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Entre estas destacam-se o custo (ou ausência do mesmo), qualidade da documentação, flexibilidade e extensibilidade, suporte para múltiplas plataformas, curva de aprendizagem e estabilidade de execução.A tarefa de encontrar o game engine mais adequado para determinado curso não é trivial, e são vários os relatos de dificuldades nesta escolha(Dickson, 2015 Dickson et al., 2017 Parberry et al., 2005 Peng, 2015). Autores como Wu e Wang (2012) e Dickson, Block, Echevarria, e Keenan (2017) fornecem algumas diretrizes para a escolha de um game engine para ensino. Preliminary empirical results indicate a substantial increase in GD project quality and a clear improvement in the students' technical skills, as well as in their experimentation and adaptation capabilities. The discussion is centered around the choices taken and the theoretical and empirical rationale behind our decisions. We used a top-down approach, where the game engine used for GD informs the choice of CS topics and programming languages lectured in the CS curriculum. In this paper, we discuss our experience in adapting the CS curriculum of a three-year computer games BA in accordance with GD requirements. Given the lack of specialized academic staff, not uncommon in younger scientific areas, some of these degrees "borrowed" computer science (CS) programs and faculty within the same institution, leading in some cases to a disconnect between CS theory and practice and the requirements of GD classes. Following this trend, several GD degrees have emerged in Portugal. Due to the variety of skills required, and in order to train these professionals, computer game development (GD) degrees have been appearing in North America and Europe since the late 1990s. Consequently, their development is a multidisciplinary effort, requiring professionals from several fields, who should nonetheless be knowledgeable across disciplines. Computer games are complex products incorporating software, design and art.