ftp.whtech.com/ftp.whtech.com.7z/ftp.whtech.com/articles/Sughrue/adventur.txt

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    *IMPACT/99*
     by Jack Sughrue

     ADVENTURING
     
Marathons of the Mind
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     From tiny little word puzzles
 called
riddlesto elaborate puzzles
 called
mystery 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 the
Dungeon 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 read
SEE 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 students
involved.
 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's
ADVENTURES. Pirate Adventure
 (the text version) is probably best
 to start with.  With our 99/4A, of
 course, we might even start with
 simpler adventures like
FOUR
 VEDASwhich aren't available for
 other computers.  Others in that
 series include
MINER 49er, FUNHOUSE,
 HAUNTED HOUSE,and
STONE 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; and
LEGENDSis 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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