Browsing by Author "Clyde, Jerremie"

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    A Modder’s Guidelines for Moddable Game Development
    (2024-04-19) Crémer, Loïc; Finn, Patrick; Aycock, John; Maurer, Frank; Clyde, Jerremie
    The act of unofficially modifying a video game known as modding may convey a range of benefits to its host game, including an expanded sales lifetime and a vision of what a game may have looked like had developers made different choices, among others. In this thesis, I make a case for this beneficial nature of modding and develop a set of guidelines for developing moddable games with the aim of shifting industry perspectives towards the practice, which tend to be mixed, toward a more positive outlook and help mod-encouraging studios provide a better modding experience to their users. This set is built on four pillars, each representing a stage in the development of a moddable game: Designing a moddable game, creating robust tools, writing effective documentation, and supporting the community. I created these guidelines using data collected from an autobiographical design study, wherein I became a modder myself and built modifications for three video games: Nintendo’s Pokémon FireRed Version, Bethesda’s The Elder Scrolls V: Skyrim, and Defiant Development’s Hand of Fate 2. After writing the set, I then created a proof-of-concept tool in line with two of its principles to demonstrate what an idealized modding tool based on my research might look like. These guidelines outline what makes a game more moddable, what makes a good modding tool, and how best to support a moddable game after launch. It is my intention that this thesis demystifies the process of creating moddable games and that the lessons learned in this project can prove useful to modders, researchers, and professional developers alike.
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    The Chinese Army Today: Tradition and Transformation For the 21st Century. - Review
    (Centre for Military and Strategic Studies, 2006) Clyde, Jerremie
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    Embedded Reference to Embedded Librarianship – Six Years at the University of Calgary
    (Routledge, 2011) Clyde, Jerremie; Lee, Jennifer
    This article is an update to a previous article on embedded office hours at the University of Calgary. It examines the nature of embedded librarianship at the University of Calgary and how it has changed from embedded reference to embedded librarianship over the past 6 years. There have been 3 main approaches to achieving embedded librarianship: office hours, long service, and purpose-built branch or special libraries. This article reviews the current literature on embedded librarianship and in that context describes, compares, and discusses the 3 approaches at the University of Calgary.
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    Gameful Space, Activities and Assessment for Game-Based Learning
    (University of Calgary, 2015-06) Kim, Beaumie; Gupta, Diali; Clyde, Jerremie; Werklund School of Education
    This paper discusses the iterations of designing and implementing a graduate level course on digital game-based learning at a Western Canadian university. We critically analyze the design of the course by examining the tensions that arose between the course assessment and social practices common in playing games, and discuss activities introduced to mitigate such tension. We also consider how the use of the university library’s space and resources in the second iteration provided new opportunities for the course. We explore on how “playable” the course has been and present our proposed improvements for the next iteration.
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    Gamefulness in Designing Digital Game-Based Learning Through a Role-Playing Game
    (University of Calgary, 2016-05) Kim, Beaumie; Gupta, Diali; Clyde, Jerremie; Werklund School of Education; Libraries and Cultural Resources
    This paper discusses the third iteration of redesigning and implementing a master’s level course on Digital Game-Based Learning (DGBL). We investigated how the course redesign of activities and assessments fostered multiple ways of teaching and learning with games, digital media and play. The authors created a role-playing card game for designing digital games for learning. We used this game in the classroom, and observed that learners adopted a lusory attitude in their design and gaming task. We discuss our overall redesign emphasis on learners’ gameful participation and the preliminary findings from the classroom adoption of the card game.
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    The Teaching Game: Integrating HCI and SoTL By Adapting Video Game Research Methods
    (2023-02-23) Norman, D'Arcy; Finn, Patrick; Sharlin, Ehud; Aycock, John; Ullyot, Michael; Clyde, Jerremie; Couros, Alec
    This dissertation proposes and systematically explores the potential for integrating the distinct but overlapping disciplines of Human-Computer Interaction (HCI) and Scholarship of Teaching and Learning (SoTL). This work of integration is approached through a series of research projects from different perspectives, demonstrating the potential for adapting concepts from the design and formal analysis of video games to enrich the study of course designs and of understanding the varied experiences of instructors and students. Video games provide a useful point of integration between HCI and SoTL, specifically through concepts and principles employed in the design of video games, and through the adaptation of research methods that have been developed to enable formal analysis of video games. It is our hope that integrating HCI and SoTL helps to address limitations in each discipline -- to move HCI away from technical evaluation within contrived or laboratory contexts, and to move SoTL toward more deeply understanding the roles of technology, design, and performance. The dissertation is organized into three parts. Part 1 introduces the reader to the dissertation, situates it within existing scholarship, and describes the research methods that will be utilized. Part 2 presents the findings of a series of research projects that explore aspects of HCI/SoTL integration. Part 3 synthesizes these findings into a novel framework that has the potential to extend our ability to design and describe teaching and learning, and to add meaningful context to research into the design of and interactions with technology.