This article introduces a method for exploring liminal horror environments using a modified Wave Function Collapse algorithm. This approach employs real-time generated regions to create infinite, non-deterministic environments, removing the feeling of security due to familiarity. An eventdriven system further reinforces unpredictability by dynamically integrating horror experiences. While still in an exploratory stage, this method provides a foundation for future research on how architectural structures, unpredictability, and environmental cues contribute to unsettling experiences in games.

This paper explores the use of 2D cellular automata (CA) to generate 3D terrains through a simple additive approach. Experimenting with multiple CA transition rules produced aesthetically interesting, navigable landscapes, suggesting applicability for terrain generation in games.

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.

Snappable Meshes is an algorithm that procedurally generates 3D environments by iteratively selecting and linking pre-built map pieces. These pieces are triangular meshes annotated by designers with connectors marking potential links, and bounding volumes indicating where overlaps should be avoided. In this article, we present a method for automatically generating connectors and bounding volumes from generic non-manifold triangular meshes for use with the Snappable Meshes algorithm, minimizing artist/designer work, while encouraging iteration of map piece design, an essential part of successful environment generation.

Wildfires constitute a major socioeconomic burden. While a number of scientific and technological methods have been used for predicting and mitigating wildfires, this is still an open problem. In turn, agent-based modeling is a modeling approach where each entity of the system being modeled is represented as an independent decision-making agent. It is a useful technique for studying systems that can be modeled in terms of interactions between individual components. Consequently, it is an interesting methodology for modeling wildfire behavior. In this position paper, we propose a complete computational pipeline for modeling and predicting wildfire behavior by leveraging agent-based modeling, among other techniques. This project is to be developed in collaboration with scientific and civil stakeholders, and should produce an open decision support system easily extendable by stakeholders and other interested parties. Keywords: Agent-based Modeling, High-performance Computing, Computational Intelligence, Verification and Validation, Wildfires.

In this paper we introduce PyXYZ, a 3D wireframe software rendering framework for educational purposes. The main goal of this framework is to provide a simple-to-understand tool that students can use to build a more sophisticated engine, while learning mathematics and acquiring a deeper knowledge of the complexity of a modern 3D engine. PyXYZ can be used as a teaching aid in course work and/or as a template for multi-goal project assignments, allowing students with diverse capabilities and interests to have different levels of commitment. The engine has been used with positive results in a mathematics course unit of a computer games BA and can be easily adapted to various teaching scenarios.

We present an approach for teaching maths to game development undergraduates from a wide variety of backgrounds. We discuss the concepts behind an introductory maths course, its assessment and put forward some preliminary results on a practical implementation.

Computer games are complex products incorporating software, design and art. Consequently, their development is a multidisciplinary effort, requiring professionals from several fields, who should nonetheless be knowledgeable across disciplines. Due to the variety of skills required, and in order to train these professionals, computer game development (GD) degrees have been appearing in North America and Europe since the late 1990s. Following this trend, several GD degrees have emerged in Portugal. Given the lack of specialized academic staff, not uncommon in younger scientific areas, some of these degrees "borrowed" computer science (CS) programs and faculty within the same institution, leading in some cases to a disconnect between CS theory and practice and the requirements of GD classes. In this paper, we discuss our experience in adapting the CS curriculum of a three-year computer games BA in accordance with GD requirements. We used a top-down approach, where the game engine used for GD informs the choice of CS topics and programming languages lectured in the CS curriculum. The discussion is centered around the choices taken and the theoretical and empirical rationale behind our decisions. Preliminary empirical results indicate a substantial increase in GD project quality and a clear improvement in the students' technical skills, as well as in their experimentation and adaptation capabilities.

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