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It takes twoto tango, but it takes threeto design a meaningful game.<br />Bookpresentation<br />Casper Harteveld<br />
Get your stuff!<br />And go back in time!<br />
August 2005<br />
Igor Mayer<br />TU Delft<br />Jos Maccabiani<br />GeoDelft / Deltares<br />
Assignment:<br />Develop a game to train leveepatrollers<br />
Casper about <br />8 years old<br />Casper (expected) about 35 years old<br />
LEVEL 0<br />Standing on the shoulders of Giants<br />A history pop up screen<br />
1910<br />1984<br />
Games with a purpose<br />Persuasivegames<br />Serious games<br />Advergames<br />Practiceware<br />Meaningfulgames<br />E...
System.out.println(“bettergame technology”)<br />What is a game?<br />Computer scientist<br />Philosopher<br />And<br />mo...
LEVEL 1<br />Gathering information<br />Manyperspectives<br />
And<br />more<br />
And<br />more<br />
Behaviorism<br />Cognitivism<br />Constructionism<br />Humanism<br />Socio-constructivism<br />Constructivism<br />Socio-c...
Jean Piaget<br />John Dewey<br />Ivan Pavlov<br />Albert Bandura<br />Edward Thorndike<br />And<br />more<br />David Kolb<...
We want a focus on communication!<br />Failure X needstobeincluded!<br />Client A<br />Client C<br />Client E<br />Rivers,...
Casper, itworkslikethis.<br />Casper, itworkslikethis. <br />Casper, itworkslikethis. <br />Casper, itworkslikethis. <br />
It needstobefun, like Super Mario!<br />We needsheep!<br />Yeahyeahyeah…<br />I need a gun no matter what!<br />How abouts...
LEVEL 2<br />Creating the game<br />Dealingwithdilemmas<br />
Usabilitytension<br />I am more user friendly.<br />Yes, but I am EVERYWHERE.<br />Yes yes, but I am EVERYWHERE.<br />VS.<...
Uncertaintytension<br />In realityyoualsodon’tknow.<br />Hmm, yes, anduncertainycreatesexcitement!<br />But you have to ha...
Scope tension<br />Well…notsureabout transfer.<br />Critical!<br />Notinteresting!<br />
October 2006<br />Delft<br />
LEVEL 3<br />Understanding whathappened – part I<br />Three worlds<br />
World nr. 1: Reality<br />
World nr. 2: Meaning<br />
Behaviorism<br />Cognitivism<br />Constructionism<br />Humanism<br />Constructivism<br />Socio-constructivism<br />Socio-c...
World nr. 3: Play<br />
LEVEL 4<br />Understanding whathappened – part II<br />Balancing<br />
Usability<br />Uncertainty<br />Scope<br />
LEVEL 5<br />Understanding whathappened – part III<br />Concurrent design<br />
Complex system<br />
Procedural approach<br />Duke and*<br />Geurts, 2004<br />
End level<br />It takes twoto tango, but it takes threeto design a meaningful game.<br />
1. Three worlds<br />3. Concurrent<br />Design<br />2. Balancing<br />
THANK YOU!<br />Rens van den Bergh, Arne Bezuijen, RuiGuimaraes, MichelineHounjet, AlmarJoling, Jos Maccabiani, Raymond va...
Game Over?!<br />http://triadicgamedesign.com<br />
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Triadic Game Design by Casper Harteveld

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This is my book presentation of "Triadic Game Design: Balancing Reality, Meaning and Play", published by Springer in 2011 (for more information, see http://triadicgamedesign.com). In this presentation I describe my journey into the worlds of games and how this led me to write this book. I compare my journey to the one by Charles Darwin (although by far not of the same scientific magnitude of course). Like him, I obsersed what happened and tried to reflect what this meant. A big difference between his and my journey is that my journey took place virtually (represented by the screenshot of Ship Simulator). An important part of the journey was to design a game eventually called Levee Patroller. Levee patrollers are people who inspect levees, barriers that protect the land from flooding, in the Netherlands. During my journey I saw many perspectives in the world of games and while designing I encountered these many perspectives continuously. After reflecting what happened I established a design philosophy called "Triadic Game Design".

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  • In the painting, Brueghel depicts over 200 children engaged in over 80 play activities. Not all of these play activities are games in the strict sense. Of these activities, over 20 children&apos;s games are individually illustrated and discussed on this Website. Many of these games are still played today. Brueghel painted these games in 1560.
  • In the painting, Brueghel depicts over 200 children engaged in over 80 play activities. Not all of these play activities are games in the strict sense. Of these activities, over 20 children&apos;s games are individually illustrated and discussed on this Website. Many of these games are still played today. Brueghel painted these games in 1560.
  • In the painting, Brueghel depicts over 200 children engaged in over 80 play activities. Not all of these play activities are games in the strict sense. Of these activities, over 20 children&apos;s games are individually illustrated and discussed on this Website. Many of these games are still played today. Brueghel painted these games in 1560.
  • C++
  • Al doendekwamik al snel tot het inzichtdatvoor het ontwerpen van eenspeleenbalansgezochtmoetwordentussendrieverschillendewerelden. Ditmaakt het ontwerpen erg lastig.
  • Borroeman rings
  • Al doendekwamik al snel tot het inzichtdatvoor het ontwerpen van eenspeleenbalansgezochtmoetwordentussendrieverschillendewerelden. Ditmaakt het ontwerpen erg lastig.
  • Quake en Counterstrike
  • Al doendekwamik al snel tot het inzichtdatvoor het ontwerpen van eenspeleenbalansgezochtmoetwordentussendrieverschillendewerelden. Ditmaakt het ontwerpen erg lastig.
  • Transcript of "Triadic Game Design by Casper Harteveld"

    1. 1. It takes twoto tango, but it takes threeto design a meaningful game.<br />Bookpresentation<br />Casper Harteveld<br />
    2. 2.
    3. 3.
    4. 4.
    5. 5. Get your stuff!<br />And go back in time!<br />
    6. 6. August 2005<br />
    7. 7.
    8. 8.
    9. 9.
    10. 10.
    11. 11. Igor Mayer<br />TU Delft<br />Jos Maccabiani<br />GeoDelft / Deltares<br />
    12. 12. Assignment:<br />Develop a game to train leveepatrollers<br />
    13. 13. Casper about <br />8 years old<br />Casper (expected) about 35 years old<br />
    14. 14. LEVEL 0<br />Standing on the shoulders of Giants<br />A history pop up screen<br />
    15. 15.
    16. 16.
    17. 17. 1910<br />1984<br />
    18. 18.
    19. 19. Games with a purpose<br />Persuasivegames<br />Serious games<br />Advergames<br />Practiceware<br />Meaningfulgames<br />Epistemicgames<br />Sims<br />Edutainment<br />Edugaming<br />Gaming simulations<br />Immersivelearning environments<br />Simulators<br />
    20. 20. System.out.println(“bettergame technology”)<br />What is a game?<br />Computer scientist<br />Philosopher<br />And<br />more<br />Experimenter<br />Sociologist<br />What do you feel whenplaying?<br />What do games meanfor society?<br />
    21. 21. LEVEL 1<br />Gathering information<br />Manyperspectives<br />
    22. 22. And<br />more<br />
    23. 23. And<br />more<br />
    24. 24. Behaviorism<br />Cognitivism<br />Constructionism<br />Humanism<br />Socio-constructivism<br />Constructivism<br />Socio-culturalism<br />
    25. 25. Jean Piaget<br />John Dewey<br />Ivan Pavlov<br />Albert Bandura<br />Edward Thorndike<br />And<br />more<br />David Kolb<br />B.F. Skinner<br />Lev Vygotsky<br />NoamChomsky<br />
    26. 26. We want a focus on communication!<br />Failure X needstobeincluded!<br />Client A<br />Client C<br />Client E<br />Rivers, rivers, rivers!!!<br />Limited responsibilities<br />Client B<br />Client D<br />We speak of X and Y. <br />
    27. 27. Casper, itworkslikethis.<br />Casper, itworkslikethis. <br />Casper, itworkslikethis. <br />Casper, itworkslikethis. <br />
    28. 28. It needstobefun, like Super Mario!<br />We needsheep!<br />Yeahyeahyeah…<br />I need a gun no matter what!<br />How aboutsomemusic?<br />We needthis feature from game X. <br />
    29. 29. LEVEL 2<br />Creating the game<br />Dealingwithdilemmas<br />
    30. 30.
    31. 31.
    32. 32.
    33. 33.
    34. 34.
    35. 35. Usabilitytension<br />I am more user friendly.<br />Yes, but I am EVERYWHERE.<br />Yes yes, but I am EVERYWHERE.<br />VS.<br />Winner!<br />I requireless parallel processing.<br />And I amnotsocluttered.<br />
    36. 36. Uncertaintytension<br />In realityyoualsodon’tknow.<br />Hmm, yes, anduncertainycreatesexcitement!<br />But you have to have clear goals!<br />Winner!<br />
    37. 37. Scope tension<br />Well…notsureabout transfer.<br />Critical!<br />Notinteresting!<br />
    38. 38.
    39. 39. October 2006<br />Delft<br />
    40. 40. LEVEL 3<br />Understanding whathappened – part I<br />Three worlds<br />
    41. 41.
    42. 42. World nr. 1: Reality<br />
    43. 43.
    44. 44. World nr. 2: Meaning<br />
    45. 45. Behaviorism<br />Cognitivism<br />Constructionism<br />Humanism<br />Constructivism<br />Socio-constructivism<br />Socio-culturalism<br />
    46. 46. World nr. 3: Play<br />
    47. 47.
    48. 48. LEVEL 4<br />Understanding whathappened – part II<br />Balancing<br />
    49. 49.
    50. 50. Usability<br />Uncertainty<br />Scope<br />
    51. 51.
    52. 52. LEVEL 5<br />Understanding whathappened – part III<br />Concurrent design<br />
    53. 53. Complex system<br />
    54. 54.
    55. 55. Procedural approach<br />Duke and*<br />Geurts, 2004<br />
    56. 56. End level<br />It takes twoto tango, but it takes threeto design a meaningful game.<br />
    57. 57. 1. Three worlds<br />3. Concurrent<br />Design<br />2. Balancing<br />
    58. 58. THANK YOU!<br />Rens van den Bergh, Arne Bezuijen, RuiGuimaraes, MichelineHounjet, AlmarJoling, Jos Maccabiani, Raymond van der Meij, Arjan Peters, Monique Sanders, MatthijsSchaap, Sander Smit, Tom Thé, Marco Tolman, Bas Wenneker, Maarten Wesselius, and Maarten van Zomeren.<br />
    59. 59. Game Over?!<br />http://triadicgamedesign.com<br />
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