Affective level design for a role-playing videogame evaluated by a brain–computer interface and machine learning methods
Several programs in game design and development at the bachelor's level have been or are being developed across the country. Who are the students drawn to these programs and how do they compare with traditional Computer Science or Information Technology students? Is it possible for these students to obtain a rigorous computing education while meeting their interests in game design and development? We discuss these questions from the perspective of teaching the traditional CS outcomes from an introductory programming sequence to 60 Game Design and Development students at the freshman level and comparing them to a previously studied population of CS students with an interest in game design and development.