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DESCRIPTIONS AND CLASSIFICATIONS OF GAMES Chess Free Online Games
Some authors (e.g., de Felix & Johnson, 1993) described games by listing their structural components, such as dynamic visuals, interaction, rules, and goals. Others (e.g., Gredler, 1996) stated that the essential elements of a game are the task, the player’s role, the multiple paths to the goal, and the degree of player control. Baranauskas, Neto, and Borges (1999) stated that the
essence of gaming is challenge and risk. Csikszentmihalyi (1990) discussed how Roger Caillois (1958/2001), the French psychological anthropologist, classified games into four broad classes based on the kind of experiences they
provide.Chess Free Online Games
1. Agnostic games are those that have competition as their main feature (e.g., sports and athletic events). These types of games stretch the player’s skills to meet the challenge provided by the skills of their opponents.
2. Aleatory games are games that involve the element of chance (e.g., dice or bingo). These games give the illusion that the player somehow controls the inscrutable future.
3. Vertigo or Ilinix games are activities that alter one’s consciousness by scrambling ordinary perception. Examples are riding a merry-go-round, skydiving, or young children turning around in circles until they are dizzy.
4. Mimicry games allow the player to create alternative realities (e.g., dance, theater, and the arts in general). These games make one feel as though they are more than they actually are through fantasy, pretence, and disguise. Caillois (1958/2001) uses the term simulation as a synonym for mimicry (p. 36).
Any given game may include some or all of these experiences, but it is usually designed to only provide a subset of these experiences. Furthermore, games are played with a variety of media, from game boards to networked computers. It is not the medium on which the game is played, but its characteristics that make it a game. One of the most important of these characteristics is the specificity of the game’s rules. Caillois (1958/2001) discussed the issue of rules by defining a continuum anchored by the terms paidia and ludus. He defined paidia as “the
spontaneous manifestations of the play instinct” (pp. 27-28). Games at the paidia end of the continuum have few or no rules and are played for shear joy. At the other end of the continuum we find ludus, which “is complementary to and a refinement of paidia, which it disciplines and enriches” (p. 29). Ludus refers to games with rules and requirements for play. The more a game is bounded by specific rules, the closer it falls toward the ludus end of the continuum. For
example the paidia feelings found in illinix (vertigo) games are challenged and constrained by the rules and skills required in mountain climbing or tightrope walking.
The “Folk Model” divides games into 4 (non-exclusive) categories: games of skill, games of chance, games of strategy, and simulation games (Wikipedia, 2005).
1. Games of skill include: board games, card games, letter games, mathematical games, puzzle games, guessing games, word games, games of physical skill, and instructional games.
2. Games of chance include: dice games, card games, casino games, lottery-type games, Bingo, and Piñata.
3. Games of strategy include: Checkers, Chess, Go, and Mastermind.
Technical Report 2005-004
4. Simulation games include: role-playing games, board games like Monopoly, and computer and video games. Björk and Holopainen (2003) describe games in terms of four overlapping conceptual groups.
1. The overall activity of the game. This is how the players understand the meaning of the activity and how the activity unfolds. Sub components of activities include:
??The game instance, which is the specific players, their experience, and the location and requirements of a single completion of a game.
??The game session, which is the activity defined by the time spent on playing a game instance.
2. The boundary components of the game. These include the rules, modes of play, and goals of the game.
3. The temporal components of the game. These are used to record the activity of playingthe game. They include discrete actions (e.g., moving a chess piece) or continuous….

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