ch3.mht

游戏设计大师Chris Crawford的大作《The Art of Game Design》唯一不足的是英文版的

violent.=20
  Lately, we have seen adventures taking on many of the traits of =
D&D games,=20
  so that it is now harder to tell the difference between them.</P>
  <P>An ideal example of this phenomenon is ALI BABA AND THE FORTY =
THIEVES=20
  (trademark of Quality Software), a game with the basic elements of =
both=20
  adventures and D&amp;D games. The player must search through a large =
maze to=20
  find and rescue a princess, but on the way he must fight monsters and =
thieves.=20
  The player, as Ali Baba, possesses personal characteristics =
(dexterity, speed,=20
  etc.) that are reminiscent of a D&amp;D game, but he must explore the =
maze as=20
  in an adventure. For these reasons, I feel that this game cannot be =
classified=20
  as either an adventure or a D&amp;D game, but rather is a solid =
example of the=20
  merging of these two genres into a new class of games, the fantasy=20
  role-playing ("FRP") games. This suggests that we will see more such =
games=20
  combining the "search and discover" aspects of adventure games with =
the=20
  "defeat opponents" aspects of D&amp;D games. <FONT size=3D-1><A=20
  =
href=3D"http://www.vancouver.wsu.edu/fac/peabody/game-book/Chapter3.html#=
top">Top</A>=20
  </FONT></P>
  <P><A name=3DWargames></A><B>Wargames</B></P>
  <P>A third class of strategy games is provided by the wargames. =
Noncomputer=20
  wargames as a gaming form have a long heritage. Commercial wargaming =
goes all=20
  the way back to the 1880=92s with an American wargame design using =
wooden blocks.=20
  The British have long had a dedicated group of wargamers using =
miniature=20
  models of soldiers and very complex rules. Their games, called =
miniatures=20
  games, have grown in popularity and are now played in the USA. But the =
largest=20
  segment of wargamers in recent years has been the boardgamers. This =
hobby was=20
  founded in the late 1950=92s by Charles Roberts, who founded the =
Avalon-Hill Game=20
  Company and created such classic games of the 60=92s as BLITZKRIEG, =
WATERLOO, and=20
  AFRIKA KORPS (all trademarks of the Avalon-Hill Game Company). During =
the=20
  1970=92s a new company, Simulations Publications, Inc., turned board =
wargaming=20
  into the largest segment of wargaming.</P>
  <P>Wargames are easily the most complex and demanding of all games =
available=20
  to the public. Their rules books read like contracts for corporate =
mergers and=20
  their playing times often exceed three hours. Wargames have therefore =
proven=20
  to be very difficult to implement on the computer; we have, =
nevertheless, seen=20
  entries.</P>
  <P>The computer wargames available now fall into two distinct groups. =
The=20
  first group is composed of direct conversions of conventional =
boardgames.=20
  COMPUTER BISMARK, COMPUTER AMBUSH, and COMPUTER NAPOLEONICS =
(trademarks of=20
  Strategic Simulations, Inc.) are examples of this group of games. =
These games=20
  illustrate the folly of direct conversion of games of one form to =
another.=20
  They parrot successful and respected boardgames, but are themselves =
not as=20
  successful. Because they attempt to replicate boardgames, they are, =
like=20
  boardgames, slow and clumsy to play.</P>
  <P>The second group of computer wargames are less slavish in their =
copying of=20
  board wargames. My own EASTERN FRONT 1941 is generally considered to =
be the=20
  best of this lot, primarily because of its graphics and human =
engineering=20
  features. Many of the games in this category are experimental; hence =
the=20
  successes are outnumbered by the failures. Avalon-Hill=92s first =
entries into the=20
  computer wargaming arena were such experiments. My own TANKTICS game =
is an=20
  early experiment that once was the most advanced commercially =
available=20
  wargame (it was the ONLY commercially available wargame when I first =
released=20
  it in 1978). It is now generally regarded as a mediocre game. It can =
safely be=20
  said that computer wargaming is not a well-developed area of computer =
gaming.=20
  For the moment, computer wargaming is too closely associated with =
board=20
  wargaming in the minds of the public and most designers; until it can =
shake=20
  free from the constraints of boardgames and, establish its own =
identity,=20
  computer wargaming will evolve slowly. <FONT size=3D-1><A=20
  =
href=3D"http://www.vancouver.wsu.edu/fac/peabody/game-book/Chapter3.html#=
top">Top</A>=20
  </FONT></P>
  <P><IMG height=3D120=20
  =
src=3D"http://www.vancouver.wsu.edu/fac/peabody/game-book/battlezonelogo.=
gif"=20
  width=3D434></P>
  <P><IMG height=3D308=20
  =
src=3D"http://www.vancouver.wsu.edu/fac/peabody/game-book/battlezonesceen=
.gif"=20
  width=3D434></P>
  <P><B>Games of <A name=3DChance></A>Chance</B></P>
  <P>Games of chance have been played for thousands of years; their=20
  implementation onto computers is therefore quite expectable. They are =
quite=20
  easy to program, so we have seen many versions of craps, blackjack, =
and other=20
  such games. Despite their wide availability, these games have not =
proven very=20
  popular, most likely because they do not take advantage of the =
computer=92s=20
  strong points. Furthermore, they lose the advantages of their original =

  technologies. These games demonstrate the folly of mindlessly =
transporting=20
  games from one medium to another.<FONT size=3D-1><A=20
  =
href=3D"http://www.vancouver.wsu.edu/fac/peabody/game-book/Chapter3.html#=
top">Top</A>=20
  </FONT></P>
  <P><A name=3DEducational></A><B>Educational and Children=92s =
Games</B></P>
  <P>The fifth category of strategy games is that of the educational =
games.=20
  Although all games are in some way educational, the games in this set =
are=20
  designed with explicit educational goals in mind. This group is not =
heavily=20
  populated as yet, perhaps because the people interested in educational =
uses of=20
  computers have not yet concentrated much attention on game design. The =

  Thorne-EMI puzzles are good entries in this field, and APX sells a =
collection=20
  of very simple children=92s games that have some educational value. =
Several of=20
  the classic computer games are educational: HANGMAN, HAMMURABI, and =
LUNAR=20
  LANDER are the three most noteworthy of these early educational games. =
SCRAM=20
  (a nuclear power plant simulation) and ENERGY CZAR (an energy =
economics=20
  simulation) are two of the more complex programs in the educational =
games=20
  field. My favorite entry to date is ROCKY=92S BOOTS (trademark of The =
Learning=20
  Company), a children=92s game about Boolean logic and digital =
circuits. The child=20
  assembles logic gates to create simulated logical machines. This game=20
  demonstrates the vast educational potential of computer games. =
Educators are=20
  becoming more aware of the motivational power of computer games; with =
time we=20
  can expect to see more entries of the caliber of ROCKY=92S BOOTS.<FONT =
size=3D-1><A=20
  =
href=3D"http://www.vancouver.wsu.edu/fac/peabody/game-book/Chapter3.html#=
top">Top</A>=20
  </FONT></P>
  <P><A name=3DInterpersonal></A><B>Interpersonal Games</B></P>
  <P>I have been exploring a class of games that focus on the =
relationships=20
  between individuals or groups. One such game explores gossip groups. =
The=20
  player exchanges gossip with up to seven other computer-controlled =
players.=20
  The topic of conversation is always feelings, positive or negative, =
expressed=20
  by one person for another. Adroit posturing increases popularity. =
Similar=20
  games could address corporate politics, soap-opera situations, gothic=20
  romances, international diplomacy, and espionage. Although the =
category is=20
  undeveloped, I believe it is important because it addresses fantasies =
that are=20
  very important to people. Many other art forms devote a great deal of=20
  attention to interpersonal relationships. It is only a matter of time =
before=20
  computer games follow a similar course. <FONT size=3D-1><A=20
  =
href=3D"http://www.vancouver.wsu.edu/fac/peabody/game-book/Chapter3.html#=
top">Top</A>=20
  </FONT></P>
  <P><A name=3DCONCLUSIONS></A><B>CONCLUSIONS</B></P>
  <P>This concludes the description of my proposed taxonomy. Obviously, =
this=20
  taxonomy has many flaws. This is primarily because the basis of =
division is=20
  not any grand principle but is instead historical happenstance. There =
is no=20
  fundamental reason why wargames should be treated any differently than =
D&amp;D=20
  games. Yet, both game systems evolved separately and are historically =
quite=20
  distinct. Similarly, the creation of an educational games category is =
my=20
  response to the efforts of educators to create educational games. With =
the=20
  passage of time, market forces will assert themselves, and a more =
organized=20
  and consistent taxonomy will become possible. People have tried to =
create=20
  educational games, so we now have them. My taxonomy is a patchwork =
because the=20
  set of available computer games is a patchwork.</P>
  <P><IMG height=3D170=20
  =
src=3D"http://www.vancouver.wsu.edu/fac/peabody/game-book/mspacbig.gif"=20
  width=3D144 align=3Dleft>This taxonomy suggests a number of =
observations about the=20
  state of game design with computers. For example, it should be obvious =
that=20
  there are very few basic scenarios for skill-and-action games, each =
scenario=20
  taking one category. The archetypical game in each category spawned a =
whole=20
  family of imitators, variations, and improvements. Moreover, the =
archetypical=20
  game in each category was seldom the big moneymaker; instead, the =
archetypical=20
  game was followed by several successor games that improved on it until =
one=20
  game hit the nail on the head. Thus we have COMBAT leading to SPACE =
INVADERS=20
  in the combat category, DODGE 'EM leading to PAC-MAN in the maze =
category, and=20
  PONG leading to SUPERBREAKOUT in the paddle category.</P>
  <P>Another lesson that arises from this taxonomy is that the Analogy =
games are=20
  still in a very poorly-developed state in comparison to the S&amp;A =
games.=20
  While S&amp;A games have fairly clear-cut categories that make sense, =
the=20
  categories in strategy games are less satisfying and the distinctions =
between=20
  categories are muddier. This ambiguity suggests that much creative =
opportunity=20
  remains in the strategy games field.</P>
  <P>A taxonomy reflects the body of material it attempts to organize. =
The state=20
  of computer game design is changing quickly. We would therefore expect =
the=20
  taxonomy presented here to become obsolete or inadequate in a short =
time. New=20
  taxonomies must be created to reflect the changes in the marketplace =
in the=20
  next few years. For the present, however, the proposed taxonomy can =
provide us=20
  with an organized way to view the menagerie of games while suggesting =
new=20
  areas to explore.</P></UL>
<UL>
  <CENTER>
  <P><FONT size=3D-1><A=20
  =
href=3D"http://www.vancouver.wsu.edu/fac/peabody/game-book/Chapter3.html#=
top">Top</A>=20
  &nbsp;|&nbsp; <A=20
  =
href=3D"http://www.vancouver.wsu.edu/fac/peabody/game-book/Coverpage.html=
">Return=20
  to Table of Contents</A>&nbsp; | Chapters: </FONT><A=20
  =
href=3D"http://www.vancouver.wsu.edu/fac/peabody/game-book/Chapter1.html"=