This game deconstructs a seemingly perfect arcade game to metaphorically and procedurally explore real-world border politics by withholding player agency. I was inspired by Michel Foucault’s writings on biopolitics and Giorgio Agamben’s Homo Sacer: Sovereign Power and Bare Life.

Scaffolded Training Environment for Physics Programming (STEPP) is an educational simulation in which students learn physics and modelling. Students often perceive physics as a subject that is too abstract to understand because the knowledge about matter and motion from our physical world is reduced to mathematical equations. By encoding a mathematical equation in a language that the computer understands, processes, and provides real-time graphical feedback, students turn abstract knowledge back into observable phenomena. In STEPP, the students use state diagrams instead of programming to model physics problems. This design choice enables students to use computational thinking to solve physics problems without any prior programming experience.

Beer Distribution Game <Link to the game>

This game simulates the interaction among four firms in a supply chain. Players take one of the four roles – factory, distributor, wholesaler or retailer – in a supply chain distributing cases of beer to satisfy end-customer demand. Each week, players order from their immediate upstream location to replenish their on-hand inventory with the objective of minimizing total supply chain costs.

Forecast Sharing Game <Link to the game>

This game can be used to illustrate and help students understand issues such as the role of information sharing in supply chains; the role of incentives, contracts, and behaviours in synchronizing supply chain decisions; the role of trust and trustworthiness in business settings; the implications of lopsided risk sharing; the implications of supply chain environment (such as cost of production, the level of market uncertainty) on decisions and, so on.

Newsvendor Game <Link to the game>

In this game, each player manages a bagel store. Each day, before opening the store, the player decides how many bagels to order, with the objective of maximizing profits to satisfy uncertain customer demand.

I collaborated with the data science team to develop a system that generates content in response to player activities. We began by customizing Minecraft to evaluate our system's effectiveness before implementing it within our proprietary engine. My role entailed analyzing the gathered data to identify prevalent player archetypes and favoured playstyles. Additionally, I played a role in shaping the design of the building system and resource management system.

This project is the design and development of a teacher training simulation funded by the Scientific Research and Technology Council of Turkey. 

As a research assistant:

I developed artificial intelligence (AI) controlled non-player student characters for a teacher training simulator. The goal is to achieve more realistic AI behaviour by enabling non-player characters to influence each other through the incorporation of social learning theory into their decision tree, which is based on the belief-desire-intention model.

As a game developer:

I have collaborated with educational technology specialists to design the core loop of a teacher training simulation. Moreover, I created a dedicated level editor for educational institutions, enabling them to craft custom scenarios. I integrated AI systems developed as part of my master's thesis to control non-player character student avatars within the virtual classroom.

The simulation and the paratexts are in Turkish because Sınıfta is designed to train teachers of the Turkish educational system on pedagogies for classroom management.