[game_edu] Definition of a Game

[Darius Kazemi]

I have yet to see a reasonable defense of what Wittgensteinian
language-games have to do with video games, except that they both use the
word "game." It seems like a false equivocation, like thinking game theory
in the mathematical sense has anything to do with game design in any sense
larger than "sometimes you can design a game based around a situation that
can be described by game theory."

-Darius

On Mon, Dec 7, 2009 at 3:51 PM, Roberts, Scott <sroberts at cim.depaul.edu>wrote:


>  Or see:  http://en.wikipedia.org/wiki/Philosophical_Investigations

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> *From:* game_edu-bounces at igda.org [mailto:game_edu-bounces at igda.org] *On

> Behalf Of *Susan Gold

> *Sent:* Monday, December 07, 2009 2:50 PM

> *To:* IGDA Game Education Listserv

> *Subject:* Re: [game_edu] Definition of a Game

>

>

>

> In the IGDA Curriculum Framework (v3.2):

>

>

>

> 2.1 What are Games

>

> This document thinks of games in the broadest possible sense and any one

> definition would be

>

> limiting, giving preference to one discipline or perspective. Common to

> most definitions is the

>

> notion that games are systems that involve a player who makes choices that

> change the state of

>

> the system, leading to an outcome.

>

>

>

> For the sake of having a working definition that is “good enough,” we offer

> the following definition:

>

> A game is an activity with rules. It is a form of play often but not always

> involving conflict, either

>

> with other players, with the game system itself, or with

> randomness/fate/luck.

>

>

>

> Most games have goals, but not all (e.g. The Sims, SimCity). Most games

> have defined start

>

> and end points, but not all (e.g. World of Warcraft, Dungeons & Dragons).

> Most games involve

>

> decision-making on the part of the players, but not all (e.g. Candyland,

> Chutes & Ladders).

>

> A videogame is a game (as defined above) that uses a digital video screen

> of some kind, in

>

> some way.

>

>

>

> The definition above is not meant to exclude any type of game, but is

> included as a “working

>

> definition.” Readers should refer to the reference materials for additional

> definitions and

>

> perspectives on what constitutes a game.

>

>

>

> Studying games involves understanding the many factors that impact the

> workings of this complex

>

> system.  The three overlapping areas in studying games are:

>

>

>

>  Game Design – concerned primarily with interaction and interface design

>

> Game design is the process of crafting a system of play in which players’

> actions have

>

> meaning in the context of the game environment [Salen and Zimmerman, Rules

> of Play,

>

> 2004]. Game design encompasses the set of principles, concepts, and

> practices that lead

>

> to the development of high-quality product. Implicit in the process of game

> design is the

>

> consideration of design trade-offs to allow the implementation of a game in

> some human

>

> playable interactive environment.

>

> IGDA Curriculum Framework, v3.2beta, Released February 2008

>

>  Game Development – concerned primarily with the production of games,

> especially

>

> technologies used in creating a game

>

> Game development is a process that involves the interdisciplinary

> cooperation of technical

>

> disciplines like software engineering and creative disciplines like art and

> music to

>

> implement a game design in a playable real-world format [Rabin,

> Introduction to Game

>

> Development, 2005]. Game development often involves implementing and

> incrementally

>

> testing potential game elements without knowing in advance which will

> succeed and which

>

> will fail. Game development also requires knowledge of project management

> to ensure that

>

> a game is completed with the available resources and within acceptable time

> constraints.

>

>

>

>  Game Studies – concerned primarily with examining games as cultural

> artifacts, as pieces

>

> of media and exploring theories of play

>

> Game studies deals with the conceptual basis and vocabulary used to study

> and analyze

>

> games. Related to game audiences, game history and videogame history,

>

> technology/platform history, game criticism, games for educational and

> instructional

>

> purposes.

>

>

>

> The definitions given above are intended as guidelines for reading this

> document; they are not

>

> meant to be final, definitive, or universally accepted. For each area,

> multiple definitions can be

>

> found in literature, and there are of course many different ways of

> dividing and studying games.

>

> While each of the core topics described in the next section can be attached

> to multiple areas, it is

>

> conceptually helpful to think of a core topic belonging mostly to one

> area.

>

>

>

> On Dec 7, 2009, at 12:24 PM, Nic Colley wrote:

>

>

>

>  I am curious to see what everyone's definition of a game. Also is there a

> one that the igda has?

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>

>

>

> --

> *Susan Gold*

>

> In a completely sane world, madness is the only freedom!

> - J. G. Ballard

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> _______________________________________________

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