After presenting my plans for a second time to the class, I received feedback. This feedback addressed my plans towards the conclusion of this project. Currently, I hope to address ideas about tutorials - such as the ideal shape of an excitement or learning curve, whether it requires a "hook" at the start, or whether covert/overt tutorials are preferred by the player. I can draw conclusions in these areas by releasing my game, and reviewing user data scientifically.
However, my tutors reminded me that this would be a difficult task, and that my game only represents a single type of game. Findings from this game might be highly contextual, and not applicable as general rules. With this in mind, I should focus my research on understanding my game in particular, rather than all games and how a designer should approach their tutorials.
Module: AG0982A - Creative Research
This blog documents my 3rd year research project at Abertay University. The focus of my research is on video game progression, tutorial design, and how to teach the player. My vision statement could be stated as such:
A game often needs to gradually introduce its mechanics and skills to the player. This needs to be done at such a pace that the player is neither anxious nor bored, and needs to be clear without sacrificing challenge. How can this balance be achieved? To investigate this, I've created a simple puzzle game, and released it to a sample of players. I can use data from their feedback to improve my game.
This issue came to my interest when I noticed that many games do a superb job of gradually teaching a player how to master a complicated system (such as Portal), while many other - often more complicated - games are lacking in comfortable and effective tutorship (such as Crusader Kings II), forcing players to resort to online wiki reading, and YouTube guides.