Game Development Reference
In-Depth Information
tivity, whilst perhaps retaining copyright for a short
time. Jacobson suggests devices might implement
data policies using ontologies, provenance and
locality (2009), but what about implementing ap-
plication or algorithm policies. Why does anyone
need more than one spellchecker? A spellchecker
application that connects to our email, browser,
word-editor, game, or chat application, in fact any
other application that can use it.
It will be interesting to see whether companies
are capable of collaborating to create the many
new data management tools required. Tools, that
if they are to be connected simply as in plug and
play, by authors and players, will require a high
degree of connectivity; and this will necessarily
require extensive collaboration across communi-
ties and domains. Collaboration that will help
develop a suitable vocabulary, and ensure that
authoring tools have great interfaces. Without this
projected growth in collaboration, cooperation and
connectivity, we shall be regularly re-inventing
the wheel for some time to come.
nificant support to gain computer literacy skills.
Creating web-authoring tools that are popular
with FE teachers, secondary and primary school
teachers, and teaching assistants will represent a
significant achievement. Resources for students
need to be accessible and easily re-purposed,
they may also benefit from being multi-modal,
using audio, symbols, graphics, graphs, diagrams,
photographs, video as well as text.
To create a browser-native Go game application
that allows people to play Go against each other
across the Internet, it was necessary to learn and
hand-code svg, css, xml, xslt, rdf, html, ecmas-
cript, php and other web technologies, and this
is not a trivial task (Honte.eu, 2009). Elements
of these technologies and more would need to be
incorporated in a new games specification for the
web. Careful thought, and consensus amongst the
working groups concerned is essential and the
relationship between the player, game, browser
and author must be greatly enhanced by improv-
ing communication.
A new standard process needs to be able to
rapidly incorporate breaking technologies. The
competitive practices present at the birth of the
web led to much innovation, for instance putting
images in documents, and Brendan Eich's devel-
opment of the popular programming language
javascript. Changes may be dramatic and sudden
rather than incremental, and it may be that we are
once again approaching such a period of change.
The multitude of game input devices or affordances
is intimidating: motion detection in the Nintendo
Wii, orientation and accelerometery in the iPhone,
pressure touch and multi-touch texture and gesture
as used by Immersion and others, vision detection
in Sony's EyeToy, numerous geolocation devices,
the list becomes rather long, but one must make
a start. And to these one may expect to add the
new visualisation affordances that develop from
a web games specification.
If the standard is to be popular, an authoring
tool with a simple but powerful Graphical User
Features of a Standard for
Browser-Native Games
How are we to enable the public to become au-
thors, play with data, create mashups, visualise
relations and contribute to the advance of science
and policy? If the web standards process is not to
stagnate, it needs to eagerly engage with the public
and include them in the process of developing a
specification.
One in five adults in the UK is functionally
illiterate (Moser, 1998), and people with low lit-
eracy, who necessarily have low incomes, have
been excluded from the web standards process
(Chetwynd, 2008). If they are to be involved in
education, it is likely to be at an adult or further
education (FE) college. Yet, the majority of cur-
rent research is tied to Universities and Higher
Education with relatively little research carried
out within adult or further education colleges.
Teachers and teaching assistants may require sig-
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