DOI : https://doi.org/10.18517/ijaseit.11.1.10270

Creative Game Design Training Requirements

Raudyah Md Tap (1), Nor Azan Mat Zin (2), Hafiz Mohd Sarim (3)
(1) Center for Software Technology and Management, Faculty of Information Science and Technology, Universiti Kebangsaan Malaysia, 43600 Bangi, Selangor, Malaysia
(2) Center for Software Technology and Management, Faculty of Information Science and Technology, Universiti Kebangsaan Malaysia, 43600 Bangi, Selangor, Malaysia
(3) Center for Software Technology and Management, Faculty of Information Science and Technology, Universiti Kebangsaan Malaysia, 43600 Bangi, Selangor, Malaysia
Fulltext View | Download
How to cite (IJASEIT) :
Md Tap, Raudyah, et al. “Creative Game Design Training Requirements”. International Journal on Advanced Science, Engineering and Information Technology, vol. 11, no. 1, Feb. 2021, pp. 64-71, doi:10.18517/ijaseit.11.1.10270.
Citation Format :
Current technological advances have replaced traditional games with digital games, which indicate the rapid expansion of digital or video games. Creativity and innovation are essential elements for designing successful games. However, many games produced in the market failed due to a lack of creativity. There is no specific method of training creativity for game courses taught at higher learning institutions. Game designers also have no specific tool to help them create innovative games. Therefore, a systematic approach to train creative game designing skills is needed. This study aimed to model the requirements for creativity training in game design. Specifically, the study’s objectives are to identify creativity components for game design, develop a training model and validate it. The method used involved document analysis, interviews with game developers and game development educators, and the model’s construction by mapping and validating the model using the expert review technique. Results found that intelligence, thinking style, motivation, personality, experience, game genre, environment, storyline, goals, rules, community, and task distribution are requirements for creative game design. These elements were mapped and categorized as the model components - the designer, knowledge, creativity training in the game design process, method, and technology support. The model validation result using the Inter-Rater Reliability (IRR) coefficient is 0.90 (90 %), indicating excellent reliability as approved by the experts. The creativity training model will be implemented either in software or conventional training modules for designing creative games.

Ismail, Marina, et al. “Measuring usability of educational computer games based on the user success rate.” 2011 International Symposium on Humanities, Science and Engineering Research. IEEE, 2011.

Qian, Meihua, and Karen R. Clark. “Game-based Learning and 21st century skills: A review of recent research.” Computers in Human Behavior 63 (2016): 50-58.

Anderson, Craig A., et al. “Media violence and other aggression risk factors in seven nations.” Personality and Social Psychology Bulletin 43.7 (2017): 986-998.

Coyne, Sarah M., et al. “Violent video games, externalizing behavior, and prosocial behavior: A five-year longitudinal study during adolescence.” Developmental psychology 54.10 (2018): 1868.

Cardoso, Tiago, Joao Sousa, and Jose Barata. “Digital Games’ Development Model.” EAI Endorsed Transactions on Serious Games 4.12 (2017).

Li, Xi, Mengze Shi, and Xin Shane Wang. “Video mining: Measuring visual information using automatic methods.” International Journal of Research in Marketing 36.2 (2019): 216-231.

Gennari, Rosella, et al. “Children's emotions and quality of products in participatory game design." International Journal of Human-Computer Studies 101 (2017): 45-61.

Nunez, Leonor A. Espinoza. "Development Serious Games Using Agile Methods. Test Case: Values and Attitudinal Skills." Telematics and Computing: 7th International Congress, WITCOM 2018, Mazatlí¡n, Mexico, November 5-9, 2018, Proceedings. Vol. 944. Springer, 2018.

Qian, Meihua, and Karen R. Clark. "Game-based Learning and 21st century skills: A review of recent research." Computers in Human Behavior 63 (2016): 50-58.

Smith, Adam M., and Michael Mateas. "Knowledge-level Creativity in Game Design." ICCC. 2011.

Ab Majid, Mohammad Rusdi Bin, and Zawawi Ismail. "Kreativiti Pengajaran Guru Bahasa Arab di Malaysia." JuPiDi: Jurnal Kepimpinan Pendidikan 4.4 (2017): 27-38.

Mi, Shuaishuai, Hualin Bi, and Shanshan Lu. "Trends and Foundations of Creativity Research in Education: A Method Based on Text Mining." Creativity Research Journal (2020): 1-13.

Ariffin, Siti Rahayah, et al. "Validity and reliability of the Malaysian creativity and innovation instrument (MyCrIn) using the Rasch measurement model." Proceedings of the 10th WSEAS international conference on E-Activities. World Scientific and Engineering Academy and Society (WSEAS), 2011.

Sarkam, Saida Farhanah, et al. "Ihsan, Innovation and Creativity in Students’ Product Innovation: The Case of Innovation Show Event at UiTM Pahang." International Journal of Academic Research in Business and Social Sciences 8.2 (2018).

James, Molly A. "Managing the classroom for creativity." Creative Education 6.10 (2015): 1032.

Tap, Raudyah Md, Nor Azan Mat Zin, and Hafiz Mohd Sarim. "Requirements For Creative Skills Development In Game Design." 2019 International Conference on Electrical Engineering and Informatics (ICEEI). IEEE, 2019.

Amabile, Teresa M. "Educating leaders who make a difference in the world." Perspectives on Psychological Science 14.1 (2019): 7-11.

Ott, Michela, and Francesca Pozzi. "Digital games as creativity enablers for children." Behaviour & Information Technology 31.10 (2012): 1011-1019.

Park, Jong-Won. "Developing the format and samples of teaching materials for scientific creativity in the ordinary science curriculum-Including teachers' practice and reflection." Journal of the Korean Association for Science Education 32.3 (2012): 446-466.

Chumo, Caroline Chelang’at. "Effects of practical investigation on scientific creativity amongs secondary schools biology students in Kerincho District, Kenya." Journal of Education and Practice 5.8 (2014): 43-51.

Matthews, Elizabeth, Geoffrey Matthews, and Juan E. Gilbert. "A Framework for the Assessment of Enjoyment in Video Games." International Conference on Human-Computer Interaction. Springer, Cham, 2018.

Walk, Wolfgang, Daniel Gorlich, and Mark Barrett. "Design, dynamics, experience (DDE): an advancement of the MDA framework for game design." Game Dynamics. Springer, Cham, 2017. 27-45.

Thominet, Luke. "How to be open: User experience and technical communication in an emerging game development methodology." Communication Design Quarterly Review 6.2 (2018): 70-82.

Torsi, Silvia, et al. "Eudaimonia and Behavior Change: Incorporating negative feelings into Game Design elements." Proceedings of the 6th EAI International Conference on Smart Objects and Technologies for Social Good. 2020.

Romero, Margarida, Alexandre Lepage, and Benjamin Lille. "Computational thinking development through creative programming in higher education." International Journal of Educational Technology in Higher Education 14.1 (2017): 42.

Maldonato, Mauro, Silvia Dell'Orco, and Anna Esposito. "The emergence of creativity." World Futures 72.7-8 (2016): 319-326.

Singh, Umed, and Jagdish Kumar. "Personality and motivational correlates of creativity." Indian Journal of Health & Wellbeing 8.12 (2017).

Abdulla, Ahmed M., and Bonnie Cramond. "After six decades of systematic study of creativity: what do teachers need to know about what it is and how it is measured?." Roeper Review 39.1 (2017): 9-23.

Lince, R. (2016). Creative thinking ability to increase student mathematical of junior high school by applying models numbered heads together. Journal of Education and Practice, 7(6), 206-212.

Gaither, Sarah E., Samantha P. Fan, and Katherine D. Kinzler. "Thinking about multiple identities boosts children’s flexible thinking." Developmental Science 23.1 (2020): e0012871.

Kausel, E. E., Culbertson, S. S., & Madrid, H. P. (2016). Overconfidence in personnel selection: When and why unstructured interview information can hurt hiring decisions. Organisational Behavior and Human Decision Processes, 137, 27-44.

Eagan, Brendan R., et al. "Can we rely on IRR? Testing the assumptions of inter-rater reliability." International Conference on Computer Supported Collaborative Learning. 2017.

Rasul, M. S., Waheeda Ramli, N. F. & Abd Rauf, R. A. (2013). Pembentukan karektor pelajar kreatif mengikut teori sternberg: Suatu analisis kandungan dan pembangunan kerangka konseptual. Jurnal Teknologi (Sciences and Engineering) 63(1): 7-15.

Burnett, Margaret, et al. "Toward Theory-Based End-User Software Engineering." New Perspectives in End-User Development. Springer, Cham, 2017. 231-268.

World Health Organization. (2015). Trends in maternal mortality: 1990-2015: estimates from WHO, UNICEF, UNFPA, World Bank Group and the United Nations Population Division. World Health Organization.

Roman-Calderon, Juan Pablo, et al. "Creativity and job tension in experiential learning." 2018 IEEE Frontiers in Education Conference (FIE). IEEE, 2018.

Rosa, Aaron B., and John A. Sweeney. "Your Move: Lessons Learned at The Interstices of Design, Gaming, And Futures." Journal of Futures Studies 23.4 (2019): 137-42.

Navarrete, Cesar C. "Creative thinking in digital game design and development: A case study." Computers & Education 69 (2013): 320-331.

Rasul, Mohamad Sattar, et al. "Impact of integrated stem smart communities’ program on students’ scientific creativity." Journal of Engineering Science and Technology 13 (2018): 80-89.

Afanasyeva, Ekaterina. "Scientific creativity and diversity of physical work environment: framework development." (2014).

Belotto, Michael J. "Data analysis methods for qualitative research: Managing the challenges of coding, interrater reliability, and thematic analysis." The Qualitative Report 23.11 (2018): 2622-2633.

Authors who publish with this journal agree to the following terms:

    1. Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution License that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal.
    2. Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal.
    3. Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (See The Effect of Open Access).