How Does the Complexity of Game Mechanics Affect the Understanding of the Gameplay in Serious Games SUBMITTED IN PARTIAL FULLFILLMENT FOR THE DEGREE OF MASTER OF SCIENCE NAVDEEP SINGH 10004603 MASTER INFORMATION STUDIES GAME STUDIES FACULTY OF SCIENCE UNIVERSITY OF AMSTERDAM August 28, 2017 1st Supervisor 2nd Supervisor Dr. Frank Nack Mr. Daniel Buzzo ISLA, UvA ISLA, UvA How Does the Complexity of Game Mechanics Affect the Understanding of the Gameplay in Serious Games Navdeep Singh University of Amsterdam 10004603 Supervisor: Dr. F. Nack [email protected] ABSTRACT However, the rise of serious games was met with failure as 80 In this paper it is hypothesized that the understanding of percent of the serious games predicted not to work by 2014 gameplay is affected by the complexity of game mechanics due to poor design [3]. Research also showed that serious in serious games. Complex game mechanics are considered games are effective in terms of learning and retention, but here as complex systems consisting of smaller mechanics that not more motivational than conventional instruction meth- influence each other. In this article it is investigated if the ods [1]. complexity of the game mechanics in Minecraft1 influence the understanding of the gameplay within the context of Serious games try to tackle a problem by either designing a a serious game that addresses the teaching of digital root game that intrinsically merges the gameplay with the prob- in math. Two versions of a Minecraft custom map will be lem domain (mainly tasks) or design gameplay that incor- created and tested. This custom map will be known as Num- porates the addressed problem in some loose metaphorical bers Prison, and there will be a complex and a simple ver- manner. In other words serious games try to merge two sion. problem spaces. The first addresses the comprehension of the domain problem, e.g. the educational purpose, such as The study shows that the players of the complex version of particular math strategies. Here the "player" tries to gain Numbers Prison enjoyed the game more than the players knowledge and/or learn skills through playing. The second of the simple version. The gameplay was experienced more problem space addresses the gameplay (i.e. the mechanics). difficult by the players of the complex version. Finally, the The "player" needs to understand the game mechanics to players of the complex versions forgot more often the ac- make progress in the serious game. In video games, for ex- tivities they performed in the game than the players of the ample, the core mechanics are mostly hidden, but players simple version. will learn to understand them while playing. Expert players will deduce what the core mechanics must be by watching It can be concluded that complexity of the game mechanics the behavior of the game many times; they will learn how affect the understanding of the gameplay in serious games in to use a game's core mechanics to their advantage [4]. a negative sense, however more research must be conducted to investigate where this effect comes from. In serious games the "player"faces these two problems spaces simultaneously. This can be problematic because the player might focus mainly on one problem area and therefore lose 1. INTRODUCTION access to a large part of the game experience. This might With the growth of video games, researchers started to see be one reason why serious games are not as successful as as- the usefulness of video games for the purpose of learning sumed [3]. Another problem can be the complexity of tasks and instruction. Games in this context are referred to as to be performed that degrades the appeal of serious games. serious games [1]. Serious games are grounded in active The player must learn the game mechanics, understand the learning and encourages learning activities by building on learning material of the serious game, and understand what engagement and challenges to achieve the intended learning the relation is between the learning material and the game objectives [2]. mechanics in order to figure out the gameplay. 1https://minecraft.net/en-us/ Most studies regarding serious games were to be found fo- cusing whether players understand the learning material [5], engagement and motivation [1]. However, no studies (as of this date) were found that investigate whether players were able to understand the gameplay of the serious game, which provides an essential contribution to its appeal. The appeal comes from play which is a fundamental part of the moral self-being, of the healthy and mature human life [6]. In this paper it is investigated whether the understanding of the gameplay is affected by the complexity of the game • have a conflict mechanics in serious games. Gameplay is a set of activi- ties that can be performed by the player and other entities • have rules that belong to the virtual world during the experience, as a • can be won or lost response to the actions of the player [7]. • are interactive The thesis is structured in the following way to explore the topic mentioned in the previous paragraph. First, the paper • have challenges starts with discussing related work. This is where it is ex- plored and established what (serious) games are. Next the • can create their own internal value paper dives into different components of games, and focuses • engage players on a specific component, i.e. game mechanics. This is fol- lowed by looking at complexity, and a definition for complex • are closed and formal systems. game mechanics is given based on complex systems. Based on what serious games are and how (complex) game mechan- ics work, two problem spaces are identified and explained. Another definition concerning video games state that video This is where the research question will be formulated based games are designed for players to actively engage with their on previous research. Finally, the methodology will be dis- systems and for these systems, in turn, to react to players' cussed, followed by the results from the experiment, discus- agentive behaviors [14]. sion, and conclusion. So, games can be described as having goals, rules, challenges, 2. RELATED WORK interaction and stimulation. These definitions essentially 2.1 (Serious) Games show that games can be seen as a problem-solving activity in form of some sort of conflict or puzzle (goal / challenge) Throughout time many researchers and philosophers have that is structured by rules. given their definition for what a game is. A game is consid- ered to be a free and fun activity standing quite consciously Serious games are games that have other purposes next to outside ordinary life as being not serious, but at the same entertainment. Serious games have the properties of the def- time absorbing the player intensely and utterly [8]. initions as described before. These type of games are being used for training [15], education [16] and health [17]. Seri- One of the earliest philosopher to discuss games was Ludwig ous games are games that engage the user, and contribute Wittgenstein [1953]. He argued that elements such as play, to the achievement of a purpose other than pure entertain- rules, and competition fail to define what games are. The ment. This purpose may be formulated by the user self or term game is applied to a range of disparate human activities by the designer of the game. Therefore, commercial off-the- [9]. shelf (COTS) games, used for non-entertainment purposes, can be considered as serious games [18]. According to Roger Caillois [1957] a game is an activity with the following characteristics: fun, separate (as it is circum- Minecraft2 is such an example. Minecraft is an open-world, scribed in time and place), uncertain (where the outcome sandbox video game [19]. Key purposes of this game is the of the activity is unforeseen), non-productive (participation survival of the player and the exploration of the procedu- does not accomplish anything useful), rules, and fictitious rally generated world. The player can harvest numerous of (there is an awareness of a different reality) [10]. materials in the world, which can be used to craft other ma- terials and items. Next to the survival mode, the game has An interesting definition comes from Salen and Zimmerman a creative mode. In this mode, the survival element of the [2003]. They define a game as a system in which players en- game is disabled. Also, the player has infinite resources to gage in an artificial conflict, defined by rules, that results in all the materials and items at its disposal. This allows the a quantifiable outcome [11]. Noticeable here is the mention player to create and manipulate the world as he/she sees fit. conflict, which indicates the competitive nature of games. This has led to many worlds created by different players. This paved way to the application of Minecraft in the world Crawford [2003], in his definition, talks about conflict in of serious games. more detail. If no goals are associated with a plaything, it is a toy. If it has goals, a plaything is a challenge. If a challenge Minecraft also introduced an educational edition, where stu- has no "active agent against whom you compete with," it is dents can be taught various subjects using the mechan- a puzzle; if there is one, it is a conflict. If the player can only ics of Minecraft [20]. This was original a mod created by outperform the opponent, but not attack them, the conflict TeacherGaming 3 called Minecraftedu [21]. This version is a competition. However, if attacks are allowed, then the of Minecraft includes features that benefit teachers using conflict qualifies as a game [12].