3.1.2 OWN UNITS PANEL

3.1.- OTHER UNITS PANEL
On the right side you can see all other units or objects that you can not control: enemies, neutral objects (for example stations) and friendly objects. To avoid mixing up the units and to keep the list comprehensible, we differentiate between three categories, divided by horizontal lines. Enemy: Enemy ships are always at the top of the list. Neutral and unidentified: All identified neutral and other unidentified objects belong in this list. Friendly, allied:All friendly but uncontrollable units are shown here. These can be space stations or ships belonging to the fleet. Units can sometimes switch categories, for example if a neutral ship turns hostile. This panel also has an arrangement possibility. The only difference is that the arrangement types are compromised by categories. Example: if you arrange the list by size and the Neutral category has the largest object in it, that particular object will not be displayed at the top of the list, because that place is reserved for enemy ships. It will be placed at the top of the Neutral list, right below the dividing line at the bottom of the Enemy category. If a list contains a lot of ships, it is scrollable with the right side scrollbar or mouse wheel when mouse pointer is over it.

3.1.- INFORMATION PANEL

On lower left side you can see the information panel of the selected friendly and controllable ship. The ships name is displayed at the top, where you can see the captains portrait as well. Above the portrait are small figures, showing how many heroes are onboard, including the captain. Clicking the captains image will reveal all of the onboard heroes and their abilities (discussed later). Next to the ships icon is the captains rank icon, below 3.1.3 OTHER UNITS PANEL it are ship damage and shield state bars.

3.1.4 INFORMATION PANEL

The next section shows the state of the ships energy systems. The blue stripe at the top is active if the ship carries Reserve Energy cells, in which case it shows the cells charge level. Below it, listed in a line, are stripes showing the ships energy systems. There can be four independent energy systems on a ship. These are: Support: All devices not belonging in the categories below. Shield: The energy usage of the shield generator. Only active if the ship has shield. Weapons: The energy usage of the weapons systems. Engine: The energy usage of the ships drives. You can read further about this matter in the Energy systems functions part. Below the energy settings, you can see the buttons, with which you can allow or disallow the usage of weapons using ammunition. These buttons set if the ship is allowed to use these weapons when completing commands. At the bottom are the settings for the ships behaviours: Aggressive, Defensive, Stealth or Focused. Behaviours influence the way commands are carried out; you can read more about them in the Behaviours section.

3.1.- OTHER UNITS INFORMATION PANEL
You can turn these ON/OFF using the two buttons (Device and Info) above the Other Unit list. The information panel contains the selected objects major traits: name, class, damage level, shield state. If the target has other information that the scanners can reveal (like a secret) this will be shown as well.
The targets device panel is only active if devices are identified. Targets without devices never show this panel.
3.1.5 OTHER UNITS NFORMATION PANEL
Shield: Weapons: Supports: Engines:
The objects shield The objects weapons and the DataScanner All other devices, including IP drive. The objects drives, if applicable (stations do not have drives)
Devices are divided into four groups, and can be seen by clicking the folder markers:
IMPORTANT! You can only view identified devices on the panel! You can find more on recon in the Recon chapter. The panel has an important role during battle. If you issue an Attack devices command against an enemy vessel, then you can choose which specific device to target on this panel. To do this, just click the device in question. The selected devices name will flash. You can also track a devices state by checking the device state bar below it. Intact devices are green, inoperatives are red, and destroyed devices are grayed out.

3.1.- COMMAND BUTTONS

You can view the command buttons at the bottom of the screen. There is a total of 13 commands. For detailed info about each one, see the Commands chapter. IMPORTANT! Units can only be given one command at a time. Issuing new commands will override old ones. If the active command is Approach and you issue an Attack command, then the Approach command will be cancelled. This does not mean that it is impossible to manoeuvre during combat! The command contains all actions necessary for its completion, depending on behaviour settings. These are: Drive handling Closing in on target Weapons handling Turning shield On/Off Using other devices A command is a complex sequence of instructions serving a single purpose.

3.1.6 COMMAND BUTTONS

Example: A Gorg enemy ship is travelling 25 kilometers away. You issue an Attack Hull command

with a defensive behaviour. Your ship will head for the target using its evasive drive (if mounted). It will instantly begin charging its shield. Once in firing range, it will activate its ECM system (if mounted) to decrease the enemys chances of hitting it and will open fire with all weapons suitable for hull attack.

3.1.- MANUAL PANEL

IMPORTANT! Clicking manual or command mode will override any other issued commands.
You can turn the Manual panel on using the small Hand icon to the left of the commands panel. This panel will display all controllable devices. Shield: Weapons: Supports: Engines: Only one shield generator can be present on a ship. All the ships weapons and the DataScanner. All other devices, including IP drive. The ships drives. Only one can be active at a time.
To activate devices, you only have to click them. If the device needs a target, then you can designate it the usual way by right clicking the target. The targets ID will be displayed next to the device. If you want to target multiple devices, just left click all devices first, then designate the target with the right mouse button. The names of active, functioning devices are highlighted. You can track the charge level of shield and weapons on the charge level bar in the background of the devices name. Destroyed or non-functioning devices are not active and cannot be selected.
3.1.- SHIP MOVEMENT PANEL
Next to the manual panel is the selected ships manual movement control panel. You can set the ships relative distance to its target using the three icons above it. Combat range: Most weapons work from this range Artillery range: Only powerful artillery weapons bear from this range Bomber range: Only fighters and bombers can be 3.1.8 SHIP MOVEMENT launched from this range the strip visible beneath PANEL
the three icons shows the actual distance from the target. The white triangle shows your own ship, the red one symbolizes the enemy ship. Beneath this is the Drive Energy Usage bar, and the manual speed setting bar. You can use the bar by clicking the line, or by moving it with the left mouse button pressed. It is important to note that if you set a greater speed amount than 100%, the ship will start depleting its reserve energy cells to provide the energy needed. This is displayed on the left side on the Energy systems panel.

3.1.- REPAIR PANEL

The repair panel can be switched on using the small wrench icon.
All ship systems that can sustain damage (except the hull) are shown here. Repair is automatic, and the ships mechanics will repair all damage. The only exception to this rule are destroyed devices, these can only be repaired in spaceports. (See Fleet screen) Devices that are being repaired are flashing. The crew can repair 3-5 devices at the same time. Sometimes situations can arise when there are more damaged devices; in this case, you can assign repair priorities to each damaged device. This will be shown with a number next to the device. The higher the number, the higher the priority. If you assign too much high priorities to multiple devices, your repair capacity will be depleted and will not be available for other devices.

3.1.11 COMMANDS

Attack devices (F6) Precision attack against the targets devices. You can focus firing at identified devices by using the Other units information panel. Click the devices name and your ship will target that device. IMPORTANT! All devices have appropriate locations on the ship and can only be targeted from certain angles. Rear mounted drives cannot be targeted from the front. If the situation arises that a ship is ordered to fire at a device which is out of sight, it wont fire until it has manoeuvred into a position from where it can target the device. Hint: Heavy lasers punch through most shields. Destroy hull (F7) The ship will use its most powerful weapons to demolish the ship and force the crew to evacuate. Hint: Most useful against ships without a shield. Artillery (F8) The use of powerful long range weapons. These are used mainly for destroying hull, such as rockets. While carrying out the command, the ship will attempt to stay away (5-10 km) from the target. Hint: Very useful against slower, close-combat oriented ships. Hint: Beware of collateral damage. Special weapon (F9) The use of special weapons. Only weapons mounted on Special slots will
Recon (F10) The ship attempts to obtain information about the target. It will use all available devices to do this, and even lower its shield (shield hinders recon) in combat situations to get results faster. If the ship is equipped with a DataScanner, it is activated using this command. Hint: Always keep track of your recon ship, because if it lowers its shield, it will be subject to great danger. Recharging the shield can be done more rapidly if you assign more energy to it. Guard (F11) Guarding the target ship. Your ship engages all enemies attacking the ship and will try to chase them away. If successful, it will not pursuit the enemy but will stay with the ship it was ordered to defend. If multiple enemies attack, it will only engage them one at the time. Hint: Use all ships to defend one, and then start moving with the defended ship. All defenders will follow it automatically.
Interplanetary Drive (F12) The Interplanetary drive accelerates the ship to such a great speed so it can disengage from combat. Its major drawback is the huge amount of energy needed. While charging the drive, all other ship systems will be shut down, including the shield, leaving the ship defenceless for a few seconds. Issuing any command while charging the IP drive will disrupt the jump. Hint: Decide carefully when to use this since a lot of ships have ended up as balls of fire during those few defenceless seconds. Hint: If you jump with your flagship, the whole fleet will follow, disengaging from battle. It may cause your mission to fail. Enter wormhole This command can only be issued for detected wormholes. A wormhole counts as detected after it has been scanned with a DataScanner, in other words: you know where it leads. Hint: If exploring a wormhole is not an objective of the mission, entering one may count as a dereliction of duty, ending the mission. Commands and Behaviours are strongly intertwined. Behaviour will always strongly influence the way commands are carried out. Any active commands icon will be highlighted.

3.1.12 GROUP COMMANDS

You can create groups with the common methods used in strategy games; select the ships to be ordered into a group by pressing & holding the Ctrl key while clicking them, or use the left mouse button to select them with a marker. After selecting the ships, you create the group by pressing the Ctrl + 1-4 keys. The group created by pressing Ctrl + 1 can be selected any time by pressing the 1 key, and so on. Commands given to a group will apply to all ships in it. IMPORTANT! If a manual command is issued to a ship in a group, it will still be part of the group, but will leave the groups formation. Approach (F2) Like the Approach command. The only difference is that all ships will adjust to the speed of the slowest one in the group; faster ships will not stray ahead. Hold position (F3) Same as the regular Hold Position command. The group holds and defends its position.
Run away (F4) Like the Run away command. The only difference is that all ships will again adjust to the speed of the slowest one in the group; faster ships will not stray ahead. Drain shield (F5) Like the regular Drain shield command. The only difference is that all ships will move at the same speed while manoeuvring, meaning they will reach the target simultaneously. Attack devices (F6) Like the regular Attack devices command. The only difference is that all ships will move at the same speed while manoeuvring, meaning they will reach the target simultaneously. Destroy hull (F7) Like the regular Destroy hull command. The only difference is that all ships will move at the same speed while manoeuvring, meaning they will reach the target simultaneously. Siege laser (F8) The siege laser command can only be issued if one of the ships is fitted with such a weapon, and two additional ships are in the group, meaning that at least three ships are required for this formation. The ships will manoeuvre into a formation when the command has been issued, and will start charging the weapon. The siege laser is the most powerful weapon in the game, but aiming it is difficult. Its use is only recommended against large, slow targets. Guard (F11) Like the regular Guard command. The group will defend the target.

3.2.3 INFORMATION WINDOW

The information window shows the selected ships 3D model in the middle. You can read the ships description on the right. If the Configuration option is active, you can see the selected devices description here as well. By clicking the mounting slots, the 3D model will display where the device will be mounted on the ship.

3.2.4 CHARACTER DATA

You can consult data about the ships captain and other staff / crew in this window. The characters` ranks, names and descriptions are displayed as well. Additionally, this is where you keep track of your captains abilities, and raise them when he levels up. All captains have three abilities. These affect the entire crew; men serving under a captain with a high military rating will have a high combat rating as well, having followed the captains example and learned from it. Military: The combat skill of the character. The higher the rating, the more effective the ship is in battle. Science: The science skill of the character, focused on military situations. In the game, this affects recon device use; the higher skill, the faster and more effective the ship will perform recon tasks. Engineer: This skill shows the characters affinity for technical matters and repairs. The higher the rating, the faster the crew will repair damaged devices. This skill affects resource points as well (more on that later). The captain and crew are developing together during the missions. If they collect enough experience points, they gain a level. 3.2 FLEET SCREEN When they do, you have to choose which ability to
improve on in this screen. Levelling is done ship by ship. At the bottom of the screen you can find your decorations. You receive decorations for extraordinary performance and they usually yield other bonuses as well.

3.2.5 STOCK

Below the 3D image you will find the amount of devices available at that moment. You can only mount devices with names marked out in white. Other devices cannot be mounted for a reason. The reason can be either: You are lacking resource points to mount the device or No appropriate slots are available on the ship or Out of stock The devices are sorted by category on the list. Clicking a category name or icon opens or closes that particular list. If you click a devices name, its data will be displayed in the right hand corner, and the ship mount point list will scroll to the first suitable mounting point. When you click a grayed-out device it will only display information about it.

Repair buttons

At the top of the stash window there are two repair buttons. The left one repairs hull damage, while the one on the right repairs devices. The number below shows the amount of resource points needed to repair them. Repair hull: You can repair any hull damage here. If you play in Beginner mode, repair will be automatic and free of cost. Repair devices: you can repair all damaged devices at once with this button. It can occur that there are damaged devices, yet the button will not work. This is because the ship has too many damaged devices and you lack resource points for their repairs. In this case you will have to choose manually (see below) which devices to repair and which to leave as wrecks.

3.2.6 SHIP EQUIPMENT

On the right is the ship mounting points list - this represents the amount of devices you can fit onboard. All mounting points have separate cards. 1. 2. 3. The mounted devices type The mounted devices name Dismounting the device. The device returns to the stock, unless it is destroyed (orange). In this case the pieces of junk are just cleared out from the mounting point. The type of the mounting point - shows which kinds of devices are mountable. Repairs. If the device is damaged, you can repair it by clicking it. The repair costs the same amount of resource points as the devices value.

Colour codes

Empty: Empty cards denote empty mounting points.
Gray: These are permanent devices which are an integral part of the ship. For example, the recon destroyers DataScanner. Orange: The device is out of order and needs repairs. This is done by clicking the Repair icon, or by pressing the Repair damaged devices button above the Stock. The repair costs the same amount of resource points as the devices value. White: Active parts.

3.3 STARMAP

The Starmap is a 3D model of the solar system, where you can view all planets and moons in detail. This is where you get the Briefing, Interactive briefing, and where you can access the Diary.

3.3.1 SCREEN ARRANGEMENT

Astronomical and artificial objects You can find all objects in the solar system on the right side of the screen, and switch between artificial and natural objects at the top of the list. Astronomical objects are planets, moons and comets in the system. Generally, only planets are listed. If you select a planet with moons, or other natural objects, these will become visible as well. You can view this closely by double-clicking them. You can rotate the camera by pressing and holding the right mouse button, and zoom in and out with the mouse wheel. Artificial objects in a system are fleets, known or unknown objects and space stations. Your own fleet is always displayed at the top of the list. Information window The information window is in the lower left corner. All information about the selected object is displayed here.

4.1.4 NAVIGATION POINTS

You can place navigation points in space at any time to make controlling your ship easier. You place Nav (navigation) points in a way similar to absolute movement, but you use the N key instead of Shift. After deciding the position and releasing the N key, a Nav point will appear at the location. These points can be deleted by selecting them and pressing the Delete key. You can only delete Nav points you have created yourself. You can only create 10 Nav points at any time.
4.1.2 RELATIVE MOVEMENT 4.1.3 OTHER MOVEMENTS 4.1.4 NAVIGATION POINTS
4.2 COMMANDS AND BEHAVIOURS
Commands are complex sequences of orders which can handle a ships systems towards a single goal. You only have to issue the basic tactical command and the computer will handle the rest. Example: You issue an Attack devices command against an enemy ship. Your ship will automatically close in on the enemy and open fire with suitable weapons. Behaviour will always strongly influence the way commands are carried out.

4.2.1 USING COMMANDS

Issuing commands is done with the mouse. Left clicking selects the command, right clicking selects the target. First, you have to decide which units you want to act with. For a single unit, its enough to either click it, on the list on the left or in the game field. If you want to select multiple units, you have several options: You click each unit while holding the Ctrl key You mark them with a rectangular marker. Just press and hold the left button and drag a marker around the desired units. (Will only work in the game field) Select a pre-defined group with the 1-4 keys. Using a quick selection button - A all large ships, S all fighters IMPORTANT! You can only issue commands to ships of the same size at once, i.e. fighters and battleships cannot be in the same group. After choosing units, you must issue the command, either by clicking it with the left mouse button or by using one of the F (F1, F2 etc) keys. A small icon next to the cursor will show the command. After this, you must designate a target by clicking it with the right mouse button. The command will then be carried out. The target can either be designated in the game field or from the right hand list (or, in case of some commands, the list on the left). Some commands are bound to the pointer automatically. For example, if you move the cursor over a friendly unit, the guard command will become active by default. If youd like something else, then youll have to choose it from the commands list. Some commands can only be issued against own units, some only against enemies. For example, you cannot attack friendly ships. Some commands dont need a target, like the fighters` Patrol command. Important! New commands override old ones, i.e. a ship can only be given one

4.2 COMMANDS AND BEHAVIOUR 4.2.1 USING COMMANDS
command at a time, which will be carried out according to behaviour. Example: You issue an Approach command to reach a Nav point. The ship starts moving towards the Nav point. Suddenly, a Gorg destroyer appears and you decide to attack it. You issue a Destroy hull command. The Approach command will be overridden, and the ship will no longer travel towards the Nav point, but instead will carry out the Destroy hull command. Commands do not control ships energy systems; you can only do that manually.

4.2.2 BEHAVIOURS

Behaviour decides how a command will be carried out by a ship. There are four kinds of behaviours: Aggressive Defensive Stealth Focused A ship in Aggressive mode will try to carry out its commands with all its strengths, will fire on any secondary targets if it can, it wont even spare escape pods. It will attack any enemy within range. Example: Approach command in aggressive mode. The ship uses its fastest engines and head straight for the target. It doesnt care if it has to cross an entire space battle to reach its target. While on the way, it will fire at any enemies within range. A defensive ship will never attack on its own accord, will avoid conflict and will always use its defensive devices. It will defend itself if attacked. Example: Hold position in Defensive mode. Your ship will interpret the command more loosely, and might even float away from the position to be held. It will not go far and will stay within weapons range in order to defend the position from afar. A Stealth behaviour ship will try to stay undetected and will not use any systems with high energy emissions until detected. If the ship is equipped with stealth devices (like Stealth drives), then it will use them. It will also attempt to use terrain, like asteroid shadows. Example: Attack devices in stealth mode. Your ship will stay away from everyone to get close to the target. It will not use high energy emission systems until it is within firing range, when it will open fire. 4.2.2 BEHAVIOURS A Focused ship will focus its attention to a single
task and will only try to carry out that command. When for example given a Drain Shield command, it will attack the shield with all weapon energy, but will not use any other weapon systems, not even automatic ones (such as flak). Example: Cease fire. Set the ship to Focused mode and issue an Auto command.

4.3 MANUAL CONTROL

Manual control means that you will have to decide which devices to operate and how you want to operate them. This is the most detailed control method available and you can basically set everything - individual targets for all weapons, ship speed and destination, etc. Manual mode overrides Command mode and will not work together with it.

4.3.1 MANUAL ORDERS

Activate devices manually. For this, youll have to use the small hand icon to turn the manual panel On, and then click the devices in question. If the device needs a target (like weapons), then you have to designate a target with the right mouse button, just as with commands. The targets ID will be shown next to the weapon in the small square. If the square is empty, then the weapon doesnt have a target and will not fire. You can use both mouse buttons with shield and weapons. Shield The left mouse button will activate the inactive shield. If you click an active shield, it will be turned off. The right mouse button deactivates the shield. Weapons If the weapon is inactive The left button will activate the weapon and set it to await target. The weapon starts to charge and its name starts flashing. If the weapon is active but without target (charged and not flashing) The left button will activate aiming, i.e. the weapons name starts flashing and the weapon remains charged. The right mouse button switches the weapon off. If the weapon is active and is waiting for a target (charged and flashing) The left button turns aiming off, but the weapon remains charged. The right mouse button switches the weapon off.

4.4.2 SECRETS

Some object harbor additional information, so-called secrets. Secrets can be uncovered in two ways - with DataScanner or with commandos. The finding of secrets can be monitored on the Other unit information panel. Spending time and effort in uncovering secrets is worthwhile.

4.4.3 STEALTH

As far as space games go, stealth is a somewhat a unique feature. There have been invisible ships and surprise attacks, but using stealth tactics effectively has never been necessary or an integral part of any space game so far. The essence of stealth is clandestine travel, using cutting edge technology and terrain opportunities.
4.4.2 SECRETS 4.4.3 STEALTH
We have listed all factors for detecting ships in the Recon section. Considering these factors, you can deduct that you will probably not be spotted if: You are far away from your enemy. You are not operating any devices with high energy emissions, and turn all your stealth devices on. The enemy doesnt have or doesnt use active sensors and/or has its shield charged. You use the terrain to your best advantage and manoeuvre close to asteroids, fly into radiation fields etc. The enemy is fighting. You dont give them enough time to detect you. You are lucky. One can of course not rely on luck, but if you pay attention to the above factors, luck wont be crucial. Vice versa, if you are good at sneaking, there is no amount of luck that can save your enemy!

4.5 COMMANDOS

A commando unit consists of ten soldiers and a few specialists. Their mission is to penetrate enemy ships and objects and either collect info (uncover secrets) or sabotage them. They can also be used for other special tasks such as to investigate SOS signals. A commando unit can only enter objects without an activated shield. Its recommended to take out any flak as well, since the commandos dropship is a thinly armoured unit. Once they are inside the enemy object, they must constantly fight the enemys defenses; these are automated systems and soldiers. Since the commando unit is only 10 men strong, theyll be overpowered by the enemy sooner or later, no matter how good they are. Its recommended to send them in, give them a quick task, and then pull them out as soon as possible. Dead soldiers can be replaced at the nearest station, as long as one squad member is still alive. You can keep track of the number of commandos with the number next to the dropship. The commandos specialists will automatically uncover any secrets the ship may have, while the soldiers will sabotage its devices. You can designate targets to your commandos the same way as ships, using the Other units information panel. IMPORTANT! If you leave an area while your commandos are out, they will be lost. Dont forget to call them back.

4.6 SHIELDS, COMPONENTS

4.8 REPLACING LOST SHIPS

SHIP CONFIGURATION
Ship configuration is used between missions. Every ship has its own resource points for which it can be repaired or upgraded by changing its devices. The repairs are always performed by the crew, but crew from repair bases can aid them.

4.9.1 RESOURCE POINTS

Resource points are used for repairs and purchasing new devices. You cannot collect resource points, only use the amount set by the circumstances. Resource points that can be used before the missions are calculated from three factors: the crews engineering skill, the available time and the amount of time and capacity the base can afford to give to your ship. You can see that you can influence the amount of resource points with your crews engineering skills. So, if your crew has a high engineering skill, only your own ships are docked at the repair base and you have plenty of time, youll get a lot resource points. Adversely, if you are short on time, and a higher ranking official has parked his ships at the repair base, then his ships will be prioritized, and you will only be given minimum time and attendance, leaving your crew to do all the work.

4.9.2 STOCK

Sometimes youll see devices in the stock which will show zero inventories, meaning that there is no such device in stock. Then why show it? - you ask. Zero inventory means that there is no such device in the stock, but is mounted on some of your ships. You can dismount it and mount it on another ship if you desire.

4.9.3 SHIP CONFIGURATION

You can mount any devices on a ship as long as it is not grayed out. Clicking the device will scroll the ship mounting point panel to a suitable slot for mounting. It can occur that the desired slot is occupied. This means youll have to dismount the device by either double-clicking it or by selecting it and clicking the trashcan icon. The dismounted device will be placed in your stock (except for wrecks). You can only mount a device if there are empty slots where it can be placed. To mount it, just double click it or use drag & drop to the appropriate slot.
4.9 SHIP CONFIGURATION 4.9.1 RESOURCE POINTS 4.9.2 STOCK
After mounting the device youll have to finalize the equipment configuration with the Confirm button. The Undo button will revert to the original configuration, but only before the Confirm button is pressed! Angelwing The Angelwings configuration is different from the above. You only have to mount a device once on the ship, when its technology will be assimilated by the ship, and then mimicked from its own devices. The device remains known by the ship and can be reproduced at any time. The Angelwing stock includes all devices ever mounted in addition to those in the stock itself. Devices not in stock but known by Angelwing will always display 1 piece in the stock, regardless of how many you have mounted. Growing these devices costs resource points as per the original devices cost.

MULTIPLAYER BATTLES

Starting the game in Multiplayer mode from the launcher menu enables you to play with other people through a Local Area Network or the Internet. You can choose between several game modes: Deathmatch, Team Deathmatch, Cooperative mode vs. the computer, VIP escort, Domination and Team battle. There is also an option to start a fully customized game mode.

JOIN MULTIPLAYER SERVER

You can join games in progress by clicking here. Choose whether you want to play on a LAN or the Internet. After choosing, you will be shown a list of the available games. You can add your preferred servers to your Favorites and request a new list any time by clicking the Refresh Server List button. After choosing a server, double click its name or click the Join button to join the game.
5 MULTIPLAYER BATTLES 5.1 JOIN MP SERVER
START A MULTIPLAYER GAME SERVER
You can start your own multiplayer game server with this option.

GAME CONFIGURATION

Before starting a server you must name it, and eventually enter further data. After this you will be added to the game list, and you will be able to reach the game options on the right side of the screen. Type Solo or team play against each other. Winning conditions You can set the winning conditions of the game. Trophy: Most victories. Points: Most points. Last man standing: The last surviving player wins. Limit This option is only available for solo play. You can set how many trophies (victories) or points a player has to collect to win. If there is a time limit, the player with the highest points score or number of trophies will win. Time limit Game time, in seconds. Entry time The amount of time players can use to bring ships into the game from the lobby. If someone runs out of ships and the time has passed, he/she has to wait until the next round. Preparation time This is the amount of time players can spend choosing ships and devices. The game will launch after this time has passed. Change team Only available in team games. Allows or prohibits team change. Team change time The time the player has to wait to join his new team after changing teams. Max. No. of players Maximum number of players in the game.

6.1 MOD TOOLS

We have included four kits with Nexus. The usage of the kits is detailed in a separate document.
6.1.1 SOLAR SYSTEM CREATOR
Create solar systems fast and easy. You can set all properties of the planets; modify their orbits, textures, etc. You can also modify the systems background if you like.

6.1.2 SCENE CREATOR

These kits help you arrange a scene of battle. You can place any objects in space - a few asteroids or an entire asteroid field, ships, stations, radiation fields, gates, etc.
6.1.3 MODEL / TEXTURE CONVERTER
You can add your own models to the game. You can convert models from Lightwave and textures can be converted from the more known formats such as.BMP,.TGA,.TIF, etc.

6.1.4 MODEL VIEWER

Use this kit to explore models in detail, from any viewpoint. The program will display any errors as well.

6 MODS 6.1 MOD TOOLS

6.1.5 BLACK RULER SCRIPTING SYSTEM
This is not an auxiliary program, but the unique scripting language of Nexus. All missions in Nexus have been made with this language. We recommend its usage to people with at least basic programming skills due to its complexity. Though thanks to this complexity, you get a system with which you can create any multifaceted, complex space engagement.
The following keys are used in the game:

KEY MAPPING

7.1.1 SWITCH BETWEEN SOLAR SYSTEMS
Esc or Space increases Zoom speed

7.1.2 BRIEFING

Esc Space or Pause
skip Briefing pauses briefing

7.1.3 STARMAP

Backspace F M
moves the camera to ideal position Fleet screen start mission
7.2 SINGLE PLAYER CAMPAIGN
Space Ctrl + 1-4 1-4 Backspace F1-F12 Shift N Delete Insert M R O A Shift + 1-9 Ctrl + Shift + 1-9 S Ctrl + S Esc CTRL + H
Pause Group selected ships Select group Select every ship in group Issue command Free move (absolute movement) Create NAV point Delete created Nav point Lock camera on target Turn Manual panel On/Off Turn Repair panel On/Off Turn Information panel On/Off Select all large ships Select own ships from 1-9 Add to selected ships or exclude from selected ships Select all fighters and other smaller craft Select all fighters from selected large ship Skip movie, or enter Options screen Screenshot

7.2.1 MISSION DEBRIEFING

PgUp, PgDn Pause Enter Ctrl + Backspace
Previous/Next mission evaluation Current mission evaluation Continue game, next mission Replay mission

7 KEY MAPPING

7.3 MULTIPLAYER MODE
Space Esc Enter Ctrl + Enter Tab
Initiate voice communication Return to Lobby Message to Team Message to All Results
7.3.1 GAME CONFIGURATION SCREEN
ESC Close Configuration Screen Ctrl + left click arrow increases number in increments of five Ctrl + double left click device name increases number by five Ctrl + double left click device name increases number by 5 Double right click device name decreases number by 1 Ctrl + double right click device name decreases number by 5

International Journal of Teaching and Learning in Higher Education http://www.isetl.org/ijtlhe/
2007, Volume 19, Number 1, 33-42 ISSN 1812-9129
Playing to Learn: Game-Driven Comprehension of Complex Content

Celina Byers

Bloomsburg University
Instructional games have become an established factor in corporate and government training, and they are beginning to appear to a greater extent in educational institutions. As a result, courses on instructional game development are being incorporated into educational programs. Students in these courses find themselves faced with the task of confronting, understanding, and internalizing concepts that they have never before encountered. This article reports the practice and result of using games in one such course, and uses student commentary to support the conclusion that the games used were successful in reducing anxiety, increasing motivation, and improving understanding.
In training and education, technology-based games and simulations are now popular and becoming more so, but thinking of games and simulations as learning tools has a long history in the literature (Cameron & Dwyer, 2005; Dekkers & Donath 1981; Fraas, 1980; Saunders, 1997) and an even longer one in common knowledge. For example, the statement that the battle of Waterloo was won on the playing fields of Eton, famously attributed to the Duke of Wellington, refers to competitive sports as a simulation of the more serious competition of warfare. In traditional classrooms, it is common for students to have trouble understanding how learning to solve word problems in math class will help them in life, and they find the teachers examples of balancing their checkbooks or figuring their income tax unconvincing. The teacher, on the other hand, considers practicing arithmetic and writing expository prose a kind of simulation of real life and hopes that the learning transfers to useful job skills like doing expense accounts and writing interoffice memos. The purpose of this paper is to report the use of original games as a teaching aid in an instructional game course in a masters program. Specifically, the games were designed to provoke, encourage, and expand the discussion of the reading that is a necessary part of the course. Understanding instructional game theory requires reading and thinking about ideas that are unusual to most people. Discussion, examples from the learners experience, input from the instructor, and contentious debate all contribute to achieving this understanding. To date, this author has produced three games designed to stimulate and intensify students participation in reviewing the reading, and although all three of them have been successful to some degree, they have had different effects. Background Simulations A simulation is an analogy of a realistic situation, an analogy that may or may not be realistic (Dekkers & Donath, 1981; Rice, 2007). Unlike traditional teaching
strategy, modern technology-based simulations create an environment in which students easily suspend their disbelief, become immersed in their roles, and assume the reality of their learning. An instructional simulation is a manufactured situation that gives learners realistic hands-on practice, be it landing an airliner or closing a sale with a difficult client. To be effective, however, it has to be realistic enough to enable the learner to believe in it. The flight simulator has to act and feel enough like an airliner and the simulated client has to act and feel enough like a real client (Green & McNeese, 2007; Rice, 2007; Summerfield, 2004). This is not to say that all simulations have to be as realistic as possible. Sometimes developing an environment that accentuates specific elements of the real environment is sufficient, or even more effective, because it excludes nonessential variables that might distract the learners from the desired central focus (Saunders, 1997; Squire, 2003; Vogel, Vogel, CannonBowers, Bowers, Muse, & Wright, 2006). These lowfidelity projects are much less expensive to produce, and many do not use computer technology. Many computer-generated simulations, however, are considered low-fidelity when the artificiality of the system is obvious to the learners (Squire, 2003). Video Games The video game industry produces games that engender strong emotions like awe, fear, power, and happiness in the players by creating a virtual reality that allows collaboration, social interaction, victory, and defeat (Squire, 2003). Video game players achieve a level of involvement with the game that Csikszentmihalyi (1991) has named flow, or flow state. While in this state, they forget their normal cares, the passage of time, and derive intense satisfaction from the sheer pleasure of performing the activity required by the game. Bates (2001) corroborates this idea when he calls one of the basic principles of game design immersion and says a successful game sucks the player in and doesnt let him [or her] go (p. 27). Rollings and Adams (2003)

Playing to Learn

recognize the same concept and connect it to interface design, saying that players get into a sort of groove where they become one with the machine and are no longer aware of the user interface at all, having entered the infamous Tetris Trance (p. 13). Motivation and Instructional Games Educators have been investigating the possibility of harnessing the motivational power of video games for at least 25 years (Cameron & Dwyer, 2005; Fraas, 1980; Dekkers & Donath 1981; Saunders, 1997), and they have discovered some telling differences when comparing the characteristics of gaming activity to traditional classroom activity. Gaming puts the player in control; gives clear, immediate feedback; and offers progressively more challenging levels of achievement at the players own pace. By contrast, the classroom puts the teacher in control; gives sketchy, infrequent feedback; and expects the entire group of students to progress at the same rate (Csikszentmihalyi, 1991; Squire, 2003). Arguably the most important element of gameplaying, the central element of the flow state, and the crucial element in real-life learning is the cycle of intrinsic motivation (Cameron & Dwyer, 2005). Under the right conditions, the player/learner sees each frustration, each failure, as an opportunity to get it right on the next try. Finally getting it right automatically establishes a new level of skill that encourages the player/learner to attempt a more difficult move, the achievement of which enables reaching a still higher skill level (Prensky, 2001; Salen & Zimmerman, 2004). Race car drivers spend hours practicing seemingly identical laps around an oval track and are gratified to shave fractions of a second off their personal records. Piano players spend hours practicing the same piece of music to achieve minute differences of tone and timing that others may not even detect. One persons boredom is anothers obsession, and feedback so subtle as to be imperceptible to one person is anothers vital information (Aldrich, 2004; Csikszentmihalyi, 1991). Channeling the power of games, using their ability to capture the attention of the player and focus it strongly on specific learning activities, is no longer just speculation, but an everyday reality (Cameron & Dwyer, 2005; Squire, Giovanetto, Devane, & Durga, 2005). Games are used extensively to promote learning in industry, educational institutions, and, perhaps most impressively, the American military. The military, in fact, conducts continuous game-based training for a constantly shifting population of over three million military and civilian personnel (Prensky, 2001). Feedback is a basic principle of game design; there must be a reaction to the players every action to sustain the players entertainment, and therefore the players

motivation (Bates, 2001; Cameron & Dwyer, 2005). If the player hits keys or clicks the mouse and the game does not respond, the player becomes frustrated or bored, and either state may make the player stop playing the game. However, the player will quickly recognize a simple beep or tone as a signal that there is no play-relevant response (Salen & Zimmerman, 2004). With similar reasoning, Rouse (2001) stresses nonlinearity as an essential design requirement. Creating non-linear stories and non-linear sequencing enables each player to live the world of the game in his or her own way and enables the same player to find different ways to replay the game, thereby expanding the opportunities for interest and enjoyment. For player/learners, games provide a huge diversity of involvement and types of interaction ranging from very simple to very complex. They can require passive observation, rapid and continual choices, thoughtful strategy planning, good eye-hand coordination, and fast physical reflexes. They can induce players to follow a linear process, to create their own worlds, to participate in social activities, to form effective teams, to kill, and to save lives (Bates, 2001; Prensky, 2001; Rollings & Adams, 2003; Salen & Zimmerman, 2004). Saunders (1997), discussing experiential learning theory and learning styles in instructional games and simulations, supports the idea that the diversity of learning approaches that games present has the potential to appeal to a wide range of learning styles. Game Genres The following review of some game genre descriptions, all drawn from Rollings and Adams (2003), may be useful to illustrate the diversity of learning afforded by games. Action games. Action games are twitch games; they come in a variety of styles, but successful play in all of them depends on developing quick reactions and eye-hand coordination. These games, perhaps because they are mechanically simpler, were the first generation of video games and are still, because they exploit speed in place of complexity, the least expensive to produce. Their interfaces do not require high fidelity realism; in fact, the speed of play would prevent players from using or appreciating fine environmental detail. Strategy games. Strategy games, historically derived from board games, usually allow players whatever time they need to decide on the next move. Incidentally, Jones (1999) holds that this type of game fosters higher order thinking and more intellectual satisfaction. The exceptions are the less common realtime strategy (RTS) games, where events in the game do not wait for the next move, but progress in immediate reaction to the last move, adding the pressure of time to the other variables governing the

games outcome. This pressure also forces a more physical conflict between players and their foes, thereby reducing the proportion of higher-level thought. Jones (1999) suggests that a balance of twitch and strategy in the same game may be the best format. Strategy games are generally built around conquest, exploration, trade, or, often, an interdependent blend of two or all three of these themes. Player/game interaction is quite complex and promotes opportunities for players to practice commanding and building teams at levels from squad leader to general. Incidentally, market demographics indicate that these games, perhaps because they focus on conquering all or a major part of a virtual world, tend to have much more appeal for male than for female players. Role-playing games. Computer role-playing games (CRPGs) invite players to incorporate themselves into the story and to make it their own. CRPGs are typified by strong story lines and by equally strong character development, and players tend to be attracted to one or the other of these elements. A story-line player empathizes with a character, becomes that character, and focuses play on developing the story. This usually means that the story comes to revolve around the players character, who becomes the center of the action. A character-development player is more interested in using the experiences of the game to enhance, for good or evil, the capabilities, understanding, and emotional power of the game piece that represents the player. In fact, virtually and in the mind of the player, the game piece is the player. Construction and management simulations. Construction and management simulations (CMSs) tend to be single-player games that lack swift action and competition, focusing instead on building something (e.g., a city or a theme park) and maintaining it. CMSs appeal to people who enjoy creating and planning and continually tweaking to make improvements and to repair damage caused by natural disasters like earthquakes, fires, disease, and pollution. Players of these global process games nearly always have an omniscient point of view within the world of the game, rather than seeing only what is in front of their game characters gun or what can be seen through their game characters windshield. This sampling of genres serves to establish that games accommodate and promote a wide variety of player attitude and behavior. Understanding the relationship between players and their games may well be the first step in creating games that apply the motivational force inherent in game play to achieving educational goals and objectives. However, the exploration of a sample of genres in conjunction with readings on the principles and processes to create games is not enough to enable students to achieve the mind state that is necessary to transform them into

game creators. Of course these elements help, but the students need more. This author has been observing that modeling is an effective instructional strategy, and, in the case of the game course discussed here, has done that by creating games to accomplish everyday class situations like review and exploration of the reading materials. Course Description Preparation In preparation for teaching a graduate level Instructional Game Development course, this author began reading on the subject about a year in advance and contacted, by phone, e-mail, and personal visits, faculty who were already teaching instructional game courses in other institutions. A wide variety of approaches were found in the game development courses, ranging from almost entirely theory and research to almost entirely hands-on production. Being part of a program that equally emphasizes knowing underlying theory, producing practical solutions, and employability upon graduation, this author designed a course that included substantial reading, extensive discussion, and the development of working games. Fortunately, some knowledge of the characteristics of students who would take the course was available from previous experience with them. They would be seniors in the program and therefore have well-developed experience in areas that provide preparation for game design, areas like instructional design, multimedia production, and the use of authoring tools appropriate for producing a game. This knowledge helped in designing the course projects so that each student could choose the most satisfying from a variety of approaches. Assignments The students were to produce two projects, one individually and one in group. The individual project was research-based. The group work involved developing an instructional game for a client. The individual project had flexible guidelines to allow for the students to choose the approach that best fit their interest and skill level. The options were: 1. Choose to work in a more theoretical framework in which you will select a game, play it, observe others playing, document your research, and report. Or, if you feel that technical knowledge is your forte then you can choose a game like Nexus: The Jupiter Incident or Half Life II, both from Sierra; or Elder Scrolls III
Morrowind, from Bethesda Softworks; or Neverwinter Nights from Bioware; or Unreal Tournament, from Epic Games, Inc., which allows you to add content to it and create an instructional MOD within it. Or, still in the high-tech realm, you can choose a tool other than Flash and create an instructional game. Or, if you want to explore new avenues you can research and create an instructional game using StarLogoa decentralized system available for free from MIT.
Learner Characteristics The course discussed here is Instructional Game Development, which is an advanced course in a masters program in Instructional Technology. The participating students had a solid knowledge base in areas such as instructional design and multimedia production. They also had various levels of skills in the use of the possible authoring tools to be used to produce a game. Although the students were able to understand the characteristics of various levels of simulations and the various aspects that make video games such an attractive phenomenon, this realization did not enable them to become comfortable as game developers. Previous experience with the students of this masters program had led to the realization that some of them often have trouble grasping new and difficult content from reading alone. Reading reinforced by discussion, however, normally leads to greatly increased understanding, as the participants collaborate in making connections between their knowledge base and new concepts. Moreover, the concepts in instructional game theory were new; that is, these students had not encountered them before. Learning to incorporate into their thought and language such things as the mathematical basis of a game, its operational and implicit rules, and its role in the cultural fabric of society requires careful reading and thoughtful debate (Salen & Zimmerman, 2004). In spite of the difficulties of understanding and assimilating the concepts from the readings, most students, to this authors surprise, added another difficulty by choosing, for the individual projects, to use an authoring tool to develop an educational game from scratch. The tool of choice, due to availability and the fact that most of them were taking a class on advanced authoring was Director, from Macromedia. The students were accustomed to designing technology-based instructional solutions by using rules and principles derived from Instructional Design and Multimedia Production courses. Instructional game design, however, required that they use a different paradigm. Game design requires, for example, the understanding that games are systems of interlocking systems governed by inviolable rules that paradoxically can be circumvented under certain circumstances. A game designer can use such a system of rules to create a virtual environment where the skilled player can produce effects that are far beyond the designers ability to predict, but that satisfy the necessities implied by the rules (Salen & Zimmerman, 2004). The students soon understood that they needed to step out of their comfort zone and explore a world with new restraints

The reason for excluding Flash (option 3) was that it was the tool designated for the development of the group project for the client. The group project involved the production of an instructional game to attend the needs of a client. An integral part of the project was the ability of each of the group members to work well together and complete their part of the work. Teamwork is very common in the Instructional Technology field and learning how to function well when working in groups is an important skill for students to leave the program with. This instructor was available to participate in group meetings when the group was unable to solve a problem by themselves, but this resource was to be used only as last resort. The students were also instructed that last resort did not mean waiting until the last minute to seek help. It was the groups responsibility to have the work completed according to the project guidelines and timeline. Since each finished project was the work of a group, all the members of each group received the same grade. In order to provide each group with an idea of the quality of their work and allow the group the opportunity to improve their performance while executing the project, they received grades on portions of the project as they completed them, but all portions were parts of the same project and were to form a seamless whole. In addition to the electronic submission of each groups project, each group was asked to start a threehole binder and add the pieces of the project as they were being produced. The final product was to be burned onto a CD. The parts of the project to be turned in for grade were, in sequential order, as follows: 1. 2. 3. 4. 5. Proposal for client Prototype Design document Developed product Group work presentation.

FIGURE 1 IGD Jeopardy

and different motivators. As an aid in making this transition happen, this author produced some games during the course, partly to use as examples of completed games but mostly to provoke motivation and enthusiasm while reviewing the weekly readings. Not coincidentally, motivation and enthusiasm were the same elements the students were trying to achieve in their own games. Since Director was the tool of choice for most of them, it was the game-authoring software this author used to produce the games employed as inclass instructional devices. Games Developed for the Course IGD Jeopardy. The first effort was IGD Jeopardy (see Figure 1), based upon the popular television game show. Three students were selected as a judging panel to decide if the players answered correctly or incorrectly. The game was projected on a screen and each player in turn selected a category and amount. Clicking on the chosen square caused a question and an ANSWER button to appear. After the players answer, which was given verbally, the host clicked on the ANSWER button to show a screen containing the answer and a SCORE button. Sometimes discussion between the judges and entire class was necessary to determine whether the players answer was sufficiently correct. Then clicking on the SCORE button showed the score sheet, which contained a list of the students names with a field to update their score. At the end of game the winners received token prizes (e.g., little

bouncing balls, stick-on stars) for their performance. Upon reflection, this author regrets including the prizes, which were perhaps an afterthought influenced by the television version of Jeopardy. In the use of games in the course, they added an extra variable that was not meant to be measured. After playing the game, and in the process discussing each point from the readings, the class explored both the educational effect of using the game in class and effectiveness of the game design. The final portion was an optional, after-class discussion of the code and tips and tricks in Director. Fishing for Answers. The second reading review game was Fishing for Answers (see Figure 2), an original multiple choice game in which the players got points by moving fish into an aquarium. The fish were markers for the multiple choice options, and making a correct choice automatically added 100 points to the players score. Making an incorrect choice subtracted 100 points. Unlike IGD Jeopardy, which was visually open to the entire group and demanded voluntary participation from the group, Fishing for Answers was played individually by each student on each students computer. Thus the atmosphere of the game and the feeling of competition were different. Instead of an active, noisy group in which various members tried to answer first, Fishing for Answers produced a quiet group, each member of which was focused on an individual screen and felt little or no time pressure. After the game, the students received token prizes that varied in accordance with the score obtained. Because the students played this game on individual computers,
FIGURE 2 Fishing for Answers
upon completion of play the questions were projected and discussed with the entire class. As before, the instructor dismissed the class at the normal time but invited any class members who wished to stay for a discussion of the code and tips and tricks in Director. Randominate. The third game was Randominate (see Figure 3). Playing Randominate utilized a slightly different approach. A random selection from a set of questions based on the reading of the week was projected on a screen visible to the entire class. A student who had volunteered to answer responded first and then the entire class contributed to the response and discussed the implications generated by the question. Although playing Randominate involved no scoring, and there was no winner, there was a real sense of competition as students rushed to add, and emphasize the significance of, their contributions. The questions raised important points and generated enthusiastic debate about their application to the practice of instructional game design. This game was played on two different occasions. Results These simple games produced specifically for the course and tailored to accomplish routine tasks of class meetings were shown to be helpful in a variety of ways. First, the game was an attractive device for reviewing the concepts in the reading. Second, it served as an achievable example. Third, detailed discussion of the process that produced it increased the students selfefficacy, that is, their confidence in their ability to

create their own games and thus complete the course projects. The students liked the approach of using games to review the readings, and they reported that they profited in multiple ways from this approach. The game atmosphere added pizzazz to the potentially boring task of reviewing the readings, provided students with the necessary guidance in the formalization of their own projects, and allowed follow-up discussion on the code, tips, and tricks in Director, which helped them to solve development problems they were facing in their own production. Learner Feedback In each class meeting the students were provided with a class agenda containing a list of the planned activities, the class objectives (designed to support the course objectives), and a checklist of the activities to be completed before the next meeting. After each class, the students were asked to complete an anonymous sixquestion survey to evaluate the class meeting in relation to the class objectives. The six items addressed (a) the percentage of the objectives reached, (b) the methods used to deliver the content, (c) their level of comfort to ask questions, (d) their contribution to the success of the meeting, (e) the instructional pace, and (f) the quality of their learning. In addition, after each instructional meeting the learners were asked to submit a journal entry, three short reflective paragraphs evaluating the quality of instruction and their learning experience. The paragraphs addressed three points: (a)

FIGURE 3 Randominate

how effective the instruction was, and why; (b) how the instruction contributed to their learning, and why; and (c) how their participation contributed to the instructional quality. Table 1 shows the survey results for the four class meetings in which the games were used to review the readings. Because all the surveys showed very similar results, they are discussed here as a group. In the class meetings where the games were utilized, the number of responding students was 12, 11, 10, and 12, respectively, for a total of 45 responses per item. Since each participant provided 6 responses per survey, the total responses were 270. For the Percent of class objectives achieved item, one of the responses was 8090%; all the others were either 100% or 90-99%. In other words, 98% indicated above 90% achievement of the class objectives. Of the 225 responses to the other items, there were no Bad or Very Bad responses, and 6, or 2.7% of the total, were Neutral. In other words, 97.3% of these responses were either Very Good or Good. In their reflective journals, the students recorded their impressions and opinions about using instructional games as a technique to enhance learning. Their comments overwhelmingly corroborate the survey results. In the interests of consistency and thoroughness, excerpts from the reflective journals are presented in the same order as the chronology of the classes that they represent: IDG Jeopardy, Fishing for Answers, the first playing of Randominate, and finally the second playing of Randominate.

The following are student comments about the class meeting when IDG Jeopardy was played: The game was an awesome way to review the chapter. It is the most successful chapter review I have seen since I have been here. I was glad to help by judging. (Student A) I enjoyed this class. The game we played was a good reinforcement of your repeated statements that our individual games do not have to be works of art that are ready for market. It was simple and straightforward, but functioned very nicely. (Student B) The class was fun because we got to play the Jeopardy-style trivia game and I almost won towards the end but got a little excited and ended up trying to answer questions haphazardly. I still tied for second, though. The overall contribution towards my learning was great because we basically went over all of the major points covered in the "Rules of Play" textbook in our required readings thus far. (Student C) When we played the Fishing for Answers game the students reflective journals were equally positive: The class was great because the fishing game I played in class help me improve my understanding about chapters I have read. (Student D)
TABLE 1 Class survey results for the class meetings when games were played IGD Jeopardy
10 Responses for Percent of class objectives achieved Responses for Teaching methods Responses for Comfort asking questions Responses for Student contribution Responses for Pace of activities Responses for Quality of learning Totals 6 vg 6 g 0 n 0 b 0 vb 0

Fishing for Answers

vg 4 g 1 n 0 b 0 vb 6 vg 7
First Playing of Randominate

g 0 n 0 b 0 vb 0

Second Playing of Randominate

vg 5 g 0 n 0 b 0 vb 0

Totals

45 270

Note. For percent of class objectives achieved the possible responses, in order from left to right, are 100% (10), 9099% (9), 80-89% (8), 70-79% (7), and < 70% (6). For the other items the possible responses, in order from left to right, are Very Good (vg), Good (g), Neutral (n), Bad (b), and Very Bad (vb). I feel that the Game Design classes are definitely coming together. As we work through the exercises, I feel a better sense of understanding of games. Im beginning to see how they might fit into an instructional strategy. Ive really enjoyed the games built to serve as examples. They have been a great help. (Student B) This particular class was very interesting because we got to see another example of a game that you developed. I find this interesting because it makes the readings and the creation of our individual projects more clear seeing examples like this. (Student E) After playing Randominate, students commented: As the semester continues, I feel that Im getting a somewhat better appreciation of the concepts that form the basis of many games. The reading is quite interesting. Unfortunately, we tend to be so busy with our many projects that the reading tends to take a back seat. I very much appreciate the effort that you have put forth in order to give us some examples of basic games and the code that is The positive tone was also present in the reflective journals received for the class in which Randominate was played for the second time: The class was fun because we played the game with chapter reviewThe overall contribution towards my learning was great because the review game helped fill in the blanks on content/concepts I may have missed from my own readings. (Student G) behind them. This adds a practical aspect that provides grounding to the rest of the course. (Student F) I found the exercise on randomization interesting for the discussions that it generated as well. We tend to take fairly firm stands on certain topics. I find that we continually come back to the question of just what constitutes a game. You would think that this would be easy to determine. I, however, believe that a persons personality and belief set tends to play a large role in where he or she draws the magic circle. The point of view that a person brings to the game would have a significant impact on this as well. (Student F)

The class was very good because I felt like we reviewed a lot of information, but at the same time it was also more challenging than other weeks because of the fact that we were covering two weeks worth of material. But it was fun and interesting playing the randominate game. Although, I must admit that I was caught off guard by the question that I received. (Student H) The game session at the start of the class is a very good review of the materials from the text. Although we do the reading and create and answer the discussion questions as assigned, I often find it difficult to use the information effectively. The review offered by the game, and the discussion that ensues, provides an excellent exploration of the material. (Student I) The most impressive thing about the student reaction to using games in class was that 97.3% of the opinions expressed about it in the surveys were positive and none were negative (2.7% were neutral). More surprising yet, 100% of the written comments about it were positive. This kind of unanimity is surprising when a new learning strategy or tactic is introduced, but in the four classes in which games were employed no one disagreed with the effectiveness of their use. With this kind of enthusiastic reception, it was difficult to avoid the conclusion that using games as a mechanism to enhance learning improved the class. Further, the enthusiasm was not simply because the games made the learning more fun. Many students included in their comments direct references to the way the games made it possible to more easily absorb and expand knowledge about the course content. This display of testimonials from the students may be discounted as simply a smile sheet reaction, showing only that the students liked the activities involved in using the games. It does not demonstrate what learning took place and whether that learning was more or less than would occur without using games, which is beyond the scope of this paper. Conclusion Instructional games are entering the realm of education, and educators, trainers, and learners are hoping that the powerful, even addictive, motivation that is embedded in game play can be channeled into formal, institutionalized learning. Games can reduce boredom, generate a healthy competitive atmosphere, give learners a sense of progress and achievement, and produce a rapt involvement in the virtual world in which they operate. Games can be played in groups, pairs, or alone. Competition can be with other players or with computers. The flexibility and variety that

games afford the learner are vast (Cameron & Dwyer, 2005; Dekkers & Donath 1981; Fraas, 1980; Prenski, 2001; Saunders, 1997). This description of the use of games in a graduate course is a small example of the use of games as a means of instruction, yet it serves to reinforce the idea that games can be a constructive, motivational force in education. The students reflections connecting game play to the content of their course, as well as their overwhelmingly positive reactions to the games as an educational device, emphasize the possibility that there can be a fruitful transfer of learning from games to course content. It is important to include here, however, that (a) this limited experience does not supply sufficient data to allow generalizations, and that (b) the content of this course is instructional game development, which may have had a bearing on student reaction. In spite of these caveats, learner reaction was so positive, and making and playing the games was so productive and enjoyable, that game-based learning will be incorporated into all of this authors courses. References Aldrich, C. (2004). Simulations and the future of learning: An innovative (and perhaps revolutionary) approach to e-learning. San Francisco: Pfeiffer. Bates, B. (2001). Game design: The art and business of creating games. Roseville, CA: Prima Publishing. Cameron, B., & Dwyer, F. (2005). The effect of online gaming, cognition, and feedback type in facilitating delayed achievement of different learning objectives. Journal of Interactive Learning Research, 16(3), 243+. Retrieved May 17, 2007, from http://www.questia.com Csikszentmihalyi, M. (1991). Flow: The psychology of optimal experience. New York: HarperCollins Publishers. Dekkers, J., & Donath, S. (1981). The integration of research studies on the use of simulation as an instructional strategy. Journal of Educational Research, 74(6), 424-434. Retrieved May 17, 2007, from http://www.questia.com Fraas, J. W. (1980). The use of seven simulation games in a college economics course. Journal of Experimental Education, 48(4), 264-280. Retrieved May 17, 2007, from http://www.questia.com Green, M., & McNeese, M. N. (2007). Using edutainment software to enhance online learning. International Journal on E-Learning, 6(1), 5-16. Jones, M. G. (1999). What can we learn from computer games: Strategies for learner involvement. In Proceedings of Selected Research and Development Papers Presented at the National

Convention of the Association for Educational and Technology (AECT) (Houston, TX, February 1014), 327-331. Retrieved from ERIC database, document number ED 436 160. Prensky, M. (2001). Digital game-based learning. New York: McGraw-Hill. Rice, J. W. (2007). Assessing higher order thinking in video games. Journal of Technology and Teacher Education, 15(1), 87-100. Rollings, A., & Adams, E. (2003). Andrew Rollings and Ernest Adams on game design. Indianapolis, IN: New Riders Publishing. Rouse, R. III. (2001). Game design: Theory and practice. Plano, TX: Wordware Publishing. Salen, K., & Zimmerman, E. (2004). Rules of play: Game design fundamentals. Cambridge, MA: The MIT Press. Saunders, P. M. (1997). Experiential learning, cases and simulations in business communication. Business Communication Quarterly, 60(1), 97+. Retrieved May 17, 2007, from http://www.questia.com Squire, K. (2003). Video games in education. International Journal of Intelligent Simulations and Gaming, 2(1), 49-62.
Squire, K., Giovanetto, L., Devane, B., & Durga, S. (2005). From users to designers: Building a selforganizing game-based learning environment. TechTrends, 49(5), 34+. Summerfield, B. (2004). Learning simulations: Experiential education. Chief Learning Officer, 3(10), 6-9. Vogel, J. J., Vogel, D. S., Cannon-Bowers, J., Bowers, C. A., Muse, K., & Wright, M. (2006). Computer gaming and interactive simulations for learning: A meta-analysis. Journal of Educational Computing Research, 34(3), 229243. __________________ CELINA BYERS is an assistant professor in the Department of Instructional Technology in the College of Science and Technology at Bloomsburg University of Pennsylvania. Her major research interests are effective learning processes, gamebased learning, theory and practice of assessment, leadership, and application of technology to enhance learning and instruction.