Showing papers on "Game mechanics published in 2008"

The Art of Game Design

Abstract: Anyone can master the fundamentals of game design - no technological expertise is necessary. "The Art of Game Design: A Book of Lenses" shows that the same basic principles of psychology that work for board games, card games and athletic games also are the keys to making top-quality videogames. Good game design happens when you view your game from many different perspectives, or lenses. While touring through the unusual territory that is game design, this book gives the reader one hundred of these lenses - one hundred sets of insightful questions to ask yourself that will help make your game better. These lenses are gathered from fields as diverse as psychology, architecture, music, visual design, film, software engineering, theme park design, mathematics, writing, puzzle design, and anthropology. Anyone who reads this book will be inspired to become a better game designer - and will understand how to do it.

Heuristic evaluation for games: usability principles for video game design

Abstract: Most video games require constant interaction, so game designers must pay careful attention to usability issues. However, there are few formal methods for evaluating the usability of game interfaces. In this paper, we introduce a new set of heuristics that can be used to carry out usability inspections of video games. The heuristics were developed to help identify usability problems in both early and functional game prototypes. We developed the heuristics by analyzing PC game reviews from a popular gaming website, and the review set covered 108 different games and included 18 from each of 6 major game genres. We analyzed the reviews and identified twelve common classes of usability problems seen in games. We developed ten usability heuristics based on the problem categories, and they describe how common game usability problems can be avoided. A preliminary evaluation of the heuristics suggests that they help identify game-specific usability problems that can easily be overlooked otherwise.

Essentials of Game Theory: A Concise, Multidisciplinary Introduction

Abstract: Game theory is the mathematical study of interaction among independent, self-interested agents. The audience for game theory has grown dramatically in recent years, and now spans disciplines as diverse as political science, biology, psychology, economics, linguistics, sociology, and computer science, among others. What has been missing is a relatively short introduction to the field covering the common basis that anyone with a professional interest in game theory is likely to require. Such a text would minimize notation, ruthlessly focus on essentials, and yet not sacrifice rigor. This Synthesis Lecture aims to fill this gap by providing a concise and accessible introduction to the field. It covers the main classes of games, their representations, and the main concepts used to analyze them."This introduction is just what a growing multidisciplinary audience needs: it is concise, authoritative, up to date, and clear on the important conceptual issues." --Robert Stalnaker, MIT, Linguistics and Phil...

The ecology of games : connecting youth, games, and learning

Abstract: In the many studies of games and young people's use of them, little has been written about an overall "ecology" of gaming, game design and play -- mapping the ways that all the various elements, from coding to social practices to aesthetics, coexist in the game world. This volume looks at games as systems in which young users participate, as gamers, producers, and learners. The Ecology of Games (edited by Rules of Play author Katie Salen) aims to expand upon and add nuance to the debate over the value of games -- which so far has been vociferous but overly polemical and surprisingly shallow. Game play is credited with fostering new forms of social organization and new ways of thinking and interacting; the contributors work to situate this within a dynamic media ecology that has the participatory nature of gaming at its core. They look at the ways in which youth are empowered through their participation in the creation, uptake, and revision of games; emergent gaming literacies, including modding, world-building, and learning how to navigate a complex system; and how games act as points of departure for other forms of knowledge, literacy, and social organization. ContributorsIan Bogost, Anna Everett, James Paul Gee, Mizuko Ito, Barry Joseph, Laurie McCarthy, Jane McGonigal, Cory Ondrejka, Amit Pitaru, Tom Satwicz, Kurt Squire, Reed Stevens, S. Craig Watkins

Toward an understanding of flow in video games

Abstract: In the domain of computer games, research into the interaction between player and game has centred on 'enjoyment', often drawing in particular on optimal experience research and Csikszentmihalyi's 'Flow theory'. Flow is a well-established construct for examining experience in any setting and its application to game-play is intuitive. Nevertheless, it's not immediately obvious how to translate between the flow construct and an operative description of game-play. Previous research has attempted this translation through analogy. In this article we propose a practical, integrated approach for analysis of the mechanics and aesthetics of game-play, which helps develop deeper insights into the capacity for flow within games. The relationship between player and game, characterized by learning and enjoyment, is central to our analysis. We begin by framing that relationship within Cowley's user-system-experience (USE) model, and expand this into an information systems framework, which enables a practical mapping of flow onto game-play. We believe this approach enhances our understanding of a player's interaction with a game and provides useful insights for games' researchers seeking to devise mechanisms to adapt game-play to individual players.

Understanding Video Games: The Essential Introduction

Abstract: This expanded and revised second edition of Understanding Video Games provides a comprehensive introduction to the growing field of game studies. Understanding Video Games, 2nd Edition is an essential read for newcomers to video game studies and experienced game scholars alike. This follow-up to the pioneering first edition takes video game studies into the next decade of the twenty-first century, highlighting changes in the game business, advances in video game scholarship, and recent trends in game design and developmentincluding mobile, social, and casual gaming. In Understanding Video Games, 2nd Edition students will: Assess the major theories used to analyze games, such as ludology and narratology Gain familiarity with the commercial and organizational aspects of the game industry Trace the history of video games from Pong to Playstation 3 and beyond Explore the aesthetics of game design Evaluate the cultural position of video games Consider the potential effects of both violent and "serious" games. Extensively illustrated, and featuring discussion questions, a glossary of key terms, and a detailed video game history timeline (including an interactive online version), Understanding Video Games, 2nd Edition is an indispensable resource for anyone interested in examining the ways video games are reshaping entertainment and society.

Augmented Learning: Research and Design of Mobile Educational Games

Abstract: New technology has brought with it new tools for learning, and research has shown that the educational potential of video games resonates with scholars, teachers, and students alike. In Augmented Learning, Eric Klopfer describes the largely untapped potential of mobile learning games--games played on such handheld devices as cell phones, Game Boys, and Sony PSPs--to make a substantial impact on learning. Examining mobile games from both educational and gaming perspectives, Klopfer argues that the strengths of the mobile platform--its portability, context sensitivity, connectivity, and ubiquity--make it ideal for learning games in elementary, secondary, university, and lifelong education. Klopfer begins by exploring the past and present of education, educational technology, "edutainment," and mobile games, and then offers a series of case studies of mobile educational games that have been developed and implemented in recent years. These games--either participatory (which require interaction with other players) or augmented reality (which augment the real world with virtual information)--can be produced at lower cost than PC or full-size console games. They use social dynamics and real-world contexts to enhance game play, can be integrated into the natural flow of instruction more easily than their big-screen counterparts, and can create compelling educational and engaging environments for learners. They are especially well-suited for helping learners at every level develop twenty-first century skills--including the ability to tackle complex problems and acquire information in "just-in-time" fashion. All of this, Klopfer argues, puts mobile learning games in a unique and powerful position within educational technology.

The Video Game Theory Reader 2

Abstract: In the early days of Pong and Pac Man, video games appeared to be little more than an idle pastime. Today, video games make up a multi-billion dollar industry that rivals television and film. The Video Game Theory Reader brings together exciting new work on the many ways video games are reshaping the face of entertainment and our relationship with technology. Drawing upon examples from widely popular games ranging from Space Invaders to Final Fantasy IX and Combat Flight Simulator 2, the contributors discuss the relationship between video games and other media; the shift from third- to first-person games; gamers and the gaming community; and the important sociological, cultural, industrial, and economic issues that surround gaming. The Video Game Theory Reader is the essential introduction to a fascinating and rapidly expanding new field of media studies.

Taking educational games seriously: using the RETAIN model to design endogenous fantasy into standalone educational games

Abstract: We are witnessing a mad rush to pour educational content into games in an ad hoc manner in hopes that player/learners are motivated simply because the content is housed inside a game. A failure to base educational game design on well-established learning and instructional theories increases the risk of the game failing to meet its intended educational goals, and yielding students who are entertained but who have not acquired any academic skills or knowledge. Our review of standalone educational games has shown that they are not always based on sound educational principles and theories. We contend that, if academic learning is to take place, a new design paradigm must be developed. This article discusses the RETAIN design and evaluation model for educational games that was developed to aide in the evaluation of how well academic content is endogenously immersed and embedded within the game’s fantasy and story context, promoters transfer of knowledge, and encourages repetitive usage to that content becomes available for use in an automatic way.

On the usability and likeability of virtual reality games for education: The case of VR-ENGAGE

Abstract: Educational software games aim at increasing the students' motivation and engagement while they learn. However, if software games are targeted to school classrooms they have to be usable and likeable by all students. Usability of virtual reality games may be a problem because these games tend to have complex user interfaces so that they are more attractive. Moreover, if the games acquire an educational content they may lose the attractiveness and appeal that they have on users who are familiar with commercial games. Consequently, likeability may also be questioned. In this paper, we address the issue of usability and likeability of a virtual reality game that is meant to teach students geography. We describe the evaluation experiments conducted, which involved three categories of students in terms of their level of game-playing expertise: novice, intermediate and expert game players. The evaluation results showed that the game was indeed usable and likeable but there was scope for usability and likeability improvement so that the educational benefits may be maximised for all categories of students. The evaluation studies reported in this paper, revealed important issues about further research on virtual reality educational games.

An experiment in automatic game design

Abstract: This paper presents a first attempt at evolving the rules for a game. In contrast to almost every other paper that applies computational intelligence techniques to games, we are not generating behaviours, strategies or environments for any particular game; we are starting without a game and generating the game itself. We explain the rationale for doing this and survey the theories of entertainment and curiosity that underly our fitness function, and present the details of a simple proof-of-concept experiment.

Game Sound: An Introduction to the History, Theory, and Practice of Video Game Music and Sound Design

Abstract: A distinguishing feature of video games is their interactivity, and sound plays an important role in this: a player's actions can trigger dialogue, sound effects, ambient sound, and music. And yet game sound has been neglected in the growing literature on game studies. This book fills that gap, introducing readers to the many complex aspects of game audio, from its development in early games to theoretical discussions of immersion and realism. In Game Sound, Karen Collins draws on a range of sources--including composers, sound designers, voice-over actors and other industry professionals, Internet articles, fan sites, industry conferences, magazines, patent documents, and, of course, the games themselves--to offer a broad overview of the history, theory, and production practice of video game audio. Game Sound has two underlying themes: how and why games are different from or similar to film or other linear audiovisual media; and technology and the constraints it has placed on the production of game audio. Collins focuses first on the historical development of game audio, from penny arcades through the rise of home games and the recent rapid developments in the industry. She then examines the production process for a contemporary game at a large game company, discussing the roles of composers, sound designers, voice talent, and audio programmers; considers the growing presence of licensed intellectual property (particularly popular music and films) in games; and explores the function of audio in games in theoretical terms. Finally, she discusses the difficulties posed by nonlinearity and interactivity for the composer of game music.

An introduction to game studies : games in culture

Abstract: Introduction What is Game Studies? Game Culture Meaning in Games Play and Games in History Dual Structure and the Action Games of the 1970's Adventures and Other Fiction in the 1980S' Games Three-Dimensionality and the Early 1990's The Real and the Game Game Culture Entering the New Millennium Preparing for a Game Studies Project

Video Game Spaces: Image, Play, and Structure in 3D Worlds

Abstract: The move to 3D graphics represents a dramatic artistic and technical development in the history of video games that suggests an overall transformation of games as media The experience of space has become a key element of how we understand games and how we play them In Video Game Spaces, Michael Nitsche investigates what this shift means for video game design and analysis Navigable 3D spaces allow us to crawl, jump, fly, or even teleport through fictional worlds that come to life in our imagination We encounter these spaces through a combination of perception and interaction Drawing on concepts from literary studies, architecture, and cinema, Nitsche argues that game spaces can evoke narratives because the player is interpreting them in order to engage with them Consequently, Nitsche approaches game spaces not as pure visual spectacles but as meaningful virtual locations His argument investigates what structures are at work in these locations, proceeds to an in-depth analysis of the audiovisual presentation of gameworlds, and ultimately explores how we use and comprehend their functionality Nitsche introduces five analytical layersrule-based space, mediated space, fictional space, play space, and social spaceand uses them in the analyses of games that range from early classics to recent titles He revisits current topics in game research, including narrative, rules, and play, from this new perspective Video Game Spaces provides a range of necessary arguments and tools for media scholars, designers, and game researchers with an interest in 3D game worlds and the new challenges they pose

Challenges for Game Designers

Abstract: Welcome to a book written to challenge you, improve your brainstorming abilities, and sharpen your game design skills! Challenges for Game Designers: Non-Digital Exercises for Video Game Designers is filled with enjoyable, interesting, and challenging exercises to help you become a better video game designer, whether you are a professional or aspire to be. Each chapter covers a different topic important to game designers, and was taken from actual industry experience. After a brief overview of the topic, there are five challenges that each take less than two hours and allow you to apply the material, explore the topic, and expand your knowledge in that area. Each chapter also includes 10 non-digital shorts to further hone your skills. None of the challenges in the book require any programming or a computer, but many of the topics feature challenges that can be made into fully functioning games. The book is useful for professional designers, aspiring designers, and instructors who teach game design courses, and the challenges are great for both practice and homework assignments. The book can be worked through chapter by chapter, or you can skip around and do only the challenges that interest you. As with anything else, making great games takes practice and Challenges for Game Designers provides you with a collection of fun, thoughtprovoking, and of course, challenging activities that will help you hone vital skills and become the best game designer you can be.

Video Game-Based Learning: An Emerging Paradigm for Instruction

Abstract: Interactive digital media, or video games, are a powerful new medium. They offer immersive experiences in which players solve problems. Players learn more than just facts—ways of seeing and understanding problems so that they “become” different kinds of people. “Serious games” coming from business strategy, advergaming, and entertainment gaming embody these features and point to a future paradigm for eLearning. Building on interviews with leading designers of serious games, this article presents case studies of three organizations building serious games, coming from different perspectives but arriving at similar conclusions. This article argues that such games challenge us to rethink the role of information, tools, and aesthetics in a digital age.

An introduction to game studies

Abstract: An Introduction to Game Studies is a core textbook for game studies as an academic discipline, and is the comprehensive guide to the field. It introduces the student to the history and character of games studies as an analytical study of games in culture, and then moves to provide an overview of games as signifying and dynamic cultural constructs. This book shows how to analyze games by introducing the core analytical concepts in the contexts of games and game cultures of four periods. It covers the prehistory of games, the 70s, 80s, and 90s and also contemporary developments. Students will be introduced to both the theoretical core and the essential genres and classics of the subject.

Students as designers and creators of educational computer games: Who else?

Abstract: In the companion article, Spirit of the Game: Empowering Students as Designers in Schools?, author Cher Ping Lim puts forth strong arguments supporting the creation and use of curricular, educational games in our schools and education. His essay ends with the question ‘Can students build such games?’ This paper responses to this question and provides examples of how students can design and build games within the school curriculum to enhance engagement in the classrooms. Two approaches are suggested: Mini-game-based curriculum and complex game for entire course.

Models in Cooperative Game Theory

Abstract: Cooperative Games with Crisp Coalitions.- Preliminaries.- Cores and Related Solution Concepts.- The Shapley Value, the ?-value, and the Average Lexicographic Value.- Egalitarianism-based Solution Concepts.- Classes of Cooperative Crisp Games.- Cooperative Games with Fuzzy Coalitions.- Preliminaries.- Solution Concepts for Fuzzy Games.- Convex Fuzzy Games.- Fuzzy Clan Games.- Multi-Choice Games.- Preliminaries.- Solution Concepts for Multi-Choice Games.- Classes of Multi-Choice Games.

Game Based Learning

Abstract: This briefing paper is aimed at policy makers, senior managers and practitioners who are interested in an overview of gamebased learning and how it may be used to support effective learning and teaching practice. The paper provides an overview of game-based learning, including the background, policy perspective and benefits and challenges. In addition, the paper provides a section outlining the work that is currently being funded by JISC in support of this area of activity. The aim of the report is to inform readers about game-based learning and to assist those interested in finding out more about the area.

Designing and evaluating collaboration in a virtual game environment for vocational learning

Abstract: Especially in vocational education, attention should be paid not only to the use of new technological solutions but also to collaborative learning and cooperative working methods in order to develop students' skills for their future jobs. This study involves a design experiment including the design process of a new game environment, description of the script developed for this game, as well as the empirical study with multiple data collection methods, data analysis, results and conclusions for further work. The aim of the study was twofold. Firstly, we aimed to develop a game environment to simulate the work context of a vocational design process, and secondly, to investigate how effective the game environment is in vocational learning and how scripting affected students' group processes during the game. It seems that, at their best, such ''edugames'' may enrich learning and the pedagogical use of technology. Although integrating learning and games provides tempting possibilities, it also contains many challenges, such as different group-specific learning processes despite the scripted environment.

Making Computer Games and Design Thinking A Review of Current Software and Strategies

Abstract: This article provides an overview of computer software and instructional strategies intended to engage young people in making computer games, to achieve a variety of educational goals. It briefly describes the most popular of such programs and compares their key features, including the kinds of games that can be created with the software, the types of communities and resources that are associated with each program, claims made for learning outcomes resulting from use of the software, and the results of empirical research (if any) on the application and outcomes of the software in formal or informal educational settings. A key finding is that existing software and educational applications stress the goal of teaching users about computer programming and place little or no emphasis on teaching concepts related to game design. It concludes by discussing the potential value of explicit attention to “design thinking” as goal of game making in education.

Designing Centers of Expertise for Academic Learning Through Video Games

Abstract: Schools appear to be facing a crisis of engaging secondary students in meaningful learning. Many are recognizing that the learning principles embodied in computer and video games reflect the best theories of cognition, yet are underutilized as an educational resource. This article suggests an alternative model for game-based learning outside of schools. Drawing on case studies of youth participating in a year-long program, it describes an approach to bridging learners' identities in and out of school through historical simulation computer games situated within a community of practice of game experts. Participants developed both academic skills and productive identities as consumers and producers of information through these cases. We propose a model of centers of expertise, learning programs that seek to foster and develop new media literacies with pay off in schools and that lead to new identities outside of school as well.

Throwing and catching as relational skills in game play: situated learning in a modified game unit.

Abstract: In this article, we were interested in how young people learn to play games within a tactical games model (TGM) approach (Griffin, Oslin, & Mitchell, 1997) in terms of the physical-perceptual and social-interactive dimensions of situativity. Kirk and MacPhail’s (2002) development of the Bunker-Thorpe TGfU model was used to conceptualize the nature of situated learning in the context of learning to play an invasion game as part of a school physical education program. An entire class of 29 Year-5 students (ages 9–10 years) participated in a 12-lesson unit on an invasion game, involving two 40-min lessons per week for 6 weeks. Written narrative descriptions of videotaped game play formed the primary data source for the principal analysis of learning progression. We examined the physical-perceptual and social-interactive dimensions of situated learning (Kirk, Brooker, & Braiuka, 2000) to explore the complex ways that students learn skills. Findings demonstrate that for players who are in the early stages of learning a ball game, two elementary, or fundamental, skills of invasion game play—throwing and catching a ball—are complex, relational, and interdependent.

Game design principles in everyday fitness applications

Abstract: The global obesity epidemic has prompted our community to explore the potential for technology to play a stronger role in promoting healthier lifestyles. Although there are several examples of successful games based on focused physical interaction, persuasive applications that integrate into everyday life have had more mixed results. This underscores a need for designs that encourage physical activity while addressing fun, sustainability, and behavioral change. This note suggests a new perspective, inspired in part by the social nature of many everyday fitness applications and by the successful encouragement of long term play in massively multiplayer online games. We first examine the game design literature to distill a set of principles for discussing and comparing applications. We then use these principles to analyze an existing application. Finally, we present Kukini, a design for an everyday fitness game.