Computer Science students can help to solve problems of multiplayer
mobile games
Carolina Islas Sedano
Ekaterina Kuts
Erkki Sutinen
Department of Computer Science and Statistics,
University of Joensuu
PO. Box 111. FIN-80101, Joensuu
{cislas, ekuts, sutinen}@cs.joensuu.fi
Abstract
This study analyzes the possibility of involving Computer
Science students in multiplayer mobile game
development processes and using their knowledge to
solve collaboration problems. We describe the
importance of Computer Science as one of the Computing
disciplines, and provide a summary of its knowledge
areas according to their ability to help solve collaboration
problems. This analysis is based on the Bachelor’s degree
study program at the University of Joensuu, Finland.
Research shows that it is highly possible to involve
students from their first year of study in solving
collaboration problems of multiplayer mobile games.
Keywords: education
communication
1
mobile games, collaboration,
Introduction
Some researchers assert the need to improve the quality
and impact of studies in the fields of education and
technology (Reeves 2006). One of the possible solutions
is to improve the research design based on development
goals. Thus, the activity should be focused on creative
approaches to solving problems while at the same time
constructing reusable design principles. The development
of games with educational purposes clearly falls within
this categorization. As a consequence both objectives are
constantly present in games.
On the other hand, mobile technology is a new field of
research. It offers the opportunity to embed learning
within the environment (Schwabe & Göth 2005). Mobile
devices have a number of unique advantages, such as
accessibility for general use, a broad reach, a wide
spectrum for executing tasks and constantly growing
capabilities. In particular these functions enable us to use
mobile devices in education (Mitchell et al. 2007).
Combining game development with the use of mobile
technologies offers us a wide set of possibilities. In
addition, the learning experience can be enhanced due to
the mobility and agility of participants in mobile games.
Copyright © 2008, Australian Computer Society, Inc. This
paper appeared at the Seventh Baltic Sea Conference on
Computing Education Research (Koli Calling 2007), Koli
National Park, Finland, November 15-18, 2007. Conferences in
Research and Practice in Information Technology, Vol. 88.
Raymond Lister and Simon, Eds. Reproduction for academic,
not-for-profit purposes permitted provided this text is included.
Computer Science has an important role to play in the
growth of mobile games in general, regardless of
educational aspects. Computer Science will not only help
with the understanding of the technology but will also
foster the formation and creation of interdisciplinary
knowledge. Nevertheless, it is important to remember that
any attempt to produce something by interdisciplinary
means implies that as the complexities increase in the
environment, so they do in the outcome. In other words,
if game design and educational technologies already
present challenges, once we combine them the
complexities multiply. However, dealing with new
approaches and technologies allows one to open a way
for collaboration between disciplines. While this is a new
phenomenon for the fields involved, it improves the
possibilities of success. Mobile games can be one
potential step towards this success.
Mobile games are the most popular applications for
mobile devices (Wagner 2005). Notwithstanding their
advantages, educational multiplayer mobile games have a
set of problems. Most of them have shortcomings in
technological areas. We cannot avoid the fact that while
the development of mobile devices is improving rapidly,
devices with strong limitations are sill in use. Hardware
problems include slow CPU speed, limited storage space,
low precision on screen and the requirement of a large
battery capacity for gaming purposes. Besides hardware
challenges, mobile games also reveal problems in game
play,
personal
understanding
and
software
implementation.
Focusing on educational multiplayer mobile gaming, it is
essential to understand the communication and
collaboration between learners or players (Antonellis et
al. 2005). This knowledge is fundamental for further
mobile game development not only with an educational
purpose but in any type of mobile game.
In this paper, after reviewing the literature, we observe
the technology and communication trends that are
presented in educational mobile multiplayer games, and
their attendant challenges. In response to these
challenges, we perform an analysis within the Computer
Science discipline, searching to understand how this field
can improve or solve communication problems. This is
important for proper collaboration, and it also, in some
cases, offers possible techniques for solving problems.
The main criterion in the analysis of those techniques is
an experience of solving similar problems in other areas.
We are interested in ascertaining how students of
computer science can help to resolve some problems
presented in educational mobile games and at the
same time gain knowledge in related subjects of the
discipline. Furthermore, we investigate how this can be
integrated into the existing curriculum.
Consequently, the scope of this paper includes the
overview of existing educational multiplayer mobile
games and their challenges. The next section contains an
analysis of the potential of Computer Science to solve
existing problems at the University of Joensuu, Finland.
We continue with a section in which we discuss possible
ways to engage students in this area.
2
Mobile game collaboration problems
In our search of the common challenges in educational
multiplayer mobile games we first reviewed published
papers about existing projects or their prototypes. We
identified 16 games that displayed both an educational
and a multiplayer component (Kuts et al. 2007).
Further analysis allowed us to find the communication
types used today, among them private and public text,
photo and video message exchange, calls, and game
peripheral technologies. We define peripheral
technologies as technologies that provide technical
information from a game server about other players’
positions or actions to use the features of the modern
mobile device. Considering collaboration as cooperation
and integration of participants’ intellectual facilities, it is
possible to analyse the main challenges through the
design of collaboration actions in the reviewed material.
We observed problems with game play (G) (e.g.
coordination problems), personal and game understanding
(U),
hardware
problems
(H),
and
software
implementation problems (S). Each group of challenges
was divided into two parts according to its type of
communication. We visualize the data in Figure 1.
3
Computing science potential helper
Eric Roberts, co-chair of ACM’s Education Board and
professor of Computer Science at Stanford University,
mentioned that “almost every major challenge facing our
world is turning to computing for a solution, from
conquering disease to eliminating hunger, from
improving education to protecting the environment.”
(Gold et al. 2007). It cannot be done just by computers
per se. All those operations need human knowledge to use
computers properly for specific purposes. However, from
a Computer Science perspective one needs to have solid
knowledge and skills that will allow one to implement
technologies to resolve specific problems. Some of the
basic knowledge is suggested by the major computing
disciplines: Computing Engineering, Computer Science,
Information Systems, Information Technology and
Software Engineering (Computing Curricula 2005). In
this classification Computer Science covers a wide range
of areas, from theoretical research to different
development tasks. In this case, gaming is an even more
complex multidisciplinary field, which includes computer
science, information technologies, art and media.
Year 1
term 1
Introduction to Computer
Science (175111)
Programming
(175112)
term 2
Programming (175112)
Discrete Structures
(175114)
term 3
Programming (175112)
Computer Systems
(175115)
Laboratory Project on
Programming (175113)
IT
passport
Data Structures and
Algorithms 1 (175211)
Human Factors of
Interactive Technology
(175214)
term 1
Data Management
(175212)
Procedural Programming
(175213)
term 2
Laboratory Project in
Computer Science
(175215)
Freely elective courses
term 3
Data Structures and
Algorithms 2 (175217)
Scientific Writing in
Computer Science
(175131)
term 4
Distributed and
Concurrent Systems
(175219)
Scientific Writing in
Computer Science
(175131)
term 4
Year 2
(G
)
ay
pl
G
am
e
Oth
analy ers: lang
uag
sis of
target e,
grou
p
Savannah,
Catch Bob!,
Game based
25% on CS,
Feeding Yoshi,
Treasure
e
am )
G (U
d g
an in
al and
on st
rs er
Pe nd
U
n:
icatio
mun
Com t, voice
tex
Gopher,
25%
REXplorer
Freely elective courses
Year 3
BuinZoo,
Save the princess
MobileGame
25%
Human
Pacman
H
d
ar
Oth
ar
w
e
(H
n: ies
tio
ica log
un hno
mm l tec
o
a
C er
h
rip
pe
term 1
Introduction to Software
Development (175220)
Software Project (175226)
term 2
Freely elective courses
Software Project (175226)
term 3
Theory of Computing
(175221)
Bachelor’s degree thesis
(175291)
term 4
Freely elective courses
Bachelor’s degree thesis
(175291)
Im
)
er
De s: sy
vic ste
e li m
mit late
ati
o n n cy,
s
pl S o
em f
en twa
ta re
tio
n
(S
)
CYSMN?, Bystander,
Save the princess,
Gopher, REXplorer,
25% Pacman,
SciMyst, Human
Treasure
Figure 1: Collaboration problems in educational
multiplayer mobile games
Table 1: Discipline-based model
Digital Logic and HCI
Direct
Synchronization. The synchronization that should take place is between partners or a
team, but also outside them. Time. To achieve stable player cooperation and
collaboration, the players have to spend some time playing together, but normally mobile
games do not offer enough time for it. Rules. For some games cooperation is not
required, and you can reach the game goal by playing alone. In other situations game
rules can be unclear or too difficult.
Peripheral technologies. Technological misunderstanding for the players. Some games
require special equipment and for some participants it can be problematic to use new
devices.
Indirect
Social characteristics. The difference in education level, age, social background, or
incorrect analysis of target groups bring challenges for the understanding of the game or
devices. It can also present ethical problems.
Legal / Professional /
Ethics / Society
Text, voice, video, peripheral technologies. System latency is one of the most limiting
factors for communication problems. E.g. mobile providers do not support mostly video
streams, or the implementation of voice conferences on mobile devices can be also
complex. These can affect the players’ communication and learning level.
Device limitations. Slow CPU speed, limited storage space, low precision on screen and
requirement of large battery capacity.
Programming
Fundamentals, and
Computer Architecture
Peripheral technologies. Some games have implementation problems as they do not
sufficiently enable hardware features within software, or tools for collaboration support.
Software Modeling and
Analysis, Software
Design, Software
Verification and
Validation, Software
Evolution
(maintenance),
Software Process and
others
Graphics and
Visualization
Direct
Indirect
Indirect
Direct
Computer System
Engineering, System
Integration and HCI
Direct
CS knowledge areas
Voice and text. For games based on voice communication the frequent problem is a lack
of understanding. This later leads to problems in strategy formulation and players’
confidence.
Indirect
Software Implementation (S)
Hardware related Personal and Game
Problems (H)
Understanding (U)
Game Play (G)
Multiplayer mobile games collaboration problems
User interface. Some games present insufficient or incorrect icons, color, characters
between other interface features. In some cases it is not clear how to use game functions
or navigate through the phones. Visualization. In location-based games, player does not
always see new position on a screen. Other type of games do not visualize what the
player is typing. For some players, written communication is difficult even in PDA.
HCI
Table 2: Collaboration challenges and knowledge areas
To find disciplines that can help to solve the collaboration
challenges of multiplayer mobile games we analysed the
study curricula at the University of Joensuu. Table 1
shows disciplines according to the year of study. We
observed obligatory disciplines for all students in the
department of Computer Science and Statistics for the
Bachelor’s degree.
Turning next to the ACM Computing Curricula, we
emphasize knowledge areas that can be useful for
multiplayer mobile games, as shown inTable 2.
Now it is possible to analyse disciplines at the University
of Joensuu according to their challenges and knowledge
area. In this way we formulated Figure 2, which allows us
to understand the study program, and find combinations
of knowledge and experience necessary for the exact
game project. Freely elective courses might provide
knowledge to solve some of the problems, but they are
beyond the scope of this paper. We find that we can
involve different students in multiplayer mobile game
development processes from their first year of study.
4
Discussion
The idea of involving students in multiplayer mobile
game development is relevant today. It can help students
to improve their knowledge not only in Computer
Science, but in related fields. We want to emphasize that
educational mobile games can offer learning experiences
from an early developmental stage. For example, first
year students can participate in group work even without
deep knowledge in the subject, but offering them a
foretaste of where they can go with their education. In
this case, they have to solve small tasks or develop some
features that allow them to work and study together with
game developers and computer science experts.
Additionally, with the works on offer and the ongoing
university game projects, at the end of the development
students can play with their product, and this might
increase the likelihood of engaging people in the study.
Moreover, this developmental route aggregates learning,
including experience in related subjects, and also offers
enjoyment while conquering challenges to reach goals;
which is clearly desirable for students.
Figure 2: Bachelor’s degree study plan and opportunity to use students’ knowledge
According to previous findings (Table 2 and Figure 2) we
can compose Figure 3, which shows by year of study the
number of disciplines that can help to solve challenges in
multiplayer mobile games.
We see that it is in the first year of study that students get
most of the knowledge needed to help solve collaboration
problems in educational mobile games. Furthermore,
students’ attraction to the game development process
from the beginning of the project and of their university
study can help not only to improve knowledge but to
understand further career preferences and to work
together with competent people.
5
References
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Gold, V., Wilson, C. (2007): Guide to Computing Careers
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Room. URL:http://www.acm.org/press-room/news-
N um ber of disciplines
6
Game play
5
4
Software
3
2
Hardware
1
0
Understanding
1 year 2 year 3 year
Figure 3: Approximate number of disciplines by year
of study that can help to solve problems
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