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2 How Game Development Was Introduced in the Software Architecture Course Before 2008, the project in software architecture course at the NTNU asked the students to develop an autonomous robot controller for the Khepera robot simulator in Java. The reason a robot controller was chosen for the project was that this domain had many well-documented architectural patterns with described software qualities (Elfes 1990; Lumia et al. 1990; Simmons 1992; Toal et al. 2005). Many students, however, found the robot domain difficult and not very interesting.

Although not significant, the students who completed the game project on average got a higher grade on the p ­ roject compared to those who completed the robot project. 3 SURVEY OF THE USE OF GAME DEVELOPMENT IN CS AND SE EDUCATION This section presents the results from a literature survey on the use of game development in CS and SE in articles between 2004 and 2012. The review followed the established method of systematic review (Khan et al. 2001; Higgins and Green 2008), undertaking the following stages: (1) protocol development, (2) data source and search strategy, (3) data extraction with inclusion and exclusion criteria, and (4) synthesis of findings.

The design challenges include the need to allow coherent game behavior to be implemented at the top of a fully distributed architecture, subject to sporadic device communication. A collection of design issues falls under this distributed joint state problem: when devices have been out of communication, they need to resynchronize in a rapid and fair way when they reestablish a connection. The implementation challenges include the need to run the games on a broad range of smart phone brands and models; cross-platform code development frameworks are needed to provide cross-compilation of source code and help the developer compensate for differences in hardware performance, sensor capabilities, communications systems, operating system, and programming languages.

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