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.IF DSK1.C3
.CE 2
*IMPACT/99*
by Jack Sughrue
ADVENTURING
Marathons of the Mind
.IF DSK1.C2
From tiny little word puzzles
calledriddlesto elaborate puzzles
calledmystery novelsthere is
really great intellectual growth.
This growth is nurtured by fun: the
fun of solving puzzles.
In recent years problem-solving
puzzles written or developed on
massive scales have become the
intellectual pastime for a large
number of young and old people
throughout the world.
On the one hand such
brainstorming, role-playing
activities as theDungeon and
Dragonstyle puzzle/games have
become extremely popular. These
situation games require intense
researching and reading skills which
are only now beginning to astound
teachers. How is it possible that a
child who can't readSEE PUFF
RUN.can not only read very technical
books on mythology but apply that
learning to problem-solving
situations?
On the other hand we have -
computers!- the greatest friend a
teacher (particular those of us
harried by fragmentation) ever had.
Besides being electronic
flashcards and word-processors and
educational development tools (i.e.,
Rocky's Boots, Playwriter, Heath
Science for Apple, et al), the
computer can serve as an excellent
reading/writing/problem-solving tool.
This tool gets studentsinvolved.
This tool is known, jargon-wise, as
interactive fiction. But, to the
novice, it is simply identified as
text adventures: No graphics except
as in the mind.
Most educators who have been
using these games in the classrooms
with any regularity have agreed that
the different approaches to the
game (henceforth known as the
adventure) are varied and effective.
Most teachers prefer a group of three
to five youngsters on the adventure
at one time and that there should be
almost no teacher intervention once
the programs have been explained and
the classroom structure has been
established.
A good place to start for most
computers would be Scott
Adam'sADVENTURES. Pirate Adventure
(the text version) is probably best
to start with. With our 99/4A, of
course, we might even start with
simpler adventures likeFOUR
VEDASwhich aren't available for
other computers. Others in that
series includeMINER 49er, FUNHOUSE,
HAUNTED HOUSE,andSTONE AGE.
Once the game is loaded there is
a certain structure usually followed
by most adventure programmers: At the
top of the screen the scene is
described in a manner similar to
this:You are in a small dark room.
There is a square patch of light in
the distance. Shrill, high-pitched
noises can be heard above your head.
Directions: S W U
Then there is a flashing cursor.
The players must decide what to
do. They all assume the role of the
one character. Everything is
perceived from that person's
perspective.
Now the character may be directed
to go Up or South or West or take an
INVentory or LIGHT CANDLE (only if
he/she has one and matches to light
it with) and LOOK ROOM. (Most
commands, as you can see, are given
in abbreviated for in adventures.
This helps the game move faster.
Usually commands require only the
first or the first three letters: W
or INV. To perform specific actions
(or reactions) usually requires a
two-word situation: verb noun. CLIMB
TREE, GO HOUSE, TAKE KNIFE, EAT SOUP.
Very high-level games, such as
those created by Infocom, allow you
to write complex multiple commands in
sentence form. Some of their games
(the ZORK series, Hitchhiker's Guide
to the Galaxy, Suspended) may take
adults months. Although they are
marvelous they probably would not be
suited to classroom use. (Many
elementary school children, alone or
with their families DO these
incredible adventures.)
Meanwhile, back in the classroom,
if you have one or two computers
going with adventures, you will note
an enthusiastic brainstorming at a
very profound level. This is an
exciting thing to watch. This kind
of experience can be easily
translated into other kinds of
reading, writing, problem-solving,
brainstorming experiences.
Depending on the amount of time
you allow a group to participate will
depend on how many days it takes to
complete the adventure. It is an
unusually rewarding experience for
the youngsters and one which
motivates the next group ready to
start their adventure (the same or
another; it doesn't matter). A
beautiful side effect is the sharing
that goes on.
There may be individuals who can
attempt a solo adventure for some
good educational reason, too. The
children will volunteer to work on
the program during lunch and recess.
Adventuring turns on kids. And
it's impossible to keep a turned-on
kid from learning. (An excellent
classroom environment is provided for
computer-use also.)
**
There are other kinds of
adventuring, too. The D&&D-style
slash && hack appeals to most
youngsters. There are two
extraordinary ones for the
TI:TUNNELS OF DOOMand the
extraordinary one,LEGENDS. TOD is
superb because you can get TOD
Editor, which lets you create your
own adventures; andLEGENDSis great
because it is, simply, the best of
the S&&H adventures around. The
graphics are superb, the options are
excellent, the potential for growth
is built in, and the "real world"
geography is unmatched by any other
similar game.
**
[Jack Sughrue, Box 459, E.Douglas
MA 01516]
If any newsletter editor prints
these articles, please put me on your
mailing list. Thanks - JS
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