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ROM hacking is the process of modifying a of a video game to alter the game's graphics, dialogue, levels, gameplay, and/or other elements. This is usually done by technically inclined video game fans to improve an old game of importance, as a creative outlet, or to make new, unofficial games using the old game's engine. ROM hacks either re-design a game for new, fun gameplay while keeping most if not all the items the same, or unlock/reimplement features that exist in the game's code but are not utilized in-game.
id Tech is a series of separate game engines designed and developed by id Software. Prior to the presentation of the id Tech 5-based game Rage in 2011, the engines lacked official designation and as such were simply referred to as the Doom and Quake engines, from the name of the main game series the engines had been developed for. "id Tech" has been released as free software under the GNU General Public License. id Tech versions 0 to 3 were released under GPL-2.0-or-later. id Tech versions 3.5 to 4.
Emergent gameplay refers to complex situations in video games, board games, or table top role-playing games that emerge from the interaction of relatively simple game mechanics. Designers have attempted to encourage emergent play by providing tools to players such as placing web browsers within the game engine (such as in Eve Online, The Matrix Online), providing XML integration tools and programming languages (Second Life), fixing exchange rates (Entropia Universe), and allowing a player to spawn any object they desire to solve a puzzle (Scribblenauts).
Ce cours propose d'acquérir des compétences en étude du jeu vidéo et en game design, tout en invitant les étudiant.e.s à mettre leurs connaissances au service d'un projet collectif de gamification d'u
Caching at edge servers can smooth the temporal traffic variability and reduce the service load of base stations in wireless streaming. However, the assignment of the cached content for possibly multiple versions of different video sequences is still a cha ...
2016
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We present an eye-tracking study to compare different modalities for visual augmentations of the teacher’s explicit deictic gestures on a video lecture. We compared three visualizations: 1) hand gestures with a pointer, 2) gaze overlay, and 3) no-augmentat ...