Showing papers on "Game mechanics published in 1981"

Sound-responsive electronic game

Abstract: An electronic game apparatus facilitates the playing of a parlor game. The game apparatus generates a series of player-interrogation signals, and defines a corresponding "correct" sequence of auditory and switch-closure responses by the players (or player). The correct sequence is defined in accordance with established game rules that are known to the player(s). The game apparatus receives actual auditory and switch-closure responses from the player(s), compares the responses with the correct sequence, and indicates visually and auditorily whether each response is correct.

Management Games: For Hospitaly-Industry Training

Abstract: AMONG THE TRAINING approaches used to develop the analytical, conceptual, and interpersonal skills of hospitality managers are lectures, case studies, programmed instruction, on-the-job training, and-one of the more recently developed methods-management games and simulations. The first edition of The Guide to Simulations and Garne.s, published in 1970, contains 400 entries;’ the third edition, published seven years later, contains over 1,200 entries? Why have management games and simulations proven so popular? What are their advantages as a training tool, and how have they been applied in the hospitality industry? The following definitions, proffered by Horn,3 provide a good starting point for this .discussion:

Search vs. knowledge : an analysis from the domain of games

Abstract: We examine computer games in order to develop concepts of the relative roles of knowledge and search. The paper concentra tes on the relat ion between knowledge appl ied at leaf nodes of a search and the depth of the search that is being conduc ted . Each knowledge of an advantage has a project ion abil ity (t ime to conver t to a more permanent advantage) associated with it. The best programs appear to have the longest pro ject ion abil i ty knowledge in them. If the appl icat ion of knowledge forces a s ingle view of a terminal s i tuat ion, this may at t imes be very w rong . We cons ider the advantages of knowledge del iver ing a range as its output , a method for wh ich some theory exists, but wh ich is as yet unproven. This research was sponsored by the Defense Advanced Research Projects Agency (DCD), ARPA Order No. 3597, moni tored by the Air Force Avionics Laboratory Under Contract F33615-78-C-1551. The views and conc lus ions conta ined in this document are those of the authors and shou ld not be interpreted as represent ing the off icial pol ic ies, either expressed or impl ied, of the Defense Advanced Research Projects Agency or the US Government . Presented at the NATO Symposium Human and Artificial Intelligence, Lyon, France, October, 1981

Playing Politics: The Nightmare Continues

Abstract: Preface. Introduction. The fundamental laws of nature. Primitive games: the rules. Playing primitive games. Real primitive games. Party games: the rules. Playing party games. Real party games. Agenda. Coalition soccer. Coalition poker. Killer (coalition darts). So what?

Simulation games and the social studies teacher

Abstract: Simulation games are a useful example to illustrate the problem. Blaga (1978) noted there were over 1200 commercially produced simulations available in various subject areas, not to mention the hundreds which have been developed by individuals but never published. Yet the degree of acceptance of the simulation game as a teaching technique within the social studies teacher's repertoire is far from clear. Blaga's survey of Ohio secondary social studies teachers revealed that only 58 percent of the sample regularly used simulations, and only 9 percent of these made heavy use of them (used six or more simulations a year). The teachers' reasons for not using simulation games were related to skepticism about their educational benefit, concern over costs, and an unwillingness to spend the preparation time needed. It is suggested in this paper that simulation games do have considerable merit for social studies teachers; that there are various types and formats

The Development of an Industrial Relations Teaching Game

Abstract: A teaching game was designed to demonstrate that the manner of a management message can obscure perception of its substance. Numerous trade union shop stewards played this game as the central part of a negotiation and bargaining exercise. The game was found to work as intended by the designers and was assessed as an effective and interesting means of training by the shop stewards. It is argued that O.R. workers can assist in the design of further games of this type and therefore make a useful contribution to difficult and very important real world problems.

What can be learned from arcade games and home computer applications? (A Panel Discussion): The case for considering games and home applications (abstract only)

Abstract: The presentation deals with two questions:1) What makes games so captivating?2) How can the same features (that make computer games captivating) be used to make other user interfaces more interesting and enjoyable to use?First, three empirical studies are described. These studies analyze which features of several computer games are most important in making the games enjoyable. Then a set of heuristics for incorporating these features in other user interfaces will be outlined. The heuristics are organized in three categories: challenge, fantasy and curiosity.

Who's playing games?

Abstract: The IQ Game: A Methodological Inquiry into the Heredity-Environment Controversy. By Howard F. Taylor. Pp.276. (Harvester/Rutgers University Press: 1980.) £18.95, $19.50.

Two-Person Cooperative Games

Abstract: In this chapter, the two-person democratic case with communication will be discussed. The exchange of information serves to integrate the goals of the persons involved. Three cases can be distinguished: harmony, pure conflict, and a mixed case. If harmony exists, there will be no problem, because both parties will choose the alternative with the highest value; the interests run completely parallel. In the case of pure conflict, the interests are diametrically opposed; that is, the interests of the one are to the detriment of the other. A typical example is the two-person zero-sum game. Communication between the parties does not offer any advantage; the solution is given by the maximin strategy. Only in the mixed case, with interests that are neither completely opposed nor parallel, can communication produce a result that is beneficial to both parties, as compared to the case without communication. This is called bargaining or negotiation.