1. Computer Game Development By Jijun Tang

2. Google Group http://groups.google.com/group/csce552 Please check and ask for membership Will serve as the main way of communication

3. First Presentation In two weeks To present  Group info: name, logo, etc  Game ideas  Game design issues

4. Tennis for two (1958)

5. Spacewar (1961)

6. Light Gun and Odyssey

7. Pong and Arcade Computer Space

8. Cartridge-based Console (1977) Atari 2600, 1977 Able to support many games

9. NES (90% market) NES Game boy Mario contra

10. Wii

11. Playstation I Final Fantasy Grand Theft Auto

12. MS Games

13. Types Adventure (text-based/graphical) Action (shooting, combat sim)  First-person shooting  Combat sim  Action adventure  Platformer (Mario)  Fighting  Real-time strategy (RTS)  Survival Horror

14. Types Role Playing Game (RPG) Stealth Simulation  SimCity  Flight Simulator  Train Simulator Racing Sports

15. Types Rhythm  Dance Dance Revolution Puzzle  Tetris Education  Typing  NSF funds many such games

16. Languages Assembly C/C++ VB Java Flash Script

17. ESA Entertainment Software Association www.theesa.com

18. Sales From ESA

19. ESRB Entertainment Software Rating Board Self-regulated rating board From ESA

20. Game and Violence Study from National Institute on Media and the Family Concerns  Children are more likely to imitate the actions of a character with whom they identify. In violent video games the player is often required to take the point of view of the shooter or perpetrator.  Video games by their very nature require active participation rather than passive observation.  Repetition increases learning. Video games involve a great deal of repetition. If the games are violent, then the effect is a behavioral rehearsal for violent activity.  Rewards increase learning, and video games are based on a reward system.

21. Concerns Warranted? Exposure to violent games increases physiological arousal Exposure to violent games increases aggressive thoughts Exposure to violent games increases aggressive emotions Exposure to violent games increases aggressive actions Exposure to violent games decreases positive prosocial (i.e., helping) actions

22. Evidence against Linking Games and Violence Violent crime, particularly among the young, has decreased dramatically since the early 1990s, whilevideo games have steadily increased in popularity and use. Many games with violent content sold in the U.S. -- and some with far more violence -- are also sold in foreign markets. However, the level of violent crime in these foreign markets is considerably lower than that in the U.S Numerous authoritieshave examined the scientific record and found that it does not establish any causal link between violent programming and violent behavior. The above are claims from theesa.com

23. Results on 9 th Grader By David Walsh

24. Parents Controling Kids

25. Culture Issues Culture acceptance is hard to predict Stereotypes  may backfire  but also may pay-off, should we avoid? Foreign policies  Try to understand other cultures  Have some sensitivities Culture acceptance is hard to predict

26. Requirements of Our Projects We will mimic ESRB and rate your games (E, 10+ or T) Vote from the class Please do some research about your games: culture issue, violence? IP? Avoid controversies

27. MMORPG Massively Multiplayer Online Role-Playing Game World of Warcraft (8M worldwide, 2M North America, 1.5M Europe, 3.5M China) NavyField MUD (Multi-User Dungeon) Counter Strike: online first person shooter game (>200K simultaneously) EverQuest Second Life (virtual world)

28. Examples

29. Society Issues with Online Games Improve society and provide fun Some people make a living through adding stuff to online games Bad things can happen  Play too much, mess real life or cannot separate real from virtual  Security problems, cheating, hacking Deindividuation In-game regulatory tools

30. Areas and Challeges (Adams, Rollings) Three different areas  Core mechanics  Interactivity  Storytelling  Narrative Categorizing different types of challenges:  Pure challanges (logic and inference, lateral- thinking, memory, intelligence-based, knowledge-based, pattern-recognition, etc.)  Applied challenges (races, puzzles, exploration, conflict, economies and conceptual challenges)

31. Basic Elements (Game Design Workshop) Identify eight basic formal elements:  Players  Objective  Procedures  Rules  Resources  Conflicts  Boundaries  Outcomes The design method is to use the formal elements to describe the current design and make sure that all aspects of a game design are taken into consideration

32. CSCE 552 Spring 2011 Understanding Fun

33. What is Fun? Game is all about fun Dictionary: Enjoyment, a source of amusement It is important to consider underlying reasons Funativity – thinking about fun in terms of measurable cause and effect

34. Why fun? It ’ s deep in our evolution root, and we must look to our ancestors (200 yrs of tech advancement haven ’ t changed our instinct) Cats, dogs, etc play to learn basic survival skills (physical and social) Games are organized play Human entertainment is also at its heart about learning how to survive Social rules are also critical to us

35. Surviving Life is all either work, rest, or fun To survive, we must work  Our ancestors were those who survive  The survive skills are passed down Who is more likely to survive?

36. People working too hard?

37. People resting too much?

38. We must play to gain skills

39. Learning is fun Fun is about practicing or learning new survival skills in a relatively safe setting People who didn ’ t enjoy that practice were less likely to survive to become our ancestors

40. Hunting and Gathering Basic skills are hunting and gathering Current popular games reflect this It ’ s a good start point to design games Shooters, wargames = hunting Powerups, resources = gathering Sims, MMO = social, tribal interaction

41. Gathering and hunting

42. Natural Funativity Theory All funs are derived from practicing survival and social skills  Key skills relate to early human context  Often in modern guise: play chess, football, dance, etc Three overlapping categories  Physical  Social  Mental

43. Physical Fun Sports  Enhance our strength, stamina, coordination skills  Winning is also a mental fun Exploration  Knowledge of surrounding areas  Explore unknown Hand/eye coordination and tool use are often parts of fun activities – crafts Physical aspect to gathering “ stuff ”

44. Wii Sports

45. Social Fun Storytelling is a social activity  First virtual reality  Learn important lessons from others Gossip, sharing info Flirting Showing off

46. Social funs

47. Mental Fun Humans have large brains Abstract reasoning practice Pattern matching and generation  Music  Art  Puzzles Gathering also has mental aspect, categorizing and identifying patterns Gambling

48. Casino/Online Gambling

49. Multipurpose Fun Many fun activities have physical, social and mental aspects in combination Games that mix these aspects tend to be very popular Incorporate ways to practice these skills to increase the popularity of games

50. Game Definitions Some time lack standard (concrete) definitions Game: Object of rule-bound play Play: Interactions to elicit emotions Aesthetics: Emotional responses during play Frame: The border of a game ’ s context Inside the frame is in the game Outside the frame is real life

51. The Language of Games Why do we play?  Not a designer ’ s problem What is the nature of games?  Not a designer ’ s problem How is a game formed of parts?  A designer ’ s problem

52. Approaching Design Computer games are an art form  Digit arts Game design practices can be taught  You do not need to be genius to design games Technical discipline like music, film, poetry

53. Approaching Design Mental/Cognitive  Concepts  Beliefs  Maps Examples:  Locations  Relationships Mathematical  Equations  Formulas  Algorithms A model represents something

54. Approaching Design Abstract model  Conceptual and idealized  A tool for investigating specific questions  Simplifies thinking to help understand problems  May include assumptions thought to be false Abstract game  One rule The piece is moved to the open square

55. A Player-Game Model A model of the player – game relationship

56. A Player-Game Model Mechanics  Things the player does Interface  Communication between player and game System  Underlying structure and behavior

57. Control and State Variables Control variables  Inputs from players State variables  Quantities indicating game state

58. Play Mechanics Gameplay  Feelings of playing a particular game  Activities engaged in a particular game (Play/game) Mechanics  Specific to game activities  “ What the player does ”

59. Actions Actions not often in discrete stages Not all actions progress through all stages

60. Seven Stages of Action Execution  Intention to act  Sequence of action  Execution of action sequence Evaluation  Evaluating interpretations  Interpreting perceptions  Perceiving states

61. Seven Stages of Action A goal is formed  Models the desired state  The desired result of an action  Examples: Have a glass of water in hand Capture a queen Taste ice cream

62. Seven Stages of Action Goals turned into intentions to act Specific statements of what is to be done

63. Seven Stages of Action Intentions put into an action sequence The order internal commands will be performed

64. Seven Stages of Action The action sequence is executed The player manipulates control variables

65. Seven Stages of Action The state of the game is perceived State variables are revealed via the interface

66. Seven Stages of Action Player interprets their perceptions Interpretations based upon a model of the system

67. Seven Stages of Action Player evaluates the interpretations Current states are compared with intentions and goals

68. Designer and Player Models Systems are built from designer mental models Designer models may only anticipate player goals

69. Designer and Player Models Players build mental models from mechanics  Based upon interactions with the system image The reality of the system in operation  Not from direct communication with designers  Player and designer models can differ significantly

70. Core Mechanics Typical patterns of action Fundamental mechanics cycled repeatedly  Examples: Action shooters – run, shoot, and explore Strategy game – explore, expand, exploit, exterminate  referred to as the “ four X ’ s ”

71. Premise The metaphors of action and setting Directs the player experience  Provides a context in which mechanics fit  Players map game states to the premise

72. Premise Story is the typical example of premise  Time  Place  Characters  Relationships  Motivations  Etc.

73. Premise Premise may also be abstract  Tetris operates under a metaphor The metaphor: arranging colored shapes Encompasses all game elements  Player discussions use the language of the premise

74. Premise Games are models Activities being modeled form premise  Actions may appear similar in model  Usually are fundamentally quite different  Sports games are good examples: Playing video games isn ’ t like playing the sport

75. Premise Goes beyond setting and tone Alters the players mental model  Basis of player understanding and strategy  Possible: Capable of happening in the real world  Plausible: Possible within the unique world of premise “ Makes sense ” within the game ’ s premise Consistent with the premise as understood

76. Choice and Outcome Choice  A question asked of the player Outcome  The end result of a given choice Possibility space  Represents the set of possible events  A “ landscape ” of choice and outcome

77. Choice and Outcome Consequence or Weight  The significance of an outcome Greater consequences alter the course of the game more significantly  Choices are balanced first by consequence

78. Choice and Outcome Well-designed choice  Often desirable and undesirable effects  Should relate to player goals  Balanced against neighboring choices Too much weight to every choice is melodrama  Orthogonal choices – distinct from others Not just “ shades of grey ”

79. Qualities of Choice Terms in which to discuss choices  Hollow – lacking consequence  Obvious – leaves no choice to be made  Uninformed – arbitrary decision  Dramatic – strongly connects to feelings  Weighted – good and bad in every choice  Immediate – effects are immediate  Long-term – effects over extended period  Orthogonal – choices distinct from each other

80. Goals and Objectives Objectives  Designed tasks players must perform Rigid requirements – formal Goals  An intentional outcome Notions that direct player action Scales all levels of motivation  From selecting particular strategies …  … to basic motor actions (e.g. pressing a button)

81. Goals and Objectives Objectives and goals can differ  Players goals reflect their understanding of the game  Designers must consider how the game communicates with players Affordances – the apparent ways something can be used

82. Resources/Economies Resources  Things used by agents to reach goals  To be meaningful, they must be … Useful – provide some value Limited – in total or rate of supply Economies  Systems of supply, distribution, consumption  Questions regarding game economies: What resources exist? How and when will resources be used? How and when will resources be supplied? What are their limits?

83. Player Strategy People usually reason with commonsense  A view of linear causation – cause and effect Complex systems do not behave linearly  Players need information to support linear strategy

84. Game Theory  Branch of economics  Studies decision making Utility  A measure of desire associated with an outcome Payoffs  The utility value for a given outcome Preference  The bias of players towards utility

85. Game Theory Rational Players  Abstract model players – not real people Always try to maximize their potential utility Solve problems using pure logic Always fully aware of the state of the game

86. Game Theory Games of skill  One-player games  Outcomes determined solely by choices Games of Chance  One-player games  Outcomes determined in whole or part by nature (chance) Games of Strategy  Competitions between two or more players

87. Game Theory Decision under certainty  Players know the outcome of any decision Risky decisions  Probabilities of nature are known Decision under uncertainty  Probabilities of nature are unknown

88. Interface  Input, presentation, and feedback. Input  Player to game Output  Game to player

89. Interface Contains both hardware, software, and performance elements.  Hardware such as game pads  Software such as engines  Performance such as pressing a button Graphical user interface (GUI)  A visual paradigm of control  GUI is the first impression of the game  And hard to be cross-platform  First: 1984 Macintosh GUI with mouse

90. Interface Typical perspectives:  First-person  Over-the-shoulder (OTS)  Overhead (top-down)  Side  Isometric

91. First person

92. OTS

93. Overhead and Side

94. Isometric

95. Audio Interface General categories of audio  Music Powerful tool for establishing mood and theme Pay attention to license issues  The campus is cited 960 times last year  Sound effects  Dialog

96. Input Interface Controls  Physical input devices: mouse, key, motion, etc Control inputs  User manipulations of the controls They are not strategies  Example: a sequence of buttons to perform a combo Strategies involve deciding when to perform

97. Keys Key map or control table  A diagram showing control input, action, and context Mapping: An understood relationship between two things  Map keys by looking at your own hand  Suit your targeted players: small/big

98. Key maps Complex games have many keys and combinations Ship your game with a detailed key map Control diagrams  Show input, action, and context

99. Example

100. Front End Interface Front-end  In application software The visible portion of the application  In games GUI elements not displayed during play Used mainly for input/configure/choice

101. Hud Interface HUD (Head-Up Display) Displays during play  Shows and other information difficult to present directly in the game environment  Examples Scores Resource levels Mini Map Chat Alerts Level

102. Huds