Digital Library Publication Archives

Search results for: http://www.digra.org/dl/db/11310.17396.pdf

- 1506 articles or papers

 

The attack of the backstories (and why they won’t win)

Myers David
2003 DiGRA '03 - Proceedings of the 2003 DiGRA International Conference: Level Up

This essay adopts a formal model of play as semiosis [18] to explore the often dysfunctional role of backstories within computer game design and play. Within this model, backstories indicate an extended play of contextualization. This definition raises questions concerning the appropriateness of backstories as currently implemented within many computer game designs. For instance, backstories are clearly not critical to all computer game play. And, even when limiting analysis solely to role-playing games, the use of backstories as design tools (as opposed to marketing devices or play supplements) remains problematic. Conclusions concern "pre-narrative" aspects of play--particularly when narrative is defined (e. g., within narrative psychology) as a folk theory of causes.

 

Game Graphics Beyond Realism: Then, Now, and Tomorrow

Masuch Maic Röber Niklas
2005 DiGRA '05 - Proceedings of the 2005 DiGRA International Conference: Changing Views: Worlds in Play

Photorealism is one of the most quoted aspects of nowadays games. However, realistic game graphics is not the only style desirable. This paper surveys the many graphical styles used in past and current games, analyzes graphical aspects of computer games and discuss the use of realism with respect to game graphics. We show several examples and make references to current research, encouraging game developers to experiment with alternative, more artistic rendering styles, such as non-photorealistic rendering.

 

As if by Magic: On Harry Potter as a Novel and Computer Game

Gunder Anna
2003 DiGRA '03 - Proceedings of the 2003 DiGRA International Conference: Level Up

This paper examines the computer game Harry Potter and the Philosopher’s Stone in relation to the novel with the same title. The analysis focuses on the temporal aspects of the works, and differences and similarities regarding both media structure and artistic devices are described. The notion of content space is central and a distinction is made between information content space, action content space, and task content space, which form various kinds of works and structures. Moreover, instead of the traditional pair story and discourse, the four concepts of performed discourse, performed story, omnidiscourse, and omnistory are used to reveal temporal effects and characteristics of the game. Finally, it is concluded that the two works, although different in many ways, play with the same user effects, suspense, curiosity, and surprise, to capture and keep the user’s interest.

 

Games as Technological Entry Point: A Case Study of Uzbekistan

Kolko Beth E. Thayer Alex
2003 DiGRA '03 - Proceedings of the 2003 DiGRA International Conference: Level Up

This paper considers cross-cultural patterns of game-playing activities. The paper is part of an overall argument regarding computer games as a possible technological entry point for novice users. In particular, increasing use of games in educational settings has drawn attention to the fact that computer games can be a way for young people to gain an initial exposure to computer technology. The paper discusses game-playing patterns in the US and South Korea in order to demonstrate that such patterns vary based on country. The paper then considers survey work conducted in March 2003 in Uzbekistan that presents a snapshot of game-playing activity in a country that is in early stages of computer technology adoption. This paper is part of a larger study that seeks to argue that game-playing, if fostered correctly, can serve as an effective point of entry to computer technology for youth in developing countries and in areas where computer penetration is relatively low.

 

Space, Agency, Meaning and Drama in Navigable Real-Time Virtual Environments

Roudavski Stanislav Penz François
2003 DiGRA '03 - Proceedings of the 2003 DiGRA International Conference: Level Up

Does our preoccupation with navigable space distract us from the expressive potential of interactive media? Can our understanding of spatial context in virtual environments (VEs) be expanded to incorporate social reasoning and behavior? Drawing on the theoretical foundations and practice of Architecture, this paper considers the relationship between person and environment in the real world and in navigable real-time three-dimensional digital worlds. The first part discusses the cyclical and bi-directional nature of the person _ environment relationship with interactive involvement as the basis for meaning construction and behavior guidance. The second part considers the differences brought in by the representative nature of computer-based interactive three-dimensional (3D) worlds. The examples for discussion are derived from the rich field of videogames. This is followed by an overview of the principal components of Shenmue II, a role-playing game, and a case-study examination of one interactive sequence from it. The analysis shows that navigable space always carries meaning, reiterates that interactivity is an integral part of spatial experiences and illustrates how construction of mental images is a product of mediation. When VEs are designed to utilize rich agency and expressive mediation devices, they potently overstep the systematic rule-based constraints of their design and become meaningful and engaging as situations that have real-world roots and dramatically significant consequences.

 

Participatory design and opposing interests in development of educational computer games

Magnussen Rikke Misfeldt Morten Buch Tasha
2003 DiGRA '03 - Proceedings of the 2003 DiGRA International Conference: Level Up

In this study we have followed a participatory design process in a class of children aged 11 and 12. The development team, a group of Danish schoolteachers, invited the children to participate in the design of a computer game for mathematics education. The objective of the participatory design process was to have the children create a game close to their own interests, experiences and fantasies, hereby insuring that they would find the game interesting enough to play it in their spare time away from school. Prior to the design workshops, the development team had a discussion with one of their classes, and decided on a game of exploration where the player travels through time and space, and the purpose of the design process described in this paper was to develop this idea further. During this process it became clear that the teachers’ ideas in some sense differed from the children’s. In the teachers’ original concept, the landscape would represent the history of mathematics (e.g. ancient Egypt, Greece, China), whereas the children’s ideas, diverse though they were, evolved around a fantasy setting and tourist experiences. In this project there arose a conflict between a pedagogical goal and an attempt to understand the end-users world through research.

 

Game Tips as Gifts: Social Interactions and Rational Calculations in Computer Gaming

Sun Chuen-Tsai Lin Holin Ho Cheng-Hong
2003 DiGRA '03 - Proceedings of the 2003 DiGRA International Conference: Level Up

The authors look at online tip exchanges as parts of gift economies created by the players and designers of console and online role-playing games in Taiwan. A group of experienced players and tip contributors agreed to be interviewed about the mechanisms and processes of providing free strategy guides on the Internet. Their comments reveal needs for social approval and networking in addition to their perceptions of rational exchange in the interest of completing games. The authors speculate on the social norms behind tip cultures, and their influences on game play and management.

 

Use of Computer and Video Games in the Classroom

Kirriemuir John McFarlane Angela
2003 DiGRA '03 - Proceedings of the 2003 DiGRA International Conference: Level Up

This paper examines the use of “pure” computer and video games in classrooms. It reports the findings of an ongoing informal survey of how and why such games are used as an integrated part of formal classroom learning. The paper presents a number of examples of the use of such games, and tries to determine likely trends in their use in such an environment. Of significance is an examination of the obstacles that teaching staff encounter in attempting to use such software during lesson times, and how some staff have overcome these obstacles.

 

Conditions of Engagement in Game Simulation: Contexts of Gender, Culture and Age

Noble Ralph Ruiz Kathleen Destefano Marc Mintz Jonathan
2003 DiGRA '03 - Proceedings of the 2003 DiGRA International Conference: Level Up

We advocate a research approach to determining the conditions of engagement in game simulation that is a multi-disciplinary cultural and scientific inquiry at the juncture of psychological, artistic, and programming perspectives. What are the factors that cause some people to become enthralled with detail-oriented simulation game-play, while others are captivated by more abstracted, symbolic styles of play? How are the conditions of engagement influenced by gender, culture, and age?

 

How Videogames Express Ideas

Weise Matthew
2003 DiGRA '03 - Proceedings of the 2003 DiGRA International Conference: Level Up

What are the exact aspects of the videogame medium, the precise features or combinations of features that lend themselves to expressing ideas and meaning? To chart this out, I begin with an American legal case that serves as a foundation for the basic issues involved and then move on to show how this relates to some of the broader attitudes the world of videogame discourse. Based on this, I break down the expressive strategies of videogames into three aspects—non-playable sequences, rule-based systems, and the relationship between the two—which I then illustrate with examples proving that videogames can indeed be an expressive medium.