Koster, R. (2004). A theory of fun for game design: What games aren't. Gamasutra, December 3.
Gee, J. P. (2004). Learning by design: Games as learning machines. Gamasutra, March, 24
Garneau, P-A. (2001). Fourteen Forms of Fun. Gamasutra, October 12.
Prensky, M. (2001). Fun, Play and Games: What Makes Games Engaging. Chapter 5 in Digital Game Based Learning. NY: McGraw Hill. (From the author's website)
Koster, R. (2004). A theory of fun for game design: What games aren't. Gamasutra, December 3.
In this piece, Koster argued that games are about teaching underlying patterns, and they train their players to ignore the fiction that wraps the patterns. People don’t play games because of the stories. The stories that wrap the games are usually side dishes for the brain. And the part of games that is least understood is “the formal abstract system portion of it, the mathematical part of it, and the chunky part of it”. Games are not about beauty or delight. A lot of aesthetic elements make players feel good, but not necessarily fun. Games are not about jockeying for social status either. Games stand, in their own right, as something incredibly valuable. According to Koster, fun is defined as the feedback the brain gives us when we are absorbing patterns for learning purposes. Fun is about learning in a context where there is no pressure, and that is why games matter.
Gee, J. P. (2004). Learning by design: Games as learning machines. Gamasutra, March, 24
Gee discussed explored the question of how good game designers manage to get new players to learn long, complex, and difficult games, and listed the principles of learning built into good computer and video games. The first section is empowered learners, which includes allowing the game players to co-design, customize the game, manipulate a character, and offering players identities that trigger a deep investment on the part of the player. The second section is problem solving. The problems in good games are well ordered; Good games are challenging but doable; Good games create and support the cycle of expertise; good games give verbal information that is often in a manual; good games offer players fish tanks and sandbox either as tutorials or as their first level or two. In addition, in good games, players learn and practice skill packages as part and parcel of accomplishing things they need and want to accomplish. The third section is understanding. Good games help players see and understand how each of the elements in the game fit into the overall system of the game; good games can make abstract ideas concretely realized in image and action.
Garneau, P-A. (2001). Fourteen Forms of Fun. Gamasutra, October 12.
Garneau listed the fourteen categories of activities that are fundamentally entertaining, and analyzed how they can be used effectively to create more interesting games. These categories are: a. beauty: "That which pleases the senses."; b. immersion: "Going into an environment different from one's usual environment by physical means or by use of one's imagination."; c. Intellectual problem solving: "Finding solutions to problematic situations that require thought."; d. Competition: "An activity where the goal is to show one's superiority."; e. Social Interaction: "Doing things with other human beings."; f. Comedy: "Things that make one want to laugh."; g. Thrill of Danger: "Exhilaration coming from a dangerous activity."; h.Physical Activity: "Activities requiring intense physical movements." i.Love: "Strong affection toward somebody." J.Creation: "To make exist that which didn't."; k.Power: "Capacity of having a strong effect, of acting with strength."; l. Discovery: "Finding something that wasn't known before."; m. Advancement and Completion: "Going forward in, and eventually finishing, an activity." n.Application of an Ability: "Using one's physical abilities in a difficult setting.". Garneau suggested it is important to keep a balance of all these forms while creating a game.
Prensky, M. (2001). Fun, Play and Games: What Makes Games Engaging. Chapter 5 in Digital Game Based Learning. NY: McGraw Hill. (From the author's website)
Prensky explored the elements that contribute to the engagement of the best games. According to Prensky, the first two elements are fun and play. Fun, in the sense of enjoyment and pleasure, put people in a relaxed, receptive frame of mind for learning. Play, in addition to providing pleasure, increases people’s involvement, which also helps learning. The six key structural elements of games: rules, goals and objectives, outcomes and feedback, conflict/competition/challenge/opposition, interaction, representation or story are also important. Prensky claimed that, in games, rules give us structure, goals give us motivation, interactivity gives us doing, adaptivity gives us flow, outcomes and feedback gives us learning, win states gives us ego gratification, competition gives us adrenaline, problem solving sparks our creativity, interaction gives us social groups, and story gives us emotion.
As I read Gee’s article, I can see that Neopet possesses a lot of the elements that empowers the players. At the very beginning, the players have the freedom to choose whatever types of pets they like. You can choose the species, the color and name them whatever you like. You can also choose what they like doing, how they greet others, as well as where they will live. The whole process makes you think that your pet is unique and is your best choice. When the players got their pets, they also have choices on how they earn neopoints to keep their pets alive. For example, the simplest way is to play games. Again, there are hundreds of games for you to choose from. Besides playing games, you can earn neopoints through a diverse array of contests and activities on the site. In addition, there are discussion boards, plots, and various sets of items and other things to collect. The choices are just immense, which allows players with different preferences (Garneau, 2001) to get engaged in the game.
a. Think about the game you have played…What are the elements in the games that engage you?
b. How do these elements fit into the categories mentioned in our readings? Is there anything left out in these pieces?
