Courses
Artificial Intelligence in Games
Understand the differences between traditional AI and AI applied to game development, where other factors such as playability are more relevant that the oponent’s intelligence level. Be familiar with the practical problems when developing AI for video games, and with the several techniques applied in comercial video games. Know how to design and build an AI system for a video game independently of its genre (action, sport, strategy, narrative).
Autonomous Agents and Multi-Agent Systems
To acquire general notions about agents and multi-agent systems; knowing how to identify and classify agents and environments, according to different properties. Knowing how to develop complex systems and systems from different application areas, using an agent-oriented methodology. Knowing how to define a society of agents in order to solve a specific problem. Being able to design agents with reactive, deliberative and hybrid architectures. Being able to create societies of agents that communicate, in a practical way, using suitable languages and platforms.
Computer Graphics for Games
This course covers both theory and practice of game engine software development. It delves into the different engine subsystems including, but not limited to, rendering, character animation, and physics, and details the articulation required to support gameplay development. By the end of this course, students should understand how modern game engines work, and be able to design and develop their own game engines.
Game Design
This course grants the students the opportunity to develop their skills on experience design and prototyping for games. The learning process is sustained in the discussion of what is a game, what are its components and what is its relation to the players (having in mind their differences). It is expected that the student develop design documents and prototypes to support his/her work on the course.
Game Development Methodology
Present a vision of the different methodologies and technologies involved in the development of digital games discussing the main features and issues in each one. Grant students with conceptual tools and techniques to develop user interfaces for games with special emphasis on player controls. Develop the ability to reflect and test the player experience and gameplay. Discuss the role of conceptual modelling and user testing. Highlight the importance to take a user centred approach in the exploration of the player experience.
Multimedia Content Production
Know the different types of multimédia information and how to manipulate them to poduce multimedia content. To understand the technological constraints that affect Production. To understand critical factors affect the success of a production, namely in aspects such as capture, encoding, processing and visualization of the different media. To know the different kinds of available authoring tools. To create Multimedia contents; To identify the different contexts in which multimedia can be consumed, with emphasys on online and network issues (evaluate bandwidth, latency, synchronization, etc.) and mobile devices. Introduce some advanged multimedia usages such as procedural modelling, generative art augmented reality. Apply efficient methods of multimedia content retrieval.
Thesis
Studying Responses to Norm Violations Using Computer Games
When an individual violates a norm, they infringe one or more principles of proper conduct, presenting behaviours that should not be accepted in a society. However, there are studies showing that norm violators are afforded and perceived with more power than norm abiders. To understand the When, Why and How of these findings, we implemented a video game research tool. This dissertation describes the development process of a configurable resource-management first-person multiplayer game, where players are able to follow or violate norms during resource collection and transactions. In the game, there is one leader responsible for taking or giving power to other players, within actions such as the distribution of resources and the selection of the following leader. We conducted an experiment with 20 participants to verify if the created tool was in line with prior findings. Subjects played the leader role and interacted with two confederates, a norm violator and a norm abider. We measured power perception and affordance given subjects’ game actions and answers from a questionnaire. We found results that contradicted prior studies. Only 35% of subjects selected the norm violator as the leader. Additionally, during resource distribution, subjects favoured the norm abider compared to the norm violator. Given these results, we realized that the scenario of our experiment was unbalanced - the norm violator’s scripted behaviour was extremely selfish compared to the norm abider. Even so, we noticed that a few subjects still perceived the norm violators as more skilful and, therefore, more worthy of power.
Alignment of Player and Non-Player Character Assertiveness Levels
Video game development is one of the fastest growing businesses, and appealing to a large audience is one of the key factors to a successful game. Recent research in the field of video game design proposes adapting games to the player's profile, which has the potential to broaden a game's target audience. Companion NPCs are an element of games that, when present, have a large potential influence on the player's experience. This work, takes the Media Equation finding that the law of similarity-attraction applies to relationships between media and people, and applies it to video game NPCs. We propose adapting companion NPC to the player's profile, by aligning the NPCs' assertiveness level to the player's own. We also present a methodology for Media Equation findings to be tested in the context of video games. We developed a testbed game, a 2D puzzle platformer with a companion NPC. We also developed two versions of the NPC's behavior, one for each end of the assertiveness scale. We conducted a 2x2, between-subjects experiment (n=48), in which Assertive and Non-Assertive subjects were randomly matched with one of the NPCs. Subjects recognized the NPC's personality type, giving a significantly higher assertiveness score to the NPC endowed with assertive characteristics. Non-Assertive players reported significantly higher Tension scores when interacting with the Assertive NPC than when interacting with the Non-Assertive NPC. However, based on assertiveness level alignment, there was neither a significant difference in the enjoyment of the experience nor in the player's affinity for the NPC.