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Subject: The Art of Computer Game Design - Chapter 1
Date: Sat, 15 Jan 2005 13:05:22 +0800
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<HTML><HEAD><TITLE>The Art of Computer Game Design - Chapter 1</TITLE>
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G>
<UL>
<DIV align=3Dright>
<P><A name=3Dtop></A><FONT size=3D+3>What is a Game =
?<BR></FONT><B>Chapter=20
One</B></P></DIV></UL>
<P>
<HR width=3D"100%">
<P></P>
<CENTER>
<TABLE cellPadding=3D10>
<TBODY>
<TR vAlign=3Dtop align=3Dleft>
<TD><B><A=20
=
href=3D"http://www.vancouver.wsu.edu/fac/peabody/game-book/Chapter1.html#=
BOARD">BOARD=20
GAMES<BR></A><A=20
=
href=3D"http://www.vancouver.wsu.edu/fac/peabody/game-book/Chapter1.html#=
CARD">CARD=20
GAMES<BR></A><A=20
=
href=3D"http://www.vancouver.wsu.edu/fac/peabody/game-book/Chapter1.html#=
ATHLETIC">ATHLETIC=20
GAMES<BR></A><A=20
=
href=3D"http://www.vancouver.wsu.edu/fac/peabody/game-book/Chapter1.html#=
CHILDREN=92S">CHILDREN=92S=20
GAMES<BR></A><A=20
=
href=3D"http://www.vancouver.wsu.edu/fac/peabody/game-book/Chapter1.html#=
COMPUTER">COMPUTER=20
GAMES</A></B></TD>
<TD><B><A=20
=
href=3D"http://www.vancouver.wsu.edu/fac/peabody/game-book/Chapter1.html#=
REPRESENTATION">REPRESENTATION<BR></A><A=20
=
href=3D"http://www.vancouver.wsu.edu/fac/peabody/game-book/Chapter1.html#=
INTERACTION">INTERACTION<BR></A><A=20
=
href=3D"http://www.vancouver.wsu.edu/fac/peabody/game-book/Chapter1.html#=
CONFLICT">CONFLICT<BR></A><A=20
=
href=3D"http://www.vancouver.wsu.edu/fac/peabody/game-book/Chapter1.html#=
SAFETY">SAFETY</A></B></TD></TR></TBODY></TABLE></CENTER>
<UL>
<P><B><FONT size=3D+2>I</FONT></B>f<B><FONT size=3D+2> </FONT></B>we =
desire to=20
understand games and game design, we must first clearly establish our=20
fundamental orientation. We must define what we mean by the word =
=93game.?We must=20
also determine the fundamental characteristics of all games. After =
discussing=20
some of the obstacles inherent in this effort, I will briefly describe =
the=20
salient classes of games; then I will propose a set of attributes that =
characterize all games.</P>
<P>Games are a fundamental part of human existence. The parlance of =
games has=20
insinuated itself into our language to refer to activities that are =
not truly=20
games. We play along with activities we find distasteful. We play ball =
with=20
those who require our cooperation. We play games when we are =
insincere. A=20
willing participant is game for the enterprise. This broad penetration =
of=20
gaming concepts into the entire spectrum of human experience presents =
us with=20
two potential barriers to understanding games.</P>
<P>First, our liberal use of gaming terms promotes an exaggerated =
perception=20
of our own understanding of games. We fail to render unto the subject =
the=20
careful and critical analysis that we tender to more academic topics, =
and we=20
blithely ignore the complexities of game design. Complete amateurs =
whose only=20
relevant skill is programming undertake to design games with no =
further=20
preparation than their own experience as game players. Those who =
overrate=20
their own understanding undercut their own potential for learning.</P>
<P>The second obstacle is ambiguity. We have applied the principles =
and=20
concepts of gaming so widely that we have watered down their original=20
meanings. There is no longer a clear focus to the concepts we seek to=20
understand. Game designers have no well defined set of common terms =
with which=20
to communicate with each other. Discussions of game design frequently=20
disintegrate into arguments over semantics. To cut through the tangled =
undergrowth that has grown up around gaming we shall need the =
bulldozer and=20
the scalpel.</P>
<P>Let us begin this endeavor by stepping back for a moment and taking =
our=20
bearings. Let us take a brief tour of the universe of games, glancing =
briefly=20
at each of the major regions. In the course of this tour I hope to =
refresh the=20
reader=92s memory of games and make some simple points before digging =
into the=20
serious analysis of fundamental game characteristics. I perceive five =
major=20
regions of games: board games, card games, athletic games, =
children=92s games,=20
and computer games. <FONT size=3D-1><A=20
=
href=3D"http://www.vancouver.wsu.edu/fac/peabody/game-book/Chapter1.html#=
top">Top</A></FONT></P>
<P><BR><IMG height=3D159=20
=
src=3D"http://www.vancouver.wsu.edu/fac/peabody/game-book/arthur-chess.JP=
G"=20
width=3D607></P></UL>
<P><A name=3DBOARD></A><B>BOARD GAMES</B></P>
<UL>
<P>We begin with the board games. These games consist of a playing =
surface=20
divided into sectors populated by a set of movable pieces. In the most =
common=20
arrangement the pieces are directly associated with the players, while =
the=20
playing surface represents an environment beyond the players?direct =
control.=20
Players maneuver their pieces across the playing surface in an effort =
to=20
capture other players?pieces, reach an objective, gain control of =
territory,=20
or acquire some valued commodity. The player=92s primary concern in =
these games=20
is the analysis of geometrical relationships between the pieces. <FONT =
size=3D-1><A=20
=
href=3D"http://www.vancouver.wsu.edu/fac/peabody/game-book/Chapter1.html#=
top">Top</A></FONT></P></UL>
<P><A name=3DCARD></A><B>CARD GAMES</B></P>
<UL>
<P>A second class of games is the card games. These games utilize a =
set of 52=20
symbols generated from two factors: rank (13 values) and suit (4 =
values). The=20
games revolve around combinations built from these two factors. =
Players may=20
gain or lose possession of symbols either by random processes or by =
matching=20
some combination allowed by the rules of the game. Each legal =
combination is=20
assigned a victory value for final assessment of game results. Players =
must=20
recognize both existing and potential combinations and estimate =
probabilities=20
of obtaining the cards necessary for completing a combination. This=20
probability must be weighed against the victory value of the =
combination.=20
Since the number of combinations is very large, precise computation of =
the=20
requisite probabilities exceeds the mental powers of almost all =
players,=20
rendering the game a primarily intuitive exercise. Thus, the =
player=92s primary=20
concern in these games is the analysis of combinations. <FONT =
size=3D-1><A=20
=
href=3D"http://www.vancouver.wsu.edu/fac/peabody/game-book/Chapter1.html#=
top">Top</A></FONT></P></UL>
<P><A name=3DATHLETIC></A><B>ATHLETIC GAMES</B></P>
<UL>
<P>Another traditional game form is the athletic game. These games =
emphasize=20
physical more than mental prowess. The rules of the game rigorously =
specify a=20
precise set of actions that the player is either allowed to execute or =
required to execute. Skillful use of the body is the player=92s =
primary concern=20
in these .games.</P>
<P>We must be careful to distinguish between athletic games and =
athletic=20
competitions. For example, a race is a competition, not a game. The =
line of=20
demarcation between games and competition illuminates one of the =
fundamental=20
elements of all games. I distinguish the two by the degree of =
interaction=20
between players. Theoretically speaking, the runners in a race do not =
interact=20
with each other. Each is racing only against the clock; the presence =
of other=20
runners should be immaterial. In truth, the runners do interact=20
psychologically, for the performance of one runner can affect the =
performance=20
of the other runners. Furthermore, in some races a runner (or driver =
or pilot=20
or captain) can physically interpose himself in between the goal and =
another=20
racer, thereby gaining an advantage. I conclude that the simplest=20
competitions, those in which each person strives to perform some task=20
optimally without direct interaction with the other competitors, do =
not=20
constitute games but competitions. A competition that does allow =
interaction=20
is a game. <FONT size=3D-1><A=20
=
href=3D"http://www.vancouver.wsu.edu/fac/peabody/game-book/Chapter1.html#=
top">Top</A></FONT></P></UL>
<P><A name=3DCHILDREN=92S></A><B>CHILDREN=92S GAMES</B></P>
<UL>
<P>Another type of gaming activity is the children=92s game. Hide and =
Seek, Red=20
Rover, Tag, and Kick the Can are common examples. Such games =
frequently take=20
the form of group activities emphasizing simple physical play. =
Although these=20
games contain simple mental and physical components, their function is =
not to=20
challenge the child to perform to his or her limits in either domain. =
Instead,=20
the player=92s primary concern in these games is the use of social =
skills=20
illuminating the fundamental role of the group in human life.</P>
<P>A wide variety of children=92s activities are frequently referred =
to as games.=20
When a child talks to a strip of bark, maneuvers it, and provides =
sound=20
effects, we are tempted to refer to such behavior as game playing. For =
the=20
purposes of this book, I ,exclude such activities from the fold of =
games.=20
These improvisational games are too ill defined to provide us with any =
useful=20
information about games. <FONT size=3D-1><A=20
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