Game Development Reference
In-Depth Information
Global Reach Games
engineering and computing concepts. The Flash
technology can be used to easily produce cards
or other digital artifacts for ODL.
Also a recent phenomenon, exampled by games
such as World of Warcraft or Everquest . The term
covers any video game capable of supporting
hundreds or thousands of players simultaneously.
These by inevitability are played on the Internet
and feature at least one persistent world. In the
case of Second Life , which is not a game per se,
we can consider the existence of a virtual world
with a game-like society of users. Many types of
games can be set up in a virtual world and take full
advantage of a 3D environment with its realistic
interaction modes.
In an effort to identify more distinctive learn-
ing attributes of games we must take a look at
the design specificity and comparative merits of
games' categories and genres. In many cases they
extend and overlap to create mixed categories/
genres. The potential for integration in a typical
ODL workflow is discussed.
Shooting /Action
These games can include First Person Shooters
(FPS) or other fighting games. The game scenarios
may exist within a broader narrative framework,
and are presented from a first person perspective.
In shooter games, players typically aim and fire
at moving objects to destroy them. This involves
the development of fast hand to eye coordination
and may be important in training areas associated
with the police or military. In most cases the
player operates virtual mechanical devices and
has to accomplish some objective (e. g. drive a
vehicle, fire a weapon or use a tool). Shooter and
fighting games may be played solo, or designed
for team collaboration. Military strategy games
in these genres may also include cultural learning
objectives, using local cues to engage with others
in-game to accomplish missions. These games can
be used in ODL as a drill-and-practice component
of a course, for example, in engineering, sports,
or military training. Team development objectives
can also be met through multi-player modes.
Traditional and Casual Games
Chess, solitaire, and card games, whether
traditional or game specific, are examples of
such games. Other casual games are commonly
deployed online, and offer movement in 2D or
3D space with obstacles to overcome. Timing is
sometimes critical, with heavy reliance on mo-
tor skills, memory, and planning. Themes may
vary from games that expand concepts, such as
the food chain, set matching, etc. to card games
aimed at teaching math, animal, and plant species.
Other games in this genre have shown potential
for involving math and physics, for example,
games such as World of Goo and Crayon Phys-
ics . Because these games were not developed
specifically for education, the behaviors are not
mapped directly to learning objectives. How-
ever, the player behaviors do support the kinds
of scientific thinking practices that educational
game environments tend to foster. Potential in
this genre exists for games that support systems
Adventure Games
The adventures or quests offer a series of chal-
lenges usually within a detailed framework. Most
adventure games do not rely on speed or “twitch”
play for success. A classic example in this genre
is the interactive fiction game Myst . The tasks in
the game may be relevant to the curriculum and
the learning process, often in terms of motiva-
tion, as in the case of Sid Meyer's Civilization , a
widely popular and researched game that involves
geography, history, and politics (also falling within
the strategy genre). There is definitely room for
the deployment of this kind of games in distance
education.
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