). The use of computer games as an educational tool: identification of appropriate game types and game elements. British Journal of Educational Technology, 30(4), 311-321.
- Amory, A., & Seagram, R. (2003). Educational game models: conceptualization and evaluation: the practice of higher education. South African Journal of Higher Education, 17(2), p-206.
- Prensky, M. (2011). Digital game-based learning. New York: McGraw-Hill.
- Squire, K., & Jenkins, H. (2003). Harnessing the power of games in education. Insight, 3(1), 5-33.
Game modeling as an innovative technology in education
Author :
Beisembaeva Asel Kanatovna
Category : Pedagogy
Posted by
V
young scientist
No. 48 (234) November 2018
Publication date : 11/29/2018
2018-11-29
Article viewed:
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References:
Beisembaeva, A.
K. Game modeling as an innovative technology in education / A. K. Beisembaeva. — Text: direct // Young scientist. — 2018. — No. 48 (234). — S. 273-275. — URL: https://moluch.ru/archive/234/54247/ (date of access: 02/14/2023).
The article is devoted to game modeling as a new technology in the educational process. The analysis of the concepts «model», «simulation», «game» is carried out in order to determine the essence of game modeling.
Keywords: model, simulation, game, game simulation.
In the direction of modern didactics, there is a clear trend towards the active use of pedagogical innovation in the educational process. Among the universal pedagogical technologies that allow combining traditional teaching methods and innovative processes in modern education, game modeling is distinguished, which offers the construction of abstract models in pedagogical science to solve theoretical and empirical problems of the educational process.
The problem of using game modeling in the educational process is considered in various aspects. Such researchers as A. Dakhin, S. Rubenshtein, K. Ushinsky studied it from the standpoint of pedagogy. In the works of L. Vygotsky, A. Leontiev, E. Bern and others, game modeling is presented from the perspective of a psychological approach. In turn, the great thinkers of antiquity — Heraclitus, Democritus, Lucretius, Plato, Socrates, Aristotle — laid the philosophical foundations of the game modeling method. O. Fink, H. Gadamer, I. Kant also described the philosophical approach to the use of the game in teaching and education.
To define the essence of game modeling as a technology in the educational process, let’s consider the basic definitions of the concepts «model», «modelling», «game», «game modeling».
In the work of E. S. Polat, the model is considered as a variant of the organization of the educational process, presented in the form of a diagram [3].
In the works of M. V. Yadrovskaya, the model is understood as a process organization scheme [7].
Yasvin V. A. in the book «Educational Environment: From Modeling to Design» considers the possibilities of using the model in order to study the educational environment. The author points out: “… a model is a phenomenon (subject, process, situation, etc.) artificially created for study, similar to another phenomenon (subject, process, situation, etc.), the study of which is difficult or impossible at all » [8, p. 32].
The game in pedagogical science is presented as a form of activity in conditional situations, aimed at recreating and assimilating social experience, fixed in socially fixed ways of implementing objective actions, in subjects of science and culture [6].
According to the dictionary of pedagogical terms, a game is a special form of activity, the hallmarks of which are the fulfillment of tasks and the experience of events in an imaginary plan.
Depending on the tasks to be solved, in psychological and pedagogical practice, games are divided into: didactic games, dramatization games, procedural games, games with rules, directing, role-playing and business games [5].
It is also worth noting the definition of this concept, presented in the dictionary «Professional Education»: «a game is a form of educational activity that imitates certain practical situations; the game is one of the means of activating the educational process, promotes mental development» [1].
Ushinsky K.D. in his writings defined the game of the child as a serious occupation, through which he learns and transforms reality.
Krupskaya N. K. was the first in pedagogical science to indicate the conditionality of the game with labor activity. The author proved in her research that children do not have a special line between these types of activity. The game helps prepare children for work.
Further, research in this area was continued by A.
S. Makarenko, who claims that a good game is like a good job; they are connected by both intellectual and physical effort, intoxication with creativity, a sense of duty [2].
At the present stage of development of education, gaming activities in the educational process are given more and more time, which creates conditions for the development of gaming technology.
Pedagogical technology as a whole always has a clearly defined learning goal and a result corresponding to it.
Based on the above definitions of concepts, the modeling process can be characterized as an activity to obtain new knowledge, with the help of an artificially created system. This method is based on the ability of human thinking to abstractly compare the properties of various objects, that is, to establish analogies.
Modeling is a kind of teaching method based on the study of any phenomena, processes or various systems by building and studying their models, using models to determine and characterize real objects, phenomena, systems.
Panfilova A.P. defines «game modeling» as «a method that allows the teacher not only to influence the formation of skills and abilities of creative and intellectual development of students, to change their motivation, but also to gain innovative practical experience in solving intellectual, creative, dead-end and crisis problems » [4, p. 3].
According to the works of V. A. Yasvin, the essence of the process of game modeling is that during it it is possible to obtain information about real phenomena by projecting onto it the existing knowledge that was obtained when getting acquainted with the corresponding model.
In the course of studying the issue of game simulation, the researchers identified the following rules for the technology of game simulation:
— put yourself in a situation that may arise in real life;
— adapt to a certain role in a similar situation: in some cases — to play oneself, in others — to take on an imaginary role;
— behave as if everything happened in real life [4].
Thus, in the educational process, game modeling is an important tool for the development of both cognitive processes and their cognitive activity of students in the course of mastering academic disciplines.
Literature:
- Vishnyakova S. M. Vocational education: Dictionary. Key concepts, terms, actual vocabulary. M.: NMTs SPO, 1999. — 538 p.
- Davidchuk A.N. Education and play: Method. allowance / A. N. Davidchuk. — M .: Mosaic-Synthesis, 2006. — 168 p.
- Distance Learning: Textbook / Ed. E. S. Polat. — M.: VLADOS, 1998.
- Panfilova A.P. Game modeling in the activity of a teacher: textbook. allowance for students. higher textbook establishments / under total. ed. V. A. Slastenina, I. A. Kolesnikova. M., 2006
- Dictionary of museum and pedagogical terms — http://www.studmed.ru/timofeeva-ls-slovar-po-muzeynoy-pedagogike_cc9d7619bda.html
-
Modern educational process: basic concepts and terms / Compiled by M.
Yu. Oleshkov and V. M. Uvarov. –– M.: Sputnik+ Company, 2006. – 191s.
- Yadrovskaya M.V. Models in Pedagogy // Bulletin of the Tomsk State University. 2013. — No. 366. — S. 139–143.
- Yasvin, V. A. Educational environment: from modeling to design / V. A. Yasvin. — Moscow: Center for the Comprehensive Formation of the Personality of the Russian Academy of Education, 1997. — 365 p.
Basic terms (automatically generated) : game simulation, educational process, game, pedagogical science, educational process, model, educational environment, process, real life, situation.
Keywords
model,
modeling,
a game,
game simulation
model, simulation, game, game simulation
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“Game modeling” or the whole process of creating a 3D model for a game — Gamedev on DTF
The visual component of all 3D games is models, almost everything you see in the game is a model that the modeler and artist tried on (sometimes it is one person ). They spend a lot of time detailing each model and optimizing those models for the game engine.
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It all starts with creating a detailed model (hi-poly). There are two main ways to create a model, this is sculpting (because the process is similar to working with clay)
Sculpting example.
and hard surface modeling (it has such a name because the principle itself is based on creating separate polygons and working with each one in particular, sculpting, in turn, does not work with each one in particular, but with a group of polygons).
An example of hard surface modeling.
Sculpting is a more «artistic» way of creating a model. A graphic tablet is used for it and most often it is chosen by artists and artists of more creative directions. Most often it is used to create highly detailed models (for example, the main characters) and create an organic environment. The main sculpting program is ZBrush, some also use Blender, but there are only basic sculpting tools. In turn, the hard surface method is more loved by people from technical professions. This method is more suitable for creating inorganics, that is, furniture, weapons, etc. (something where mostly clear edges). The main software for this method is Blender and 3DS Max. Another important point in this process is the stylization of the model, that is, if the whole game is in a low-poly style, and the hero model is very detailed, then this will violate the unified style and atmosphere of the game, if this is not a feature of the project.
Here we have a very detailed model, but there is one problem, it has several million polygons, and to render such a model even without textures, impressive power is needed, not to mention the animation of the model and texture mapping. To load the model into the engine so that it is comfortable to work with, you need to reduce the number of polygons, change the topology, to solve this problem there is a retopology (retopology — that is, redoing the topology). It is necessary to manually rebuild the entire polygonal mesh of the model (topology), moreover, so that the quality of the model does not suffer in the process of reducing the number of faces. Usually this is done through the same program in which the model was created (most programs support this), but quite often this is done through 3D Coat, since it is considered the most convenient package for retopology. In fact, the essence of the process itself is the re-creation of the topology (hence the name). Also the correct topology after its redoing solves the problems of errors during the animation when the hand gets out of the clothes or something like that.
Now it’s time to unwarp (unwarp, unwrap). The unfolding itself resembles a wrapper. It completely wraps the model, but has only one seam. Actually, it is necessary to mark these seams and place them on a special map for further texturing.
The texturing step consists of separate sub-steps. This is the baking of a normal map (a normal map is a map that completely replaces the normal values of polygons with normals from a high-poly model, thereby increasing the detail of the model) and a displacement map (displacement). And so, normal maps and displacement maps are special types of textures that affect the behavior of light when it hits a surface. They increase visual detail, simulate depth and other surface features, while allowing you to not increase the number of polygons.
Next, you need to apply materials to the object so that it looks like a real one. Someone takes photorealistic textures, someone makes hand-paint textures (textures drawn by hand) and stylizes them for the required project.
