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Lecture 9 - Interaction Design & Technologies

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Themes and Narratives<br />

staffan.bjork@chalmers.se<br />

se<br />

1/82


Structure of the lecture<br />

• What are narratives<br />

• A closer look at plots and plot structures<br />

• An alternative view from game developers<br />

• <strong>Design</strong> Documents<br />

2/82


But first a game or two…<br />

Two volunteers<br />

Not usual suspects!<br />

3/82


First to 15<br />

• Two players taking turn<br />

• Each turn a choice ce from the following:<br />

o 1 2 3 4 5 6 7 8 9<br />

• Goal to reach exactly 15 points<br />

• You win iff three of your numbers add up to<br />

15<br />

• Cannot take a number already taken<br />

• By either player<br />

• This is not first to 12…<br />

4/82


Tic-Tac-Toe<br />

5/82


6/82<br />

Now both! At the same time!


Magic Square<br />

Not magic circle…<br />

2 7 6<br />

9 5 1<br />

4 3 8<br />

4 9 2<br />

3 5 7<br />

8 1 6<br />

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37 78 29 70 21 62 13 54 5<br />

6 38 79 30 71 22 63 14 16<br />

47 7 39 80 31 72 23 55 15<br />

16 48 8 40 81 32 64 24 56<br />

57 17 49 9 41 73 33 65 25<br />

26 58 18 50 1 42 74 34 66<br />

67 27 59 10 51 2 43 75 35<br />

36 68 19 60 11 52 3 44 76<br />

77 28 69 20 61 12 53 4 45<br />

Would this make a good game<br />

8/82


Difference between theme and<br />

narrative<br />

• Theme<br />

• Mood<br />

• Context<br />

• How to “read” affordances<br />

• Explain relations in system<br />

• Which “frame” to use<br />

• Narrative<br />

• Temporal development<br />

• Causal effects<br />

• Dramatic effects<br />

• Can you have theme without narrative<br />

• Can you have narrative without theme<br />

9/82


What connection does narratives<br />

& gameplay have<br />

10/82


Structures of Narratives<br />

• First analysis<br />

• Tragedy<br />

• Poetics, Aristotle, 300<br />

BC<br />

• Components<br />

• Plot<br />

• Character<br />

• Reasoning<br />

• Dictation<br />

ti<br />

• Lyric poetry<br />

• Spectacle<br />

11/82


Frazer<br />

• The Golden Bough<br />

• Different version from<br />

1890-1922<br />

1922<br />

• Study of the origins of<br />

magic and religion<br />

• Similar stories all over<br />

the world<br />

• Sacrificial killing of<br />

god-kings to ensure<br />

bountiful harvests<br />

• Adonis<br />

• Osiris<br />

• Balder<br />

12/82


Propp, 1928<br />

• Morphology of<br />

Russian folk<br />

stories<br />

• Studied stories<br />

• Identified<br />

similarities<br />

• Identified<br />

common<br />

structure<br />

• Grammar<br />

• Linear structure<br />

• 1. A member of a family leaves home (the hero<br />

is introduced);<br />

d)<br />

• 2. An interdiction is addressed to the hero<br />

('don't go there', 'go to this place');<br />

• 3. The interdiction is violated (villain enters the<br />

tale);<br />

• 4. The villain makes an attempt at<br />

reconnaissance (either villain tries to find the<br />

children/jewels etc; or intended victim<br />

questions the villain);<br />

• 5. The villain gains information about the victim;<br />

• 6. The villain attempts to deceive the victim to<br />

take possession of victim or victim's belongings<br />

(trickery; villain disguised, tries to win<br />

confidence of victim);<br />

• 7. Victim taken in by deception, unwittingly<br />

helping the enemy;<br />

• 8. Villain causes harm/injury to family member<br />

(by abduction, theft of magical agent, spoiling<br />

crops, plunders in other forms, causes a<br />

disappearance, expels someone, casts spell on<br />

someone, substitutes child etc, commits murder,<br />

imprisons/detains someone, threatens forced<br />

marriage, provides nightly torments);<br />

Alternatively, a member of family lacks<br />

something or desires something (magical potion<br />

etc);<br />

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Propp, cont.<br />

• 9. Misfortune or lack is made known, (hero is<br />

• Examples<br />

• Hans and Gretel<br />

• Snow White<br />

• Other cases<br />

• Odysseus<br />

• Moses<br />

dispatched, hears call for help etc/ alternative is<br />

that victimized hero is sent away, freed from<br />

imprisonment);<br />

• 10. Seeker agrees to, or decides upon counter-<br />

action;<br />

• 11. Hero leaves home;<br />

• 12. Hero is tested, interrogated, attacked etc,<br />

preparing the way for his/her receiving magical<br />

agent or helper (donor);<br />

• 13. Hero reacts to actions of future donor<br />

(withstands/fails the test, frees captive,<br />

reconciles disputants, performs service, uses<br />

adversary's powers against them);<br />

• 14. Hero acquires use of a magical agent<br />

(directly transferred, located, purchased,<br />

prepared, spontaneously appears, eaten/drunk,<br />

help offered by other characters);<br />

• 15. Hero is transferred, delivered or led to<br />

whereabouts of an object of the search;<br />

• 16. Hero and villain join in direct combat;<br />

• 17. Hero is branded (wounded/marked, receives<br />

ring or scarf);<br />

• 18. Villain is defeated (killed in combat,<br />

defeated in contest, killed while asleep,<br />

banished);<br />

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Propp, cont.<br />

• Grammar<br />

constructed by<br />

analysis<br />

• Can be used to<br />

create stories<br />

• Fairytale generator<br />

• http://www.brown<br />

.edu/Courses/FR0<br />

/FR0<br />

133/Fairytale_Gen<br />

erator/gen.html<br />

• But create games<br />

• 19. Initial misfortune or lack is resolved<br />

(object of search distributed, spell broken,<br />

slain person revived, captive freed);<br />

• 20. Hero returns;<br />

• 21. Hero is pursued (pursuer tries to kill, eat,<br />

undermine the hero);<br />

• 22. Hero is rescued from pursuit (obstacles<br />

delay pursuer, hero hides or is hidden, hero<br />

transforms unrecognizably, hero saved from<br />

attempt on his/her life);<br />

• 23. Hero unrecognized, arrives home or in<br />

another country;<br />

• 24. False hero presents unfounded claims; 25.<br />

Difficult task proposed to the hero (trial by<br />

ordeal, riddles, test of strength/endurance,<br />

other tasks);<br />

• 26. Task is resolved;<br />

• 27. Hero is recognized (by mark, brand, or<br />

thing given to him/her);<br />

• 28. False hero or villain is exposed;<br />

• 29. Hero is given a new appearance (is made<br />

whole, handsome, new garments etc);<br />

• 30. Villain is punished;<br />

• 31. Hero marries and ascends the throne (is<br />

rewarded/promoted).<br />

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Campbell<br />

• The hero with a<br />

thousand faces, 1968<br />

• Monomyth<br />

• All myths have the<br />

same basic structure<br />

• Classical examples<br />

• Osiris<br />

i<br />

• Odysseus<br />

16/82


Campbell, cont.<br />

• Grammar<br />

constructed by<br />

analysis<br />

• Can be used to create<br />

stories<br />

• For example, Star Wars<br />

Why can one find<br />

these structures t in<br />

so many stories<br />

17/82


Narratives - Recap<br />

• Components<br />

• Plot<br />

• Character<br />

• Reasoning<br />

• Grammar<br />

• Sequence of actions<br />

• Prerequisites for<br />

actions<br />

• Options of actions<br />

18/82


19/82<br />

A closer focus on plots


Types of Plots<br />

• Possible worlds, Artificial Intelligence, and<br />

Narrative Theory, Ryan 2001<br />

• Sequential narrativity<br />

• “The king died. The queen died.”<br />

• Causal narrativity<br />

• “The king died, then the queen died.”<br />

• Dramatic narrativity<br />

• “The king died, then the queen died of sorrow.”<br />

20/82


Plots<br />

• Linear stories<br />

• One situation<br />

• One event leads to new<br />

situation<br />

• Does not have to be<br />

chronological order<br />

• Examples<br />

• Most books<br />

• Most movies<br />

21/82


Plots - a classical plot example<br />

• Scene 1<br />

• Introduction of<br />

problem<br />

• Scene 2<br />

• False solution<br />

• Scene 3<br />

• True solution<br />

22/82


Plots<br />

• Nested stories<br />

• Stories being told in<br />

stories<br />

• Easy change characters<br />

and setting<br />

• Examples<br />

• “One Thousand and<br />

One Nights”<br />

• Scheherazade<br />

• Canterbury tales<br />

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Plots<br />

• Parallel stories<br />

• Several situation<br />

• Event leads to<br />

development in one<br />

situation<br />

• Does not have to be<br />

chronological order<br />

• Examples<br />

• Soap operas<br />

• …<br />

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Plots<br />

• Branching stories<br />

• One situation<br />

• Several options of<br />

event that lead to<br />

different situations<br />

• Narrative explosion<br />

• Dead ends<br />

• Examples<br />

• Lonewolf<br />

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Plots<br />

• Hypertexts<br />

• Events can lead back to<br />

previous situations<br />

• Break temporal<br />

structure<br />

• Examples<br />

• Talmud<br />

• Absalom, Absalom!, ,<br />

Faulkner<br />

• Memento<br />

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Plots - Other variants<br />

• Possibilities<br />

• Not predetermined<br />

• Let players choose<br />

situations and events<br />

• Only plan certain<br />

situations and events<br />

• prerequisites need<br />

27/82


What type of plot structures<br />

28/82


Motivations for telling stories<br />

• Tell Me a Story – Narrative and Intelligence, Shank 1990<br />

• AI perspective<br />

• Me goals<br />

• Attention<br />

• Explain actions<br />

• Get advice<br />

• You goals<br />

• Give people an experience<br />

• Make a point<br />

• Transfer information<br />

• Conversation goals<br />

• Raise topic<br />

• Change subject<br />

• Spend time<br />

• Give response<br />

29/82


30/82<br />

Narratives and gameplay


What is the relation between<br />

games and narratives<br />

• Do all games have story<br />

narratives<br />

gameplay<br />

31/82


What is the relation between<br />

games and narratives, cont.<br />

• Do all stories have<br />

gameplay in them<br />

• <strong>Interaction</strong><br />

game<br />

play<br />

story<br />

32/82


Sliding story-gameplay y model<br />

Story-focused<br />

Gameplay-focused<br />

33/82


Story-focused games<br />

• Player choices<br />

• Complete task to<br />

progress in story<br />

• Puzzle<br />

• Level<br />

• Choose options from<br />

grammar<br />

• Related design areas<br />

• Interactive Narratives<br />

• Façade by Michael<br />

Mateas & Andrew Stern<br />

• Interactive Movies<br />

• Stories Movies<br />

34/82


Example: The Walking Dead<br />

35/82


Gameplay-focused games<br />

• Story use<br />

• Give theme<br />

• Provide information<br />

i<br />

• Provide immersion<br />

• Allow players to be<br />

creative<br />

• Related designs<br />

• Improvisational Theatre<br />

• Theatre Sports<br />

• Tarot Cards<br />

• Story-telling<br />

36/82


Scaling author model<br />

Game designer<br />

as author<br />

Roleplaying games<br />

Game engine as author<br />

Players as<br />

authors<br />

Put another way: who creates the story, the designer or the player<br />

37/82


Reductionistic Approach<br />

• What aspects of<br />

narrativity can be<br />

used without limiting<br />

gameplay<br />

• Theme | Premise<br />

• Characters<br />

• Challenge<br />

• Play<br />

• Cutscenes<br />

38/82


Reductionistic Approach<br />

• Theme<br />

• Aristotle’s spectacle<br />

• Used to create<br />

metaphor that gives<br />

actions meaning<br />

• Backstory<br />

39/82


Reductionistic Approach<br />

• Characters<br />

• Self-expression<br />

• Who one wants to be<br />

• Life on the Screen: Identity in<br />

the Age of the Internet, Sherry<br />

Turkle<br />

• External presentation<br />

• Internal composition<br />

• Possibility of Development<br />

• Emotional Anchor<br />

• But maybe not the characters<br />

under player’s control<br />

40/82


Reductionistic Approach<br />

• Challenge<br />

• Aristotle’s reasoning<br />

• Czikszentmihalyi’s s flow<br />

Difficulty<br />

• Activity requiring skill<br />

• Merging of action and<br />

awareness<br />

• Clear goals and feedback<br />

Frustration<br />

• Concentration on task Flow<br />

• Paradox of control<br />

• Loss of self-<br />

consciousness<br />

• Transformation of time<br />

• Activity becomes its own<br />

purpose - autotelic<br />

Boredom<br />

Skill<br />

41/82


Some professional views on<br />

stories in games<br />

42/82


Margaret Robertson@GDC2009<br />

• Things players actually care about (in<br />

descending order):<br />

• Where I am<br />

• What I can do<br />

• What I look like<br />

• Who I am<br />

• Note that she doesn’t mention back story<br />

or motivations…<br />

43/82


Margaret Robertson@GDC2009<br />

• Small Stories<br />

• Evoking emotions<br />

• Evoking interest<br />

• Not telling everything<br />

• Can carry theme and back story<br />

• Can provide traces of diegetic intentionality<br />

44/82


45/82


46/82


Margaret Robertson@GDC2009<br />

• A classic example<br />

• Ernest Hemingway<br />

• Six word challenge<br />

47/82


Margaret Robertson@GDC2009<br />

For sale: baby b shoes, never worn<br />

48/82


Margaret Robertson@GDC2009<br />

• Small stories, where can they be told<br />

• Set-up<br />

• Externally<br />

• Subtextually<br />

t • Environment<br />

• Gameplay<br />

• Exposition<br />

49/82


50/82


Margaret Robertson@GDC2009<br />

• Types of medium<br />

• HUD<br />

• Art<br />

• Animation<br />

• Sound<br />

• Text<br />

• Voice-over<br />

• Video<br />

• Types of Art<br />

• Clothes<br />

• Posters<br />

• Graffiti<br />

• Architecture<br />

• Weather<br />

• Signs<br />

51/82


52/82


53/82


54/82


55/82


56/82


57/82


Ken Rolston@GDC2009<br />

• Perspective: MMOGs & blunder management<br />

• Be vast<br />

• Modular<br />

• Extensible<br />

• Aims<br />

• Focus on moment to moment gameplay, not art<br />

• Avoid a Narrative with a Defined Protagonist<br />

• Lose lots of protagonists to meet<br />

• Lose possibilities to customize character<br />

• Sprinkle loose threads and narrative hooks<br />

58/82


Ken Rolston@GDC2009<br />

• Factions a feasible possible component<br />

• Start before narrative<br />

• Paper-Rock-Scissors structures can work well<br />

• Make main quests less important<br />

• Most important story: I’m not dead yet”<br />

• Ending main quest = killing your character<br />

• Main quest can lead players to different parts<br />

of fthe game<br />

59/82


60/82<br />

<strong>Design</strong> Documents


<strong>Design</strong> Documents -<br />

Motivation<br />

• Communicate overall vision i of game<br />

and gameplay<br />

• Ergo the game designer the primary<br />

author<br />

• Necessary for collaboration and<br />

coordination in larger groups<br />

• Can serves purposes in small (1 person)<br />

design teams also<br />

• Not substitute t for other forms of<br />

communication<br />

• Support for more detailed descriptions<br />

• Support for when people are not present<br />

61/82


Historical<br />

• <strong>Design</strong> documents were<br />

not used in early days of<br />

game design<br />

• Need not perceived<br />

• Compare to the history of<br />

craft and design in general<br />

• Complexity<br />

• Need for collaboration<br />

62/82


Format of <strong>Design</strong> Documents<br />

• Text document<br />

• Word (or rtf) for ease of transport<br />

• Version control –central source<br />

• Possibly sub-documents for extra details<br />

• Website<br />

• For example Wikis<br />

• Allows easy update for many<br />

• Allows difficulty in controlling who updates<br />

what<br />

• May be difficult to print, transport, etc.<br />

63/82


A model for <strong>Design</strong><br />

Documents<br />

That is, a model for the<br />

assignment 3…<br />

64/82


<strong>Design</strong> Document – <strong>Design</strong><br />

History<br />

• Description<br />

• Version number – overall idea of document state<br />

• Description of changes since last update<br />

• Motivation<br />

• Allow people to see differences<br />

quickly<br />

• Allow people to see how work<br />

has progressed over time<br />

• Both what type and<br />

scope of work<br />

65/82


<strong>Design</strong> Document – Vision<br />

Statement<br />

• Description<br />

• 1-2 pages that captures the essence of the game in<br />

a compelling and accurate way<br />

• Theme<br />

• Core gameplay (what you do 90% of the time)<br />

• Motivation<br />

• Executive summary<br />

• Main selling point<br />

• Keep design vision clear<br />

66/82


<strong>Design</strong> Document – Marketing<br />

Information<br />

• Description<br />

• Describe the context for the game<br />

design in aspects of target<br />

audience, platform, system<br />

requirements, top performers,<br />

feature comparison and sales<br />

expectations<br />

• Motivation<br />

<br />

<br />

<br />

Let distributors understand how well you have planned<br />

target audience and understood the market<br />

Explicitly state intended game play and target audience to<br />

the design team<br />

Can be seen as limiting the design space, identifying<br />

already existing games within that design space and their<br />

popularity<br />

67/82


<strong>Design</strong> Document – Legal<br />

Analysis<br />

• Description<br />

• Agreements regarding copyrights, trademarks,<br />

contracts, and licensing<br />

• Motivation<br />

• Make clear to all parties what obligations exist<br />

• Make clear how potential issues can be avoided or<br />

mitigated<br />

68/82


<strong>Design</strong> Document - Gameplay<br />

• Description<br />

• Core gameplay (preferably through prototype),<br />

detailed gameplay, interfaces, rules, scoring/win<br />

conditions, modes of play, levels, editors and tools<br />

• Motivation<br />

• Describe gameplay to external parties<br />

• Have complete description of what rules have to be<br />

implemented, what levels should be created, what<br />

interfaces should be designed<br />

69/82


<strong>Design</strong> Document - Characters<br />

• Description<br />

• General characteristics and functionality,<br />

PCs, NPCs, gameplay role, narrative role, AI<br />

• Motivation<br />

• Provide common location of description<br />

of characters to maintain character<br />

integrity during the design process<br />

70/82


<strong>Design</strong> Document - Story<br />

• Description<br />

• Synopsis and general structure,<br />

complete story, backstory,<br />

narrative devices, subplots<br />

• Motivation<br />

• Provide holistic view of what narrative experience<br />

• the player will have by playing the game<br />

• Making sure that contingency is<br />

maintained during gameplay<br />

71/82


<strong>Design</strong> Document – The Game<br />

World<br />

• Description<br />

• More details on the theme<br />

• Overview, key locations, travel, mapping,<br />

scale, ,physical objects, weather conditions,<br />

day and night, time, physics, society/culture<br />

• Motivation<br />

• Common location to describe functionality<br />

and appearance of the world and objects in it<br />

72/82


<strong>Design</strong> Document – Media List<br />

• Description<br />

• Interface assets, environments, characters,<br />

animations, music and sound effects (, text)<br />

• The appearance of what is described in the previous<br />

sections: Characters, Story, Game World<br />

• Motivation<br />

• Identify what artists and UI engineers need to create<br />

• Create uniform naming convention<br />

• to allow early implementations to use mock-ups<br />

• Avoid confusion<br />

73/82


<strong>Design</strong> Document – Technical<br />

Specification<br />

• Description<br />

• Technical analysis, development environment,<br />

delivery, game engine, interface tech spec,<br />

control tech spec, lightning models, rendering<br />

systems, network spec, system parameters,<br />

help menus, manuals, setup, installation<br />

• Motivation<br />

i<br />

• Give programmers explicit instructions on what needs<br />

to be implemented<br />

• Show publishers what potential technical<br />

problems/risks can occur<br />

74/82


<strong>Design</strong> Document -<br />

Appendices<br />

• Description<br />

• More detailed descriptions of material that<br />

would be too detailed or too long to be part<br />

of main document<br />

• Motivation<br />

• Ease the flow of the design document<br />

• Allows interested parties to study content<br />

separate from the rest of the design<br />

document<br />

75/82


Another model – Chris Taylor<br />

• NAME OF GAME<br />

• USER INTERFACE<br />

• DESIGN HISTORY<br />

• WEAPONS<br />

• GAME OVERVIEW<br />

• MUSICAL SCORES AND SOUND<br />

• PHILOSOPHY<br />

EFFECTS<br />

• COMMON QUESTIONS<br />

• SINGLE PLAYER GAME<br />

• FEATURE SET<br />

• MULTI-PLAYER GAME<br />

• THE GAME WORLD<br />

• CHARACTER RENDERING<br />

• OVERVIEW<br />

• WORLD EDITING<br />

• WORLD FEATURE #1<br />

• EXTRA MISCELLANEOUS STUFF<br />

• WORLD FEATURE #2<br />

• “XYZ APPENDIX”<br />

• THE PHYSICAL WORLD<br />

• “OBJECTS APPENDIX”<br />

• RENDERING SYSTEM<br />

• CAMERA<br />

• GAME ENGINE<br />

• LIGHTING MODELS<br />

• “USER INTERFACE APPENDIX”<br />

• “NETWORKING APPENDIX”<br />

• “CHARACTER RENDERING AND<br />

ANIMATION APPENDIX”<br />

• THE WORLD LAYOUT<br />

•<br />

• GAME CHARACTERS “STORY APPENDIX”<br />

76/82


More models<br />

• Tim Ryan’s - Gamasutra.com<br />

• Various -ihfSoft.com<br />

77/82


Working with <strong>Design</strong><br />

Documents<br />

78/82


Method for Writing <strong>Design</strong><br />

Documents<br />

• Methods<br />

• Iterative process<br />

• Can be seen as the<br />

documentation of the<br />

Generate Ideas /<br />

Identify Target Group<br />

design process<br />

• Living Document<br />

• How to start Flowcharts of<br />

game and “Wireframes” of<br />

Evaluate /<br />

Formalize Ideas /<br />

interfaces<br />

Playtest Create Specification<br />

• Trade-offs<br />

• When to start – book<br />

recommends after making a<br />

prototype<br />

• But how to sell idea before<br />

that<br />

• How comprehensive -<br />

length has detail but makes<br />

reading more difficult<br />

Test Ideas /<br />

Implement<br />

79/82


80/82<br />

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