Essay on online gamification

NETS3010/5011/3011 Online Games, Play and Gamification

Assignment 1: Essay

The following marking rubric provides a guide to the way your assignment is assessed according to the criteria specified.

Please note: there is not necessarily a direct correlation between the sum of your ‘grades’ for each criteria and your final mark. For example, an assignment that consistently scores in the ‘c’ range for each might end up with a result in the high 60s or even 70s if it presented some original ideas, or used some excellent sources. An assignment that receives one or more ticks in the ‘f’ box is unlikely to pass overall.

The rubric is intended not only to provide a guide as to the mark assigned, but should also help you identify the areas you might need to work on in order to improve future work.

Criteria	Indicative Performance
	F	P	C	D	HD
Accurate definition of terms	✓
Clear and coherent writing and expression (spelling, grammar, and formatting)	✓
Use of reading and accurate referencing following correct APA style	✓
Development of a coherent argument	✓

Further Comments: I can see you have some promising ideas; however this essay needed further development in order to achieve a passing grade. There are ongoing issues with word choice and clarity of expression that make the essay very difficult to read, and incoherent in places. There are also ongoing issues with referencing. For example, the essay clearly draws on the article ‘Playing and Gaming: Reflections and Classifications’ by Bo Kampmann Walther, however you have not referenced or cited this article. Any time you are using a source to inspire the flow of your argument, you must reference it and acknowledge where the ideas are drawn from. I have left some additional notes and more detailed comments on the essay below. If you work on these issues I’m sure your results can improve.

Final Mark and Grade: 30% F

F 00-49 (Fail)

Such an assignment fails, in major respects, to achieve the minimum standard for university assignments at the year level of the unit and has failed to address the main criteria against which the assignment is being marked. Students who receive failing grades are either not grasping the subject matter, or not making a suitable attempt at the assignment or both. Such work is poor and even substantial revision would not enable it to achieve a distinction result. Students should immediately discuss their academic progress with staff.

Assignment 1

Relationship between Play and Games In The End of us Game

Student Name:	MD ZULKAR NZYEN
Student Number:	20014971
Unit Name: Tutor’s Name:	Online Games, Play and Gamification (WEB310) Dr Gwyneth Peaty
Email Address:	[email protected]
Date Submitted:	27.09.2019
Word Count:	[1470]
URL (if applicable):

By submitting this assignment, I declare that I have retained a suitable copy of this assignment, have not previously submitted this work for assessment and have ensured that it complies with university and school regulations, especially concerning plagiarism and copyright.

MD ZULKAR NZYEN

Signature: ___________________________

(Typing your name in the space provided is sufficient when submitting online via Turnitin.)

All students will receive a completed marking rubric to provide feedback and comments on their work. Please indicate below (with a X) if you would like to receive additional comments as tracked changes on your submitted assignment.

Yes, I would like to receive additional feedback. (I agree)

Relationship between Play and Games In The End of us.

Introduction

Play and game are very distinct, but they share similar properties and are in some ways connected in a mutual dynamic operation manner (Smith, 2001). The mutual vibrant working creature that interconnects play, and game is that plays abide by the first order transgression and works in the second-order complexity order whereas sets abide by the second-order crime and the working criteria of games are based on the third-order complexity. Both plays and games have various distinct , whereas both are used as part of leisure. It’s essential to note that games ND plays are in some ways interrelated to each other and at the same time they both have ontological and epistemological differences that make them look different in some manner. Lays and games pose an anthological property that both of them have similar formalisms and structures. A play is an open need territory that makes it possible to believe word building changes and other fluctuating crucial factors whereas games are well confined structural area that makes it possible to challenge the interpretation and ensure optimizing of rules and tactics are put under considerations.

Relationship between Games and Play in the End of us game

I can agree that tournaments and play have a clear and close relationship between them. Games and play have some properties that are interrelated to each other. It’s evident that play and games have numerous characteristics that make them distinct from each other, but in this article , it justifies how gas and play are related to each other since in some ways they pose similar characteristics (Smith, 2001). Considering our choice of research game "The End of Us Game," there are some properties that this online game possesses and make it be related to playing. The relationship between games and play in regard to our game choice "The End of Us Game" have clearly been illustrated as below.

Play and games are anchored in spatial and temporal settings, though they do not operate on the same level of complexity.

Play is centered in a spectrum of open spaces that ensure observation is facilitated through in a temporary duration. In any game, a play have to understand the working criteria and game tactics of various games by him or her playing multiple times and completing numerous tasks this makes the player have a clear understanding of the play system and can understand the game in more exceptional grades through the complexity is very distinct. Playspace is extensive and can be either broad in physical extent or structural complexity extent (Smith, 2001). Taking our game of choice “The End of Us Game” when a player is arguing on the tactics and approaches to use while playing this game and the extent of thrashed he or she might utilize the player have to integrate and apply both mental activities and physical closure so that he or she can he double sense of how to complete a particular task or level in that specific game. Whereas games and play both pose some distinct despite botnet them having a close relationship. One of the distinction is that play is geometrically based whereas a game is topologically based as its evident to our choice of the game a player have to utilize mental and physical activities to ensure that he or she can be able to complete a particular game task within a given time. For one to understand a game, a player have to spend a lot of time playing the game since the tactics involved in a match are progressive and the complexity level of the tactics the player can use are different this is evident as from our choice of the game "The End of Us Game."

Play and games are embedded within the realm of cultural dynamics, and perhaps they are even older than culture itself.

It’s evident that various games, whether online or office revolve about changing the current culture, whether in the original word or the future (Smith, 2001). Different games have been developed and equipped with diverse and changing ideas, beliefs, value, and changed the meaning of the future that significantly changes the understanding of future cultural changes. Since cultural practices and beliefs are dynamic in nature video games significantly improves the cultural setting in real-life events, and this evolving cultural dynamic is embedded in the theme, animations, and characters of each game that have the aim of changing the current cultural environment. Taking into account the game of choice “The End of Us” the game has been designed revolving on evoking friendship, affinity, and attachments with no overt narrative. The Orange Comet behavior have been being represented in this particular video game. The game has a significant aim of enhancing the cultural attributes and enhancing the friendship level of a human being in real-life situations. The game has broadly illustrated friendship in an extensive manner.

Play and games are meta-communicative acts that frame patterns of behavior in time.

Plays and games are meta communicative in a manager since a match can extensively refer to itself without a player refereeing to any external sources. A game is a culturally valuable assist since it poses a specific cultural meaning that is clearly illustrated by the player as he or she continues playing the game. Regarding the game "The End of Us," the game have a cultural function that communicates to any player playing the game(Smith, 2001). The cultural attributes evolving around this game is extensively reflecting on friendship. As one continues playing this game, different behaviors from different game characters are illustrated, and the pattern is very predictable. The game clearly shows a friendship theme that is culturally essential in the real-life situation.

Play and games rely on flow-forms that both balance and optimize the experience

It’s essential to note that different game developers develop different games with varying designs of the game. Different sports have various integrated aspects; some of the games developed have educational and educative. The End of us game has been designed in a theoretical video game-based learning which is a design framework of this specific game which at the same time enhances the meaning of flow experience (Smith, 2001). The experimental gaming technique possessed by this particular game shift from a behavioristically-oriented game and is aiming at educating to a human being in real life on how to enhance tier friendship level, the game is very interactive and engaging when playing. Friendship is the central theme in this game the game is broadly evolving around cultural, behavioral attribute and is aiming at changing the artistic view of the meaning of friendship in a real-life environment. The behavioral flow that this game has been designed based on have significantly enabled any player to critically generate the purpose of the theme as from the behavioral changes from different characters involved in this game. A player can derive the meaning of the game, and hence the game is an educational video game that is meant to increase the behavioral characteristics of a human being in real-life situations, a player can get an experience of different ways of dealing with various locations in a real-life case.

Conclusion

In conclusion, it's evident that play and games are very different from each other, but they both have some properties that make both of them mutually interrelated to each other. Plays are based on first transgression order, and working creatures is based on second-order transgression whereas games are second-order level, but the working criteria are third-order transgression these properties make play and games to have similar features that make both of them be similar based on the give-and-take dynamic. It’s essential to ensure that a match should shelter both inside and outside the theme of a game to avoid alienating a player playing that specific game. Even though games are designed and developed to cater for leisure time, it’s essential to create games that have an educational theme. The pedagogical idea in any game is critical since they ensure behavioral improvement to a human being in real life situation since a player can view character changes attributed to different game characters. A game should evolve in a culture based and educational spectrum, and at the same time the game should be engaging and interactive, and the theme of the game should be well portrayed to the player of the game at ease. Play and game are related to each other, although both of them have a distinct level of complexity and different tactics that a player needs to understand and utilize them while playing. Any player has to engage both rational thinking and physical activities to be able to complete different game tasks in any game that he or she may be playing.

References

Backer, Dirk (ed.): Kalka der Form. Frankfurt am Main: Suhrkamp Verilog, 1993.

Burch, Christian: "Former, der comer i form - on Lehmann go Spencer-Brown." In Distinction, No. 1, pp. 105-122, 2000.

Smith, Harvey: "The Future of Game Design: Moving Beyond Deus Ex and Other Dated Paradigms." Publication information?

Spencer-Brown, George: Laws of Form. London: George Allen and Unwind Ltd, 1969.

�Grammar: this sentence does not make sense.

�Grammar: this appears to be an incomplete sentence.

�What does ND stand for?

�Play?

�What does this mean?

�Unfortunately this introduction is largely incoherent. The argument is unclear and a more focused thesis statement is needed.

�This essay? Or are you referring to the Smith source referenced?

�Games?

�This heading is taken from a sentence in this article � HYPERLINK "http://www.gamestudies.org/0301/walther/" �http://www.gamestudies.org/0301/walther/� and should be in quotation marks and referenced.

�I’m not sure what this refers to.

�?

�This heading is also taken from a sentence in this article � HYPERLINK "http://www.gamestudies.org/0301/walther/" �http://www.gamestudies.org/0301/walther/� and should be in quotation marks and referenced.

�Offline?

�I’d like to see you discuss the game and how the comets interact in detail.

�?

�Yes, I’d like to see you address this point in more depth, and consider how the game uses play to explore friendship.

�All sources should be in APA format � HYPERLINK "https://libguides.library.curtin.edu.au/referencing/apa" �https://libguides.library.curtin.edu.au/referencing/apa�