TY - GEN
T1 - Active learning prototypes for teaching game AI
AU - Fachada, Nuno
AU - Barreiros, Filipa F.
AU - Lopes, Phil
AU - Fonseca, Micaela
N1 - Publisher Copyright:
© 2023 IEEE.
PY - 2023
Y1 - 2023
N2 - Artificial intelligence (AI) in computer games can enhance the player experience by providing more realistic and dynamic interactions with non-player characters and/or the game environment and is, therefore, an essential skill for game development students to acquire. In this paper, we discuss ten active learning prototypes for undergraduate game development students focusing on AI for Games. The prototypes were implemented in the Unity game engine, and each prototype considers a particular technique or set of algorithms. Depending on the prototype, students are required to interact with it on two levels: 1) by running it within the Unity editor, manipulating the respective technique's parameters, and experimenting and/or playing with the implemented demo or game; or, 2) in addition to the previous level, by actively changing and expanding the provided code to achieve the desired behavior or result. We performed a survey immediately after contact with the prototypes and found that they were easy for the students to manipulate and/or build upon, and most significantly, that they helped students understand the associated techniques and algorithms.
AB - Artificial intelligence (AI) in computer games can enhance the player experience by providing more realistic and dynamic interactions with non-player characters and/or the game environment and is, therefore, an essential skill for game development students to acquire. In this paper, we discuss ten active learning prototypes for undergraduate game development students focusing on AI for Games. The prototypes were implemented in the Unity game engine, and each prototype considers a particular technique or set of algorithms. Depending on the prototype, students are required to interact with it on two levels: 1) by running it within the Unity editor, manipulating the respective technique's parameters, and experimenting and/or playing with the implemented demo or game; or, 2) in addition to the previous level, by actively changing and expanding the provided code to achieve the desired behavior or result. We performed a survey immediately after contact with the prototypes and found that they were easy for the students to manipulate and/or build upon, and most significantly, that they helped students understand the associated techniques and algorithms.
KW - EDUCAÇÃO
KW - JOGOS DE COMPUTADOR
KW - DESENVOLVIMENTO DE JOGOS DE COMPUTADOR
KW - APRENDIZAGEM
KW - INTELIGÊNCIA ARTIFICIAL
KW - VIDEOJOGOS
KW - INFORMÁTICA
KW - EDUCATION
KW - COMPUTER GAMES
KW - COMPUTER GAMES DEVELOPMENT
KW - LEARNING
KW - ARTIFICIAL INTELLIGENCE
KW - VIDEOGAMES
KW - COMPUTER SCIENCE
UR - http://www.scopus.com/inward/record.url?scp=85180554226&partnerID=8YFLogxK
U2 - 10.1109/CoG57401.2023.10333229
DO - 10.1109/CoG57401.2023.10333229
M3 - Conference contribution
AN - SCOPUS:85180554226
T3 - IEEE Conference on Computatonal Intelligence and Games, CIG
BT - Proceedings of the 2023 IEEE Conference on Games, CoG 2023
PB - IEEE Computer Society
T2 - 5th Annual IEEE Conference on Games, CoG 2023
Y2 - 21 August 2023 through 24 August 2023
ER -