[game_edu] SCRUM in Game Development (Sarah Hatton)
Philip Tan
philip at mit.edu
Tue Jan 11 17:11:42 EST 2011
>
> I actually disagree about the ebb and flow issue. I think using scrum
> would really help students stay on track and prevent those unnecessary
> crunch days and all-nighters.
No disagreement there. It takes a lot of work to get students out of the
crunch-and-crash cycle, but if an instructor can get them to understand that
a well-running Scrum project has a different pace from a typical school
project, they'll reap the benefits. Retrospectives, too, will feel a bit
like pulling teeth at the start. However, if an instructor works with the
students and helps them get used to it, they provide a really good
opportunity for reflection.
----
Philip Tan
Singapore-MIT GAMBIT Game Lab
On Mon, Jan 10, 2011 at 8:16 PM, Sarah Hatton <srhatton at gmail.com> wrote:
> SCRUM is a wonderful, but not perfect, process. I really enjoy feeling a
> sense of accomplishment every week. To keep on track and focused, I think
> Sprint Goals are important. They are like writing an X, or elevator pitch,
> for just two weeks of work, that describe the overall focus of the work in
> the sprint, and, having those goals can often help understand what is a
> priority for working on that sprint, and what can be postponed. Sometimes a
> sprint needs to be planned with some a priori decisions on what tasks are
> needed for a feature, and then the real requirements arise, which can be
> frustrating when tasks blow out of proportion.
>
> I actually disagree about the ebb and flow issue. I think using scrum
> would really help students stay on track and prevent those unnecessary
> crunch days and all-nighters. I think it would also help students learn
> about emergent roles in problem solving and how to become more efficient.
> Agile is a great way to promote a lot of reflection too (due to post-sprint
> retrospectives and daily stand ups). If you are teaching media, then I
> think it is a great way to put to the test a lot of the theories of Donald
> Schon (reflection-in-action). Plus, there is always a teeny bit of down
> time between sprints, if you can manage to have them end on a Friday. Then
> students are at least guaranteed a class where they have a break every other
> weekend (if you are doing two-week sprints).
>
> The only worry I have for agile/scrum in an academic setting is that roles
> get too defined. Students do need to have a chance to experiment and expand
> their current skills. Due to the very clearly defined roles in scrum, I
> would worry that some students would not try to go out of their comfort
> zones to learn a new skill during the game dev process. This is the best
> time for students to try 3d modeling, when they are used to maybe writing,
> or a little scripting when they are used to painting...etc
>
> -- Sarah H. EA-Pogo (formerly ASU grad student)
>
>
>
> On Mon, Jan 10, 2011 at 12:33 PM, <game_edu-request at igda.org> wrote:
>
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>> ----------------------------------------------------------------------
>> IGDA Education SIG
>> ----------------------------------------------------------------------
>>
>> Today's Topics:
>>
>> 1. Re: SCRUM in Game Development (Philip Tan)
>> 2. Re: SCRUM in Game Development (Anthony Hart-Jones)
>> 3. Re: SCRUM in Game Development (Masuch, Maic, Prof. Dr.)
>> 4. Re: SCRUM in Game Development (Adam Parker)
>> 5. CfP: CT 2011 - SAME 2011 - Semantic Ambient Media Experience
>> - Brisbane, Austrial - 29/06-02/07 (artur.lugmayr at tut.fi)
>>
>>
>> ----------------------------------------------------------------------
>>
>> Message: 1
>> Date: Sat, 8 Jan 2011 16:11:08 -0500
>> From: Philip Tan <philip at mit.edu>
>> Subject: Re: [game_edu] SCRUM in Game Development
>> To: IGDA Game Education Listserv <game_edu at igda.org>
>> Cc: Games Research Network <GAMESNETWORK at uta.fi>
>> Message-ID:
>> <AANLkTimx4=RX1V1iuvLMwjp-D456HRjU34jcMzQewm6K at mail.gmail.com>
>> Content-Type: text/plain; charset="iso-8859-1"
>>
>> I've co-written a couple of papers describing our experience of using
>> Scrum
>> with students. From the most recent to the oldest:
>>
>>
>> http://gambit.mit.edu/readme/Iterative%20Game%20Design%20in%20Education%20-%20Print%20version.pdf
>>
>> http://gambit.mit.edu/readme/readme/pdfs/Fernandez%20-
>> %20Situated%20Learning%20and%20Videogame%20Curriculum.pdf
>>
>> http://gambit.mit.edu/readme/Chap%2013%20-%20Jenkins%20et%20al.pdf
>>
>> One thing about Scrum is that there really isn't any downtime built into
>> the
>> typical sprint cycle. As soon as one ends, you're immediately planning the
>> next. In practice, this is dramatically different from the ebb and flow of
>> most college coursework, where effort tends to ramp up immediately prior
>> to
>> a big milestone or assessment. Students are very used to cycles of
>> crunching
>> hard before deadlines and crashing afterwards.
>>
>> So one of my ongoing challenges is getting students used to sustainable
>> development practices -- admittedly more of an Agile tenet than
>> specifically
>> a Scrum practice. Scrum teams that try to do the typical student ramp-up
>> cycle sprint after sprint are constantly operating at a diminished
>> capacity
>> due to illnesses, oversleeping, and less-than-lucid meetings. I would
>> argue
>> that it's not really in the spirit of agile development.
>>
>> As an instructor, I find myself really having to hammer this point home
>> early and often. It's really difficult to eliminate all crunch, but in my
>> experience, it's possible to teach students to recognize crunch as a
>> process
>> that has gone wrong and needs to be fixed, instead of simply accepting it
>> as
>> a regular part of the work. I prefer to have students guiltily admit that
>> they crunched instead of wearing it as some sort of badge of honor,
>> because
>> they'll try to plan the next sprint better.
>>
>> It's also good to have several different teams running simultaneously and
>> have their scrummasters meet up periodically to share tips; it makes it
>> easier for them to realize that their teams are facing certain problems
>> that
>> they might not have otherwise recognized.
>> ----
>> Philip Tan
>> Singapore-MIT GAMBIT Game Lab
>>
>>
>> On Sat, Jan 8, 2011 at 1:48 PM, Nic Colley <Nic.Colley at cpcc.edu> wrote:
>>
>> > Happy New Year All!
>> >
>> > What lessons have you learned while using SCRUM and any best practices?
>> >
>> > I ask this as I am currently building a class "Agile Game Development".
>> In
>> > this class I will be focusing on SCRUM with projects while talking about
>> > other development practices. I am able to pull from my experiences with
>> > SCRUM, but to better serve the students, I thought I should ask the
>> > community on their experiences.
>> >
>> > Thanks,
>> > Nic Colley
>> > Faculty, Simulation & Game Development
>> > Nic.Colley at cpcc.edu
>> > _______________________________________________
>> > game_edu mailing list
>> > game_edu at igda.org
>> > http://seven.pairlist.net/mailman/listinfo/game_edu
>> >
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>> ------------------------------
>>
>> Message: 2
>> Date: Sun, 09 Jan 2011 14:20:15 +0000
>> From: Anthony Hart-Jones <tony at dragonstalon.co.uk>
>> Subject: Re: [game_edu] SCRUM in Game Development
>> To: IGDA Game Education Listserv <game_edu at igda.org>
>> Message-ID: <4D29C41F.5010003 at dragonstalon.co.uk>
>> Content-Type: text/plain; charset=ISO-8859-1
>>
>> I'd say that sounds like the UK games industry to me, especially in
>> AAA studios. The last place I worked, we had got used to a cycle of
>> hectic crunch before every deadline, then company-sponsored 'thank-you'
>> activities (paint-ball, karting, etc.) as a reward for hitting the
>> deadlines. When we shifted to an Agile cycle (Scrum-lite, the COO
>> called it), the cycle of crunch and crash persisted.
>> When you have a three-week sprint-cycle, that is a very strange thing
>> to see...
>>
>> In my experience, many AAA studios are still more like university than
>> most other business environments. It may be something to do with the
>> need to encourage creativity, or it could just be that designers like me
>> are a bad influence on otherwise disciplined programmers...
>>
>> On 08/01/2011 21:11, Philip Tan wrote:
>> > One thing about Scrum is that there really isn't any downtime built
>> > into the typical sprint cycle. As soon as one ends, you're immediately
>> > planning the next. In practice, this is dramatically different from
>> > the ebb and flow of most college coursework, where effort tends to
>> > ramp up immediately prior to a big milestone or assessment. Students
>> > are very used to cycles of crunching hard before deadlines and
>> > crashing afterwards.
>>
>>
>> ------------------------------
>>
>> Message: 3
>> Date: Sun, 9 Jan 2011 15:50:07 +0000
>> From: "Masuch, Maic, Prof. Dr." <maic.masuch at uni-due.de>
>> Subject: Re: [game_edu] SCRUM in Game Development
>> To: IGDA Game Education Listserv <game_edu at igda.org>
>> Message-ID:
>> <DD88DB1892ACFE4A8A1399F3AD49176305FC3695 at ccr01.win.uni-due.de>
>> Content-Type: text/plain; charset="us-ascii"
>>
>> Hi Nic,
>> you might want to have a look at our 2010 FDG paper
>>
>> http://www.uni-due.de/~hk0377/papers/Schild_ABC-Sprints_Adapting_Scrum_to_Academic_Game_Development_Courses_FDG2010.pdf<http://www.uni-due.de/%7Ehk0377/papers/Schild_ABC-Sprints_Adapting_Scrum_to_Academic_Game_Development_Courses_FDG2010.pdf>
>> where we summed up our experiences of some 3 years in teaching game
>> development courses as part of a M.Sc. computer science curriculum.
>> We found out that you have to adopt the scrum methodology to an academic
>> environment, but all in all I see a fundamental rise in quality and
>> effectiveness of projects.
>>
>> Best,
>> Maic
>>
>>
>>
>>
>> Prof. Dr. Maic Masuch
>> Professor for Multimedia Technology|Entertainment Computing
>> Department for Computer Science and Cognitive Science
>> Faculty of Engineering
>> University of Duisburg-Essen
>>
>> Forsthausweg 2, D-47057 Duisburg, Germany
>> Tel. +49 (0) 203 / 379 - 1434 - Fax +49 (0) 203 / 379 - 3557
>>
>>
>>
>>
>>
>>
>> -----Original Message-----
>> From: game_edu-bounces at igda.org [mailto:game_edu-bounces at igda.org] On
>> Behalf Of Nic Colley
>> Sent: Saturday, January 08, 2011 7:48 PM
>> To: IGDA Game Education Listserv; Games Research Network
>> Subject: [game_edu] SCRUM in Game Development
>>
>> Happy New Year All!
>>
>> What lessons have you learned while using SCRUM and any best practices?
>>
>> I ask this as I am currently building a class "Agile Game Development". In
>> this class I will be focusing on SCRUM with projects while talking about
>> other development practices. I am able to pull from my experiences with
>> SCRUM, but to better serve the students, I thought I should ask the
>> community on their experiences.
>>
>> Thanks,
>> Nic Colley
>> Faculty, Simulation & Game Development
>> Nic.Colley at cpcc.edu
>> _______________________________________________
>> game_edu mailing list
>> game_edu at igda.org
>> http://seven.pairlist.net/mailman/listinfo/game_edu
>>
>>
>> ------------------------------
>>
>> Message: 4
>> Date: Mon, 10 Jan 2011 10:46:26 +1100
>> From: Adam Parker <aparker at qantmcollege.edu.au>
>> Subject: Re: [game_edu] SCRUM in Game Development
>> To: IGDA Game Education Listserv <game_edu at igda.org>
>> Message-ID:
>> <AANLkTimaPdiHbV4NJPELfdpDPMaMrRr3wu=G2ZxK1dzh at mail.gmail.com>
>> Content-Type: text/plain; charset="iso-8859-1"
>>
>> Maic,
>>
>> Thanks for the work. There are parallels to what we're already doing, so
>> we'll certainly benefit from the rigor here.
>>
>> Cheers,
>> Adam
>>
>> On Mon, Jan 10, 2011 at 2:50 AM, Masuch, Maic, Prof. Dr. <
>> maic.masuch at uni-due.de> wrote:
>>
>> > Hi Nic,
>> > you might want to have a look at our 2010 FDG paper
>> >
>> >
>> http://www.uni-due.de/~hk0377/papers/Schild_ABC-Sprints_Adapting_Scrum_to_Academic_Game_Development_Courses_FDG2010.pdf<http://www.uni-due.de/%7Ehk0377/papers/Schild_ABC-Sprints_Adapting_Scrum_to_Academic_Game_Development_Courses_FDG2010.pdf>
>> > where we summed up our experiences of some 3 years in teaching game
>> > development courses as part of a M.Sc. computer science curriculum.
>> > We found out that you have to adopt the scrum methodology to an academic
>> > environment, but all in all I see a fundamental rise in quality and
>> > effectiveness of projects.
>> >
>> > Best,
>> > Maic
>> >
>> >
>> >
>> >
>> > Prof. Dr. Maic Masuch
>> > Professor for Multimedia Technology|Entertainment Computing
>> > Department for Computer Science and Cognitive Science
>> > Faculty of Engineering
>> > University of Duisburg-Essen
>> >
>> > Forsthausweg 2, D-47057 Duisburg, Germany
>> > Tel. +49 (0) 203 / 379 - 1434 - Fax +49 (0) 203 / 379 - 3557
>> >
>> >
>> >
>> >
>> >
>> >
>> > -----Original Message-----
>> > From: game_edu-bounces at igda.org [mailto:game_edu-bounces at igda.org] On
>> > Behalf Of Nic Colley
>> > Sent: Saturday, January 08, 2011 7:48 PM
>> > To: IGDA Game Education Listserv; Games Research Network
>> > Subject: [game_edu] SCRUM in Game Development
>> >
>> > Happy New Year All!
>> >
>> > What lessons have you learned while using SCRUM and any best practices?
>> >
>> > I ask this as I am currently building a class "Agile Game Development".
>> In
>> > this class I will be focusing on SCRUM with projects while talking about
>> > other development practices. I am able to pull from my experiences with
>> > SCRUM, but to better serve the students, I thought I should ask the
>> > community on their experiences.
>> >
>> > Thanks,
>> > Nic Colley
>> > Faculty, Simulation & Game Development
>> > Nic.Colley at cpcc.edu
>> > _______________________________________________
>> > game_edu mailing list
>> > game_edu at igda.org
>> > http://seven.pairlist.net/mailman/listinfo/game_edu
>> > _______________________________________________
>> > game_edu mailing list
>> > game_edu at igda.org
>> > http://seven.pairlist.net/mailman/listinfo/game_edu
>> >
>>
>>
>>
>> --
>> Adam Parker
>> Senior Lecturer, Games Design (Melbourne)
>>
>> Qantm College Pty Ltd (Brisbane, Sydney, Melbourne)
>> 235 Normanby Road
>> South Melbourne VIC 3205
>>
>> Tel. +61 (03) 8632 3450
>> Fax. +61 (03) 8632 3401
>> Email: aparker at qantmcollege.edu.au
>> Web: http://melbourne.qantm.com
>>
>> CRICOS Numbers: 02689A (QLD), 02852F (NSW), 02837E (VIC)
>> -------------- next part --------------
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>>
>> ------------------------------
>>
>> Message: 5
>> Date: Mon, 10 Jan 2011 22:18:46 +0200 (EET)
>> From: artur.lugmayr at tut.fi
>> Subject: [game_edu] CfP: CT 2011 - SAME 2011 - Semantic Ambient Media
>> Experience - Brisbane, Austrial - 29/06-02/07
>> To: game_edu at igda.org
>> Message-ID: <1601866242.121.1294690726802.JavaMail.abc at HLO1-PC>
>> Content-Type: text/plain; charset=us-ascii
>>
>>
>> ----------------------------------------------------------------------------------------------------------
>> Call for Position Papers
>>
>> SAME 2011 ? 4th International Workshop on Semantic Ambient Media
>> Experience
>> 29th June-2nd July 2011
>> in conjunction with the
>> 5th International Conference on Communities and Technologies, Brisbane,
>> Australia
>>
>> http://www.ambientmediaassociation.org/node/60,
>> http://ct2011.urbaninformatics.net/
>>
>> Creating the business value-creation, vision, media theories and
>> technology for ambient media
>>
>> ----------------------------------------------------------------------------------------------------------
>>
>> Call for Papers
>>
>> The medium is the message! And the message was transmitted via a single
>> distinguishable media
>> such as television, the Web, the radio, or books. In the age of ubiquitous
>> and pervasive computation,
>> where the information goes through a distributed interlinked network of
>> devices, the question ?what
>> is content in the age of ambient media?? becomes more and more of
>> importance.
>> Ambient media are embedded throughout the natural environment of the
>> consumer ? in his home,
>> in his car, in restaurants, and on his mobile device. Predominant example
>> services are smart
>> wallpapers in homes, location based services, RFID based entertainment
>> services for children, or
>> intelligent homes. The distribution of the medium throughout the natural
>> environment implies a
>> paradigm change of how to think about content.
>> Until recently, content was identified as single entities to information ?
>> a video stream, audio stream,
>> TV broadcast. However, in the age of ambient media, the notion of content
>> extends from the single
>> entity thinking towards a plethora of sensor networks, smart devices,
>> personalized services, media
>> embedded in the natural environment of the user and even the World Wide
>> Web. The user actively
>> participates and co-designs media experience with his location and context
>> based input. Initiatives as
>> the smart Web considering location based tagging for web-pages underline
>> this development.
>> This multidisciplinary workshop aims at a series, and at the creation of a
>> think-tank of creative
>> thinkers coming from technology, art, human-computer interaction, and
>> social sciences, that are
>> interested in glimpsing the future of semantic ambient intelligent
>> empowered media technology.
>> Thus, the workshop aims to answer to the challenges how to select,
>> compose, and generate ambient
>> content; how to interpret content for the ambient presentation; how to
>> re-use ambient content and
>> learning experiences; what are the characteristics of ambient media, its
>> content, and technology; and
>> what are ambient media in terms of story-telling and art. And finally, how
>> do ambient media create
>> business and value? How can ambient media be integrated into business
>> processes and strategies?
>> In addition, Semantics plays a crucial role in the generation of ambient
>> media content. It can be seen
>> as the glue between the raw data and the ambient media. Therefore we are
>> interested to see
>> innovative ideas how data can be (semi-)automatically be interpreted and
>> translated into media
>> presentations.
>>
>> Workshop Challenges
>>
>> ----------------------------------------------------------------------------------------------------------
>> ? What is ?content? and how can it be presented in the age of ?ubiquitous?
>> and ?pervasive??
>> ? How to select, compose and generate ambient content?
>> ? How to interpret content for an ambient presentation?
>> ? How to manage and re-use ambient content in specific application
>> scenarios (e.g. e-learning)?
>> ? What is interactivity between the single consumers and consumer groups
>> in the ambient context?
>> ? How can collaborative or audience participatory content be supported?
>> ? How can sensor data be interpreted and intelligently mined?
>> ? How can existing media such as TV, home entertainment, cinema extended
>> by ambient media?
>> ? How can ambient media be applied in business processes?
>> ? How do ambient media create value and business?
>> ? Business opportunities and strategic issues of ambient media?
>> ? Which methods for experience design, prototyping, and business models
>> exist?
>>
>> More information on the previous International Workshops on Semantic
>> Ambient Media Experience:
>> * 1st International Workshop on Semantic Ambient Media Experiences
>> held in conjunction with
>> ACM Multimedia 2008,
>>
>> http://portal.acm.org/toc.cfm?id=1461912&type=proceeding&coll=ACM&dl=ACM&CFID=96
>> 753168&CFTOKEN=49706448<http://portal.acm.org/toc.cfm?id=1461912&type=proceeding&coll=ACM&dl=ACM&CFID=96%0A753168&CFTOKEN=49706448>
>> * 2nd International Workshop on Semantic Ambient Media Experiences
>> held in conjunction
>> with AmI-09, http://webhotel2.tut.fi/emmi/forum/node/55
>> * 3rd International Workshop on Semantic Ambient Media Experiences
>> held in conjunction with
>> AmI-10, http://www.ambientmediaassociation.org/node/56
>>
>> Topics of Interest
>>
>> ----------------------------------------------------------------------------------------------------------
>> The following (and related) topics are within the scope of this workshop
>> and shall act as examples:
>> * Supply chain management with ubiquitous computation
>> * eCommerce & ubiquitous commerce
>> * Business processes, value-creation, and opportunities of ambient media
>> * Understanding of the semantics of ambient content and methods for adding
>> intelligence to daily
>> objects
>> * The World Wide Web in the context of ambient media
>> * Mobile and stationary sensor data collection and interpretation
>> algorithms and techniques
>> * Context awareness and collection and context aware composition/selection
>> of ambient content
>> * Creation and maintenance of meta-information including metadata and data
>> management
>> * Ambient and mobile social networks, user generated content, and
>> co-creation of content and
>> products
>> * Ambient Assisted Living (AAL)
>> * Characteristics of ambient media, its content, and technological
>> platforms
>> * Ambient content creation techniques, asset management, and programming
>> ambient media
>> * Algorithms and techniques for sensor data interpretation and semantic
>> interpretation
>> * Applications and services, including ambient games, art and leisure
>> content in specific contexts
>> * Ambient interactive storytelling, narrations, and interactive
>> advertising
>> * Personalization, user models, multimodal interaction, smart user
>> interfaces, and universal access
>> * Experience design, usability, audience research, ethnography, user
>> studies, and interface design
>> * Business models, marketing studies, media economics, and ?x?-commerce of
>> semantic ambient
>> media
>> * Ambient interfaces (touch, gesture, haptics, biometrics)
>> * Management of information, knowledge and sapience in the context of
>> semantic ambient media
>> * Methods for context awareness, sensor networks, and sensor data mining
>> * Semantic data mining and text mining for pervasive media
>> * Semantic models, semantic interpretation for ambient media presentation;
>> * Personalization and methods for locative media
>> The workshop aims at a series, and at the creation of a think-tank of
>> creative thinkers coming from
>> technology, art, human-computer interaction, and social sciences, that are
>> interested in glimpsing
>> the future of semantic ambient intelligent empowered media technology. We
>> are aiming at
>> multidisciplinary, highly future oriented submissions that help to develop
>> the "ambient media form"
>> for entertainment services, such as:
>> * case-studies (successful, and especially unsuccessful ones)
>> * oral presentation of fresh and innovative ideas
>> * artistic installations and running system prototypes
>> * user-experience studies and evaluations
>> * technological novelties, evaluations, and solutions
>>
>>
>> Target Audience
>>
>> ----------------------------------------------------------------------------------------------------------
>> The target audience are researchers and practitioners in the field of
>> ubiquitous and pervasive
>> computation and its related areas. These include pervasive computation,
>> emotional computation,
>> content creation, ubiquitous computation, human-computer-interaction and
>> usability experts,
>> mobile industry, service creators, etc. Workshop participants shall have
>> previous experience in this or
>> related fields to be able to contribute on a high scientific level. The
>> workshop participants will
>> actively contribute to the development of semantic ambient media, due to a
>> different method of
>> workshop organization. Participants shall participate rather than
>> passively contribute. The
>> participants shall discuss and actively elaborate the topic and we plan to
>> kick-off an international
>> web-based informal forum for ambient media, which shall increase the
>> effect of this workshop
>> tremendously.
>> We strongly welcome multidisciplinary contributions coming from the media
>> technology, business,
>> artistic, and human experience side. Case studies (successful and
>> especially unsuccessful), artistic
>> installations, technologies, media studies, and user-experience
>> evaluations are highly welcome,
>> which are affecting the development of ambient media as new form of media.
>> Especially visionary
>> contributions shaping the future of ambient media are strongly welcome.
>>
>> Paper Submission
>>
>> ----------------------------------------------------------------------------------------------------------
>> * Submissions are expected to be 2-4 pages position papers according
>> the paper format of C&T
>> available at http://www.sigchi.org/chipubform
>> * Please submit your paper at our paper submission system:
>> http://webhotel2.tut.fi/emmi/Conferences/2011same/openconf.php
>> * Best contributions will be compiled to a special issue following
>> up the workshop - we aim at
>> Springer MTAP after reviewing the quality of contributions
>> * Check also the Ambient Media Association (AMEA):
>> www.ambientmediaassociation.org
>>
>> Important Dates
>>
>> ----------------------------------------------------------------------------------------------------------
>> * paper submission: 15th March 2011
>> * notification of acceptance: 1st April 2011
>> * final papers due: 15th April 2011
>> * workshop day: 29th June 2011
>> * special issue articles due: 30th August 2011
>>
>> Workshop Chairs
>>
>> ----------------------------------------------------------------------------------------------------------
>> * Artur Lugmayr, Tampere University of Technology (TUT) & lugYmedia
>> Inc., FINLAND
>> * Thomas Risse, L3S Research Center, GERMANY
>> * Bjorn Stockleben, Univ. of Applied Sciences Magdeburg, GERMANY
>> * Juha Kaario, Varaani Works Oy, FINLAND
>> * Bogdan Pogorelc, Jozef Stefan Institute & Spica International
>> d.o.o., SLOVENIA
>> * Estefania Serral Asensio, Universidad Polit?cnica de Valencia, SPAIN
>>
>> Program Committee
>>
>> ----------------------------------------------------------------------------------------------------------
>> * Heiko Schuldt, Uni Basel, SWITZERLAND
>> * Pablo Caesar, Centrum voor Wiskunde en Informatica, THE NETHERLANDS
>> * Zhiwen Yu, Northwestern Polytechnical University, CHINA
>> * Richard Chbeir, Bourgogne University, FRANCE
>> * Sofia Tsekeridou, Athens Information Technology, GREECE
>> * Shu-Ching Chen, Florida International University, USA
>> * Mark Billinghurst, Canterbury University, NEW ZEALAND
>> * Carsten Magerkurth, SAP, GERMANY
>> * Andreas Holzinger, Medical University Graz, AUSTRIA
>>
>>
>>
>>
>> ------------------------------
>>
>> _______________________________________________
>> game_edu mailing list
>> game_edu at igda.org
>> http://seven.pairlist.net/mailman/listinfo/game_edu
>>
>>
>> End of game_edu Digest, Vol 77, Issue 2
>> ***************************************
>>
>
>
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