Difference between revisions of "Underlying Assumptions and Concepts"
| Line 12: | Line 12: | ||
=== Gaming === | === Gaming === | ||
| + | Although one typically say that one is ''playing'' a game, this can create confusion since this may be interpreted as having the same characteristics as the unstructured and non-goal-related activity done by (primarily) children. Rather than try to relabel this more common use of the word as for example ''free play'', we use gaming as the structured goal-oriented interaction that games are designed to support. Note that games can support other types of activities as well, so not everything done while interacting with a game is gaming - other examples include socializing, teaching, and playing. Note also that gaming can be doing using other artifacts than games; games are simply the artifacts whose primary intended use is to support gaming. | ||
| − | + | This distinction between playing and gaming may be due to a cultural bias from the researchers involved in the project. As native speakers of Swedish and Finnish where there exists different words for the two types of activities, it has been conceptually natural to take this view (Swedish has "att leka" & "att spela" while Finnish has "Leikkiä" & "Pelita"). | |
| + | === Players === | ||
== References == | == References == | ||
Revision as of 11:02, 19 November 2010
Contents
Assumptions
It is possible to name re-usable gameplay design concepts
This assumptions builds on similar assumptions from other design disciplines, most specifically the design pattern approach introduced in Architecture[1] and commonly used in object-oriented programming[2].
Games can be described as an Activity-Based Framework of Game Components
The original gameplay design patterns collection[3] was created from analyzing specific ways game components could be instantiated in a game design. To support this, a framework describing generalized game components on different levels of abstraction was identified[4]
Concepts
Agents
Gaming
Although one typically say that one is playing a game, this can create confusion since this may be interpreted as having the same characteristics as the unstructured and non-goal-related activity done by (primarily) children. Rather than try to relabel this more common use of the word as for example free play, we use gaming as the structured goal-oriented interaction that games are designed to support. Note that games can support other types of activities as well, so not everything done while interacting with a game is gaming - other examples include socializing, teaching, and playing. Note also that gaming can be doing using other artifacts than games; games are simply the artifacts whose primary intended use is to support gaming.
This distinction between playing and gaming may be due to a cultural bias from the researchers involved in the project. As native speakers of Swedish and Finnish where there exists different words for the two types of activities, it has been conceptually natural to take this view (Swedish has "att leka" & "att spela" while Finnish has "Leikkiä" & "Pelita").
Players
References
- ↑ Alexander, C Ishikawa, S. & Silverstein, M. A Pattern Language: Towns, Buildings, Construction. Oxford University Press. ISBN-10 0195019199, ISBN-13 978-0195019193
- ↑ Gamma, E., Helm, R., Johnson, R. & Vlissides, J.M. Design Patterns: Elements of Reusable Object-Oriented Software. Addison-Wesley Professional. ISBN-10: 0201633612, ISBN-13: 978-0201633610.
- ↑ Björk, S. & Holopainen, J. (2004) Patterns in Game Design. Charles River Media. ISBN 1-58450-354-8.
- ↑ Björk, S. & Holopainen, J. (2004) An Activity-Based Framework for Describing Games. Chapter 2 in Patterns in Game Design. Charles River Media. ISBN1-58450-354-8.
