4 Game and Simulation
Software games proposed by the writer to improve students’
vocabulary mastery cover both games and simulation.
2. The Definition of Games
Game has a very close relation with play. J. Huizinga in Smed and Hakonen 2003: 1 give the following definition for play:
Play is an activity which proceeds within certain limits of time and space, in a visible order, according to rules freely accepted, and
outside the sphere of necessity or material utility. The play-mood is one of rapture and enthusiasm, and is sacred or festive in accordance
with the occasion. A feeling of exaltation and tension accompanies the action, mirth and relaxation follow.
But play is really different if it is contrasted with game. The main difference is on the way it goes, plays don’t have any restricted rules but
games have it. The rules structure the activity, and make it possible to repeat it. Jesper Juul 2005:36 states that games are rule-based activity that has
variable, quantifiable outcomes. The different potential outcomes of the game are assigned different values, some positive and some negative. The player
exerts effort in order to influence the outcome games are challenging. The player is emotionally attached to the outcome of the game in the sense that a
player will be winner and “happy” in case of a positive outcome, but a loser and “unhappy” in case of a negative outcome. The same game set of rules
can be played with or without real-life consequences. In line with Jull, Byrne in Deesri 2002 gave the definition to games
as a form of play governed by rules. They should be enjoyed and fun. They are not just a diversion, a break from routine activities, but a way of getting the
learner to use the language in the course of the game. Similarly, Jill Hadfield in Deesri 2002 defined games as an activity with rules, a goal and an
element of fun”. Deesri 2002 added that games involve many factors: rules, competition, relaxation, and learning, in particular. Here we know that a game
is not a chaos-maker if we can apply and conduct it straight as its rules. Games, like other activities, have components. Smed and Hakonen
2003 state that a game seems to involve three components: a.
Players who are willing to participate the game e.g., for enjoyment, diversion or amusement,
b. Rules which define the limits of the game, and
c. Goals that give arise to conflicts and rivalry among the players.
The following is an illustration how the three components above are connected to one another in a game:
Figure 1: Components, relationships, and aspects of a game. Smed and Hakonen 2003:2
The figure above illustrates the components and relationships present in a game. The relationships form three aspects are the following:
a. Challenge
Rules define the game and, consequently, the goal of the game. When players decide to participate in the game, they agree to
follow the rules. The goal motivates the players and drives the game forwards.
b. Conflict
The opponent which can include unpredictable humans and unpredictable random processes obstructs the players from
achieving the goal. Because the players do not have a comprehensive knowledge on the opponent, they cannot
determine precisely the opponent’s effect on the game. c.
Play The rules are abstract but they correspond to real-world objects.
This representation concretizes the game to the players. Here we can conclude that game is an enjoying activity restricted by
rules where the player having a competition to be the winner and aimed as relaxation activities.
3. The Fundamental Concept on Software
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