F.R.O.G (Future and Reality of Gaming) Congress - Vienna, September 2013

Last week I was at Vienna (Austria) presenting a poster at the F.R.O.G (Future and Reality of Gaming) congress. Awesome keynotes and fantastic content in three days full of games in this beautiful city.



Vienna’s annual Games Conference offers an open and international platform for leading game studies researchers and scholars, game designers, researchers and scholars from various other fields, education professionals, and gamers from around the world. The main objective of FROG13 was to explore the “Context Matters” in regard to questions of player communities, challenging or problematic play settings, game theory and development, impact of games and cultural facets of play.

And now I would like to share the content that I presented at the congress. I hope you enjoy.


ECOLOGICAL CONCEPTS IN A BOARD GAME: How to discuss serious causes using ludic interfaces

Author: MsC. Vicente Martin Mastrocola (ESPM/Brazil)
E-mail: vincevader@gmail.com


MINI-ABSTRACT

In this presentation we seek to analyze the use of game mechanics for serious causes. We discuss, using a brazilian board game named Climate Game, how we can use a playful and ludic interface to cast a message for a serious cause and how a game could work with ideas about global warming in a fun/educational way. In this context, we use the idea of magic circle proposed by Johan Huizinga, author of the book Homo Ludens, in which the author explains how a physical space could be a place for playing, meaning and experience.

In this presentation we also discuss the impact of a ludic interface in the mediatic scenario, the gaming culture and how important it can be for the contemporary world.


SLIDES




TEXT

Homo Ludens, entertainment and games

First of all, the notion of homo ludens, introduced by the dutch historian Johan Huizinga, is the conceptual backbone for this work, where we seek to analyze the use of game mechanics, ludic concepts, and game thinking applied to a brazilian board game with ecological theme named Climate Game. This game uses a playful and ludic interface to cast a message for a serious cause, and works with ideas about global warming in a fun/educational way.

In his book "Homo Ludens" (1955) Huizinga discusses the possibility that playing is the primary formative element in human culture. The author also presents the idea of the magic circle, one important subject for our discussion.

As described by Adams and Rollings (2009, p.8), Huizinga did not use the term as a generic name for the concept: his text refers to the actual playground, or a physical space for playing, meaning and experience. As the authors says, inside the magic circle, real-world events have special meanings. In the real world you kick a ball into a net but in the magic circle you score a goal.

Huizinga (1955, page 10) wrote that the arena, the card-table, the stage, the screen, etc, are all function playgrounds. They are all temporary worlds within the ordinary world, dedicated to the performance of an act apart.

As Ehrmann says (1968, p.55) in an antropology of play, the latest cannot be defined by isolating it on the basis of its relationship to an a priori reality and culture. To define play is, at the same time and in the same movement, to define reality and culture.

The Climate Game

The Climate Game is a production from a brazilian company named Games For Business that works in the area of serious games, that, following the thoughts of Nick Iuppa and Terry Borst (2007), may be explained as games with a professional, educational or pedagogical use. Climate Game is a game that challenges its players to save the world from global warming. This game is both of competition and cooperation. It promotes competition because the player who emits no carbonic gas at all wins. But the integrated work of all the other participants is essential in order not to exceed the gas limits of the greenhouse effect.

Therefore, participants have lots of puzzles to solve together and, as Juul says (2005, p.8) games are usually well-structured problems, and this has led them to be used in several other fields.

This kind of game will not transform a player into a specialist in ecology or in global warming, but it can reinforce important concepts about the planet’s health. This game can teach basic ideas and stimulate the players to search for more information about the theme.

By this brief overview we can conclude that game mechanics can be a meaningful space for significative experiences. It seems that these ideas are essential to study and understand the gaming universe and the impacts of the game culture in the contemporary world.

Poster

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REFERENCES

ADAMS, Ernest; ROLLINGS, Andrew. Fundamentals of Game Design. New Jersey: Pearson Prentice Hall, 2009

EHRMANN, Jacques. Homo Ludens Revisited. Yale French Studies, No 41. Game, Play, Literature (1968). pp. 31-57. (click here for download)

HUIZINGA, Johan. Homo Ludens: A Study of the Play-Element in Culture. Boston: The Beacon Press, 1955.

IUPPA, Nick & BORST, Terry. Story and simulations for serious games: tales from the trenches. Burlington: Focal Press, 2007.

JUUL, Jesper. Half-Real: Video Games between Real Rules and Fictional Worlds. USA: MIT Press, 2005.

Climate Game english site >> click here.

Player/interactor

In the early days of the videogame industry, PONG could be elected a huge turning point in this scenario. As Cohen (1984, p.17) reminds us, PONG was a tremendous success inside the arcades around the world and many people lined up to play the game.

And it’s important to remember that PONG, in these early years, became also a domestic console and one new component was added in the growing gaming market.



For the first time one person – at home or arcade - started to interact with a screen with real time responses using a controller. In this moment the spectator gained “new powers” and was transformed in something new: an interactor.

As proposed by Murray (1997, p.153) “the interactor is the author of a particular performance within an electronic story system”. In this new ecosystem the interactor would be a kind of spectator who has capacity for agency, understood as the ability to perform significant actions and experience the proposal of a fictional universe.

So, more than simple players, we have a world full of interactors. Today many people are not necessarily playing a game, but interacting with digital platforms that use the ludic language. I think it’s important to think beyond the player and try to observe a more complex piece in this complex stage: the role of the interactor.

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References:

COHEN, Scott. Zap: The Rise and Fall of Atari. New York: McGraw-Hill, 1984.

MURRAY, Janet (1997). Hamlet on the Holodeck: The Future of Narrative in Cyberspace. New York: MIT Press, 1997.

Candy, fans and profit

I’m an old school true gamer. I really like to play everything. I can have fun playing The Last of Us in the survivor mode and I can have equal fun playing Zombie Tsunami. One important thing in gaming research is looking at all kinds of games (and players) without prejudice. And this piece is about players, passions, casual games and fans.

Recently I started to play Candy Crush on iPhone. The simple game catches me. Not for the game mechanics (that is nothing new if you’ve played Bejeweled sometime in your life), nor for the thematic/aesthetics (I really don’t like candy) but the game has an excellent idea of business model and how to engage the users in the experience transforming great part of them in fans of Candy Crush.

The video below shows the game mechanics idea and the colourful interface:



King.com – the studio behind Candy Crush - is the largest site for free games online. But “free” requires a good strategy to earn money from other sources and other formats. The most part of King.com games works on a “freemium” model.

Freemium (free + premium) is a business model by which a proprietary product or service (typically a digital offering such as software, media, games or web services) is provided free of charge, but money (premium) is charged for advanced features, functionality, or virtual goods.

In Candy Crush, King.com puts lots of efforts to create a balance between entertainment for players, sharing in social media and selling of virtual goods (extra lives, special powers, etc.). The game offers limited lives to the player and when they are finished the user has two options: 1) wait a few minutes to gather more lives or 2) pay with real money to get new lives (or powers) immediately. The addictive game mechanics create the perfect ecosystem to sell virtual lives and powers that facilitate the journey in the game. Players can also gain new lives sharing Candy Crush features on Facebook (bonus in exchange of advertising).



King.com is trying to create an intense relationship with the players to achieve more profit. More than just users, the company needs fans to grow. As Sandvoss and Harrington (2007) remark, for better or for worse fans tend to engage with their passions not in a rationally detached but in an emotionally involved and invested way.

Jenkins (2006: 41) reinforces this idea about the role of the fan in contemporary participatory culture. Although the author examines television shows and other kinds of fan activity, we believe his ideas may help us make sense of what goes on in the social networking service in question. Let us quote what Jenkins has to say about the way one becomes a fan:

“One becomes a “fan” not by being a regular viewer of a particular program but by translating that viewing into some kind of cultural activity, by sharing feelings and thoughts about the program content with friends, by joining a “community” of other fans who share common interests. For fans, consumption naturally sparks production; reading generates writing, until the terms seem logically inseparable” (…)

As we know, fans have a special role inside social media communities. A community of fans that surrounds a specific platform becomes a fandom, and this audience deserves special attention. A well-structured fandom can become an effective marketing tool for any specific social media platform.

It seems that companies like King.com must understand how to motivate and activate the fandom audiences, as well as how to bring them closer. Meaningful experiences are important in this context because it’s a key for players to spend money inside the game experience. The idea of freemium is surrounded by strategies to engage the player as a fan.

And now let me try to finish the level 89 of Candy Crush.

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References:

GRAY, J.; SANDVOSS, C.; HARRINGTON, L. (eds.). Fandom: identities and communities in a mediated world. New York: NYU Press, 2007.

JENKINS, H. Fans, bloggers and gamers: exploring participatory culture. New York: NYU Press, 2006.

King.com official site (link here)

Essential data about the global gaming market

A world of possibilities in new platforms with many players.





Source: Digital Spy (2013)

4 Minutes and 33 Seconds of Uniqueness

Is game art? Well, it’s a very wide discussion and I think a simple blog post is not sufficient to debate this, but, undeniably, games use lots of things from the art field. This post is about a very curious ludic experiment that mixes art with games. In 2010, the Nordic game designer Petri Purho took the main idea of John Cage’s composition 4’33’’ and transformed it in a ludic interface.

4’33’’ (pronounced "Four minutes, thirty-three seconds" or just "Four thirty-three”) is a composition by American experimental composer John Cage (1912–1992) and the idea of the performance consist of NOT playing any musical instruments during that period of 4 minutes and 33 seconds. The sounds of the environment is the only thing that the listeners hear while it is performed, although this composition is commonly perceived as "four minutes thirty-three seconds of silence".

In the digital gaming experiment 4 Minutes and 33 Seconds of Uniqueness the user needs to look into a white screen with a black progression bar for 4 minutes and 33 seconds. To reach the end of the experience successfully, the “player” must be the only person in the world looking into the screen. You’ll win the game if you’re the only one playing it at the moment in the world and the experiment works online only.



The creative mind behind this ludic interface said in his website that 4 Minutes and 33 Seconds of Uniqueness is “an exploration to what actually defines a game. You can win or fail in the game, but there is no user input or interactivity of any kind. I was tempted to leave the graphics out completely, but I figured that the white progress bar is abstract enough.”

You can play the experiment by clicking here.

And you can see a live performance of the John Cage’s composition in the video below:



Now on to your opinion.

Creating and solving puzzles

This is a post with special content from one great book: Jesse Schell’s ‘The art of game design’. It’s a mandatory reading about gaming concepts and game design. The author explains with awesome graphs – in a very intuitive way - the whole process of creating games. It’s a fantastic guide for everybody who works or wants to work in the gaming field.



Today I want to talk about one of my favorite subjects: puzzles. In ‘The art of game design’ we can find a special session (SCHELL, 2008, p.210-218) analyzing this theme. I don’t want to quote all content of this chapter of the book but I intend to highlight some essential points using a good puzzle from ‘God of War: Ascension’ as an example.

Let’s watch a short video of the game to discuss some important features of the puzzle creating process.



In this God of War’s challenge we can identify essential points about good puzzles. According to Schell:

#1 Make the Goal Easily Understood: when Kratos enters the great room there’s a wide view with every element to solve the puzzle: the mortal spiked wheel, the lever, the way with the concentric circles, etc. And the goal here is clear: stop the spiked wheel for a few moments to get the treasures on the top side.

#2 Make It Easy to Get Started: the scenario provides the player the option to try the levers and see how the spiked wheel stops on every obstacle. So, the player needs to investigate a logical order to achieve the challenge. The important thing here is: the interface of the game guides the player into the center of the room to use Krato’s weapons in the levers.

#3 Give It a Sense of Progress: each lever generates a different result on the spiked wheel and the order the player hits each one, too. This way, it is possible to generate a type of learning curve and the idea of progress.

#4 Give It a Sense of Solvability: each element in this part of the game creates a visual key of understanding to the player. Each lever creates a different kind of interference in the scenario and it’s possible to see, in fact, the solution.

#5 Increase Difficulty Gradually: this is not the first trial of the game. The player has probably passed other ones. It’s important to create a high level challenge on each stage. Otherwise, the game could be a boring experience.

#6 Hints Extend Interest: hints are a good way to engage the player inside the puzzle experience. Video games have excellent resources to do this. In ‘God of War: Ascension’, for example, we can see visual hints every time the player pulls a lever. In other situations in the same game the camera travels to show the player which elements in the scenario one needs to interact.

#7 Give the Answer: and a reward! After a puzzle it’s important to give some kind of prize to the player and it’s essential to tell them that the enigma was solved. It’s clever to show the player that they did the right thing and this part of the game is finished. In Playstation and Xbox games, a virtual trophy or achievement is another way to say to the player “congratulations, you’ve done this”.

Soon I want to address another issue from this book: interface.

Szia!

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Reference: SCHELL, Jesse. The art of game design. Burlington: Elsevier, 2008.

The delicate balance between challenges, narrative and rules

At this moment I’m playing again ALAN WAKE (Xbox 360, Remedy Entertainment /Microsoft Game Studios, 2010). The game is a third person psychological horror thriller about novelist Alan Wake, as he tries to uncover the mystery behind his wife's disappearance, during a vacation in the small fictional town of Bright Falls. During the game, Alan is transported to a kind of dark dimension where stories from his horror books become real.

The game is one of my favourites and it offers an awesome experience to the player with a perfect blend between the puzzles/challenges/enemies, the narrative and the rules/mechanics.



In ALAN WAKE the ammo is limited, the creatures are in great number and, frequently, you need to run instead of fight. The game dynamics creates an atmosphere of tension all the time and in the end of each chapter you can relax a little bit enjoying the game's good soundtrack (‘Up Jumped the Devil’ by Nick Cave and the Bad Seeds is included). The transition between the chapters is very creative and uses a language of TV show to create immersion for the player.

ALAN WAKE’s experience offers to the players a very special way to enjoy a good narrative inside a game. But it is important to remember that this experience is commanded by rules that create bounds in the game’s universe.



Jesper Jull (2005, p.5), in his book ‘Half-Real’, says, “the rules of a game provide the player with challenges that the player cannot trivially overcome. It is basic paradox of games that while the rules themselves are generally definite, unambiguous, and easy to use, the enjoyment of a game depends on these easy-to-use rules presenting challenges that cannot be easily overcome. Playing a game is an activity of improving skills in order to overcome these challenges, and playing a game is therefore fundamentally a learning experience.”

And this ‘learning experience’ is fundamental in games like ALAN WAKE because it generates the process of immersion required in good horror stories like this one.

On the other hand, Linda Hughes (1999, p.94) says that “Game rules can be interpreted and reinterpreted toward preferred meanings and purposes, selectively invoked or ignored, challenged or defended, changed or enforced to suit the collective goals or different groups of players. In short, players can take the same game and collectively make of it strikingly different experiences”

One thing is certain: to create balance between challenges, narrative and rules, a lot of time* is necessary for beta testing sessions. Patience and deep research are the pillars for good game design.

Check the game trailer below:


*ALAN WAKE took five years to be produced.

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References:

HUGHES, Linda A. Children’s games and gaming. IN: SUTTON-SMITH, Brian; MECHLING Jay; JOHNSON, Thomas; MCMAHON, Felicia. Children’s Folklore. Utah: Utah University Press, 1999. (93-119)

JUUL, Jesper. Half-Real: Video Games between Real Rules and Fictional Worlds. USA: MIT Press, 2005.