Endterm Game Ontwerp
Hoorcollege 5 – Advances in Game Technology
Smell:
• Can’t stop/cancel the scent.
• Scent stays in the room, user moves through them.
1980’s & 1990’s:
• Rise of multi-game console.
• Need for a multipurpose controller, instead of it only being compatible for one game.
• Joystick: 2D displays, 2D controls.
• 1990’s and 2000’s: increased complexity.
2000’s & 2010’s: Motion controllers:
• Software is better.
o Hard to interpret raw motion data.
o Kinect gives developers human poses, not pixels.
• Hardware is cheaper.
o Back to purpose built controllers.
Controllers:
• Evolution over?: stable design and no obvious improvements.
• Hardly used features.
o Capacitive touch.
o Motion sensing.
o Force sensing.
o Force feedback: vibrations and adaptive triggers.
,Hoorcollege 6 – Player types & Game Patterns
Do not use blanket terms like ‘enjoyment’ or ‘fun’ because:
• Different players find different kinds of games enjoyable.
• Different players may enjoy the same game for different reasons.
• Whether or not a game is enjoyable is relative.
User persona: a representation of the goals and behaviour of a hypothesized group is users.
Game patterns:
• Competing, e.g. against the game or against other players.
• Cooperative play (co-op), players work together to help each other and share resources to
achieve mutually desirable goals.
• Self-expression, some games are played simply to provide players a chance to express
themselves and exercise their creativity.
• Often, games incorporate a combination of these three elements; often with the goal of
engaging distinct types of players, or enabling more than one type of play behaviour.
Player skill level:
• Games are played by people of different skill level, but need to be enjoyable for all.
• For a novice: guide the player into the game gently, allow her to get used to the game
mechanics (and reward her for learning the mechanics), and build up difficulty and gameplay
element/mechanics to interact with.
• For an expert: they already have all the skills they need to competently engage at a high level
of game play.
o A player can remain at this level for an extended period of time, if a well-designed
game continues to provide fresh activities, content, or challenges to keep the expert
player coming back to experience more of the game.
• If an expert has completed all content, they could still be motivated via e.g., social status.
Player types:
• Game research distinguishes between two overarching forms of player segmentation.
o Designer theories. Theories created by game designers based on their observations
and intuitions about the different types of player motivations.
o Empirical models. Directly derived from data, e.g., by asking players to self-report
about how they feel about various situations and game activities, and seeing
whether some of these answers are correlated and clustered together into groups.
Bartle’s player types:
• Influential classification of players are Bartle’s Player Types, by Richard Bartle, creator of the
first multi-user dungeon (MUD) online games in the later 70’s.
• Idea: every person typically exhibits traits from all four types when playing a game, but many
people tend to lean more heavily toward one of the types.
• Performed a (not-particularly structured) analysis of game pleasures in MUD games, and
came up with these four distinct types of players:
o Achievers:
▪ Focused on pursuing and achieving goals inside the game, often competitive
and status oriented, derived enjoyment from challenge and game-related
goals that they are given (or set out for themselves).
▪ Ten to engage in activities only if it contributes to a particular goal.
, • Exploration for gathering new rewards.
• Socialization for instrumental purposes (e.g., self-improvement).
• Aggressive behaviour if opponent interfere with goals.
o Explorers:
▪ Try to find out as much as they can about the game environment; want to
understand the breath of the game; enjoying discovering new
things/places/secrets of the game.
• Gaining points is often instrumental to allow further exploration.
• Behaviour might be explorative (sometimes aggressive, sometimes
more social), just to see its effect.
• Socialization as a source of information and learning; social capital of
these players is based on knowing the ins and outs of the game.
o Socializers:
▪ Interested in relationships with other players and in organizing player; enjoy
connecting with other through the game environment.
• Exploring and achievement-based behaviour is for extending social
activities.
• Killing they rarely do, but perhaps instrumental for protecting other
players or in-game characters.
o Killers:
▪ Interested in defeating (killing) opponents; goal is not to win the game, but
to kill as many other players as possible’cause disruption, or enact control on
the environment or other players.
• Social capital based on being (physically) powerful inside the game,
perhaps even feared.
o Bartle visualizes players to exist in a space of possible player types:
▪ X-axis: interacting with Players <> interacting with the Game World.
▪ Y-axis: interacting with <> acting on.
ACE2 model:
• More focus on enjoyment derived from aesthetics.
o X-axis: enjoyment derived from mechanics (gameplay) <> aesthetics (presentation;
aesthetics elements of the game that do not belong to gameplay).
o Y-axis: acting <> interacting with the game world.
LeBlanc’s taxonomy of game pleasures:
• A list of eight pleasures that LeBlanc considers the primary game pleasures.
• Sensation: pleasures of sensation involve using your senses. It is primarily the aesthetics of
you game that will deliver these pleasures.
• Fantasy: the pleasure of the imaginary world and the pleasure of imaging yourself as
something that you are not.
• Narrative: LeBlanc does not necessarily mean the telling of a prescribed, linear story. He
means, instead a dramatic unfolding of a sequence of events, however it happens.
• Challenge: in some sense, challenge can be considered one of the core pleasures of
gameplay, since every game, at its heart, has a problem to be solved.
o For some players, this pleasure is enough, but others need more.
• Fellowship:
o Here, LeBlanc is referring to everything enjoyable about friendship, cooperation, and
community. Without a doubt, for some players this is the main attraction of playing
games.
• Discovery:
The benefits of buying summaries with Stuvia:
Guaranteed quality through customer reviews
Stuvia customers have reviewed more than 700,000 summaries. This how you know that you are buying the best documents.
Quick and easy check-out
You can quickly pay through credit card or Stuvia-credit for the summaries. There is no membership needed.
Focus on what matters
Your fellow students write the study notes themselves, which is why the documents are always reliable and up-to-date. This ensures you quickly get to the core!
Frequently asked questions
What do I get when I buy this document?
You get a PDF, available immediately after your purchase. The purchased document is accessible anytime, anywhere and indefinitely through your profile.
Satisfaction guarantee: how does it work?
Our satisfaction guarantee ensures that you always find a study document that suits you well. You fill out a form, and our customer service team takes care of the rest.
Who am I buying these notes from?
Stuvia is a marketplace, so you are not buying this document from us, but from seller pien0110. Stuvia facilitates payment to the seller.
Will I be stuck with a subscription?
No, you only buy these notes for $3.24. You're not tied to anything after your purchase.