Two Micro-Computer Based Games
Baba, N., Sawaragi, Y., Takahashi, H., Nakamura, E.
and Machida, K.
IIASA Working Paper
WP-86-079
December 1986
Baba, N., Sawaragi, Y., Takahashi, H., Nakamura, E. and Machida, K. (1986) Two Micro-Computer Based Games. IIASA
Working Paper. IIASA, Laxenburg, Austria, WP-86-079 Copyright © 1986 by the author(s). http://pure.iiasa.ac.at/2782/
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NOT FOR QUOTATION
WITHOUT THE PERMISSION
OF THE AUTHORS
TWO MICRO-COMPUTER BASED GAMES
Norio Baba*
Yoshikazu Sawaragi**
Hiroshi Takahashi***
E i j i Nakamura* **
K u n i h i k o Machidue**
December 1986
WP-86-79
*On leave f r o m Information Science and Systems Engineering, Faculty
of Engineering, Tokushima University, Tokushima City, 770 Japan.
**Department of Science, Kyoto Sangyo University, Kyoto City, 606
Japan. ***Information Science and Systems Engineering, Faculty of
Engineering, Tokushima University, Tokushima City, 770 Japan.
Working P a p e r s are interim r e p o r t s on work of t h e International
Institute for Applied Systems Analysis and have received only limited
review. Views or opinions expressed herein do not necessarily
r e p r e s e n t those of t h e Institute or of i t s National Member
Organizations.
INTERNATIONAL INSTITUTE FOR APPLIED SYSTEMS ANALYSIS
A-2361 Laxenburg, Austria
Foreword
In management (and control) t h e most important f a c t o r i s a thorough knowledge of
t h e behavior (properties, dynamics) of t h e managed object. In technical systems
t h e s e p r o p e r t i e s c a n b e (to a sufficient extent) formally described. In t h e socioeconomic system t h i s c a n not b e done so easily. This i s where games of various
kinds c a n convey t h e "feeling" of t h e systems behavior in a very instructive way.
The two games presented in this working p a p e r are of t h a t kind. They show, at t h e
same time, how one can t u r n t h e constantly extending p r o p e r t i e s of microcomputers into a g r e a t e r sophistication of t h e game.
Both games c a r r y important messages f o r those who are in t h e p r o c e s s of
managing common r e s o u r c e s . This p r o p e r t y should make t h i s working p a p e r by
P r o f e s s o r Baba useful to a wide community.
Tibor Vasko
Leader
Clearinghouse Activities
TWO MICRO-COMPUTER BASED GAMES
Norio Baba*, Yoshikazu Sawaragi**, Hiroshi Takahashi***,
Eiji Nakamura*** and Kunihiko Machida*"
1. Introduction
Human activities have strong effects upon environmental changes. If w e only
pursue industrial development (and/or selfish utilization of natural r e s o u r c e s ) and
do not c a r e much about environmental protection, serious deterioration of t h e environments would o c c u r .
In this p a p e r w e p r e s e n t t h e two Microcomputer G a m e s t h a t deal with t h e serious environmental problems. Since t h e s e games are in a dialogue mode and t h e Microcomputer s c r e e n p r e s e n t s plenty of beautiful color graphics, i t should contribute, in a n interesting and helpful manner, to t h e increased awareness of t h e environmental issue.
The organization of t h e p a p e r is as follows:
In t h e f i r s t p a r t w e p r e s e n t t h e Microcomputer G a m e t h a t deals with t h e r e d tide
problem known as one of t h e most serious environmental changes at t h e innerland
sea. A f t e r t h e detailed explanation f o r t h e r u l e s of t h e G a m e , t h e results of t h e
gaming experiment t h a t w a s c a r r i e d out in t h e Microcomputer room of Tokushima
University, Japan, is described.
In t h e second p a r t of t h e p a p e r w e p r e s e n t t h e Microcomputer Gaming System
which is a modified version of t h e COMMONS G a m e by Powers et al. (1980). Following t h e brief .introduction of t h e original COMMONS GAME, w e will explain this Microcomputer Gaming System and give t h e experimental r e s u l t s obtained in t h e
Tokushima University. F u r t h e r , w e will briefly touch upon o u r t r i a l t o make t h i s
Microcomputer Games much more interesting. In t h e l a s t p a r t of t h e p a p e r w e will
discuss t h e m e r i t s a n d demerits in using t h e Microcomputer game f o r t h e s e r i o u s
environmental issues w e are facing.
2. A Description of the Environmental G a m e dealing with the Red Tide issue
2.1. Microcomputer Gaming System
In o u r Microcomputer Gaming System p l a y e r s r e p r e s e n t t h e d i r e c t o r s of t h e
f o u r chemical companies whose f a c t o r i e s are facing t h e sea. Since t h e sea i s s u r rounded by land on a l l sides, a l l company management decisions c a n strongly a f f e c t
t h e environmental state of t h e sea. If t h e y invest l o t s of money t o improve t h e i r
financial state, without giving d u e consideration t o t h e possible d e t e r i o r a t i o n of
t h e sea because of t h i s invest, a s e r i o u s environmental situation could emerge.
T h e r e f o r e , t h e y must manage t h e i r company in such a way as t o avoid t h e environmental d e t e r i o r a t i o n of t h e sea.
Figure 1 p r e s e n t s a model layout in o u r Microcomputer game. This game i s
played on t h e NEC 9801 F2 Microcomputer (Japan), b u t i t c a n easily b e transformed
t o b e played on o t h e r microcomputers
- Apple,
IBM PC 5550, etc. As t h e game i s
"user friendly" even people who h a v e l i t t l e knowledge r e g a r d i n g computers c a n become p l a y e r s (and/or game d i r e c t o r ) .
2.2. Objectives of the Game
The game i s designed to:
(1) h e l p people t o l e a r n a b o u t t h e r e d tide issue at a n innerland sea,
(2) give people a c h a n c e t o manage a company whose f a c t o r i e s are facing t h e
innerland sea.
2.3. Detailed Explanation for the Rules of the Game
The game c a n be played f o r more t h a n 20 y e a r s with o n e game d i r e c t o r and
four players
- r e p r e s e n t i n g t h e f o u r companies facing t h e innerland
sea. A t t h e
beginning of t h e f i r s t y e a r a n equal amount of money, f o r example $1000, i s given
to e a c h of t h e f o u r players. Each p l a y e r must t h e n decide how much h e should invest f o r producing chemical goods and how much t o avoid environmental d e t e r i o r a tion.
In e a c h round p l a y e r s should decide t h e following t h r e e values:
I:
The amount of money t o b e invested f o r producing chemical goods.
2:
The amount of money t o b e saved f o r constructing new equipment f o r
decontamination.
U : The amount of money t o b e utilized f o r o p e r a t i n g t h e c u r r e n t equipment
f o r decontamination.
Since t h e r e are t h r e e kinds of chemical goods, e a c h p l a y e r should specify, in deciding t h e value of I , in which chemical good h e will invest. The f i r s t chemical good
G I may c a u s e l a r g e p r o f i t s with some r i s k s . The t h i r d chemical good G3 would only
p r o d u c e small p r o f i t s (but with r a t h e r high probability). The second chemical
good Gz c a n b e considered as t h e o n e taking t h e position in between GI a n d G3. In
o t h e r words, investment f o r producing t h e f i r s t chemical good means speculation in
some s e n s e a n d t h e o t h e r s mean sound management. Let us explain t h i s more c l e a r ly. In e a c h round t h e game d i r e c t o r r e c e i v e s a p a p e r from e a c h p l a y e r on which
t h e values of I , 2 , a n d U are written. He t h e n inputs (from t h e microcomputer
keyboard) a l l of t h e s e values into t h e microcomputer. If h e pushes t h e RETURN
key 2 dices r o t a t e a n d s t o p (Figure 3). The amount of money invested in e a c h
chemical good i n c r e a s e s o r d e c r e a s e s depending upon t h e sum of t h e numbers of
t h e 2 dices.
Assume t h a t t h e ith p l a y e r invests at t h e kth round If (k ),
15 (k ), and I $ (k ) on
G l , G 2 , and G B , r e s p e c t i v e l y (Figure 2). If t h e sum of 2 d i c e s happens t o b e 3, 4, o r
5, he receives
1: ( k ) x (2.2 + # i ( k )) + I: (k x (1.00
+ & k ) ) + I:
( k ) x (1.10
+ #t(k)) ,
where #$k) ( j = 1 , 2 , 3 ) are normally distributed random v a r i a b l e s with z e r o mean.
If t h e sum of 2 d i c e s happens t o b e from 6 t o 11, in t h e a v e r a g e 1f( k ) d e c r e a s e s
and I: ( k ) ( o r If3 ( k ) ) i n c r e a s e s (Figure 2). If t h e sum of 2 d i c e s becomes 2 o r 1 2 ,
he receives
If ( k )
+ 1; ( k ) + 1f3(k))
x (1.5
+ #q(k))
where #:(k) i s normally distributed random v a r i a b l e s with z e r o mean.
The probability t h a t t h e sum of 2 dices happens t o b e 3, 4, o r 5 i s considerably small. T h e r e f o r e , investment in t h e f i r s t chemical good G I is r a t h e r risky.
However, i t may p r o d u c e a l a r g e amount of profits. On t h e c o n t r a r y , t h e investment on t h e t h i r d ( o r second) chemical good means sound management. (Even if t h e
sum of t h e 2 d i c e s happens t o b e 3, 4 , o r 5, t h e t o t a l amount of money invested in
G 2 o r G B d o e s not d e c r e a s e s o much).
The microcomputer s c r e e n , as d e s c r i b e d in Figure 4, gives p l a y e r s in each
round v a r i o u s information
- t h e state of
t h e sea (environment), t h e financial state,
and business forecasting. If t h e p l a y e r s invest t h e i r money only t o gain p r o f i t s ,
and d o not c a r e a b o u t environmental p r o t e c t i o n , t h e environmental s t a t e declines
and t h e c o l o r of t h e sea becomes tinged with yellow. If they continue with such a
selfish Decision o v e r s e v e r a l y e a r s , a r e d tide may a p p e a r o n t h e sea n e a r t h e i r
f a c t o r i e s . If they c h a n g e t h e i r policy a n d c a r e a b o u t environmental protection t h e
r e d tide may d i s a p p e a r , in s e v e r a l y e a r s . However, if t h e y still continued t o invest
a lot of money t o p r o d u c e chemical goods and none f o r environmental protection,
they would b e o r d e r e d t o c e a s e a l l o p e r a t i o n s at t h e i r f a c t o r i e s .
The game c a n end in two ways:
(1) If s e r i o u s environmental d e t e r i o r a t i o n of t h e sea o c c u r s , t h e game terminates and e a c h p l a y e r loses money. The top r i g h t hand c o r n e r of Figu r e 4 shows t h a t t h e r e are 1 6 environmental states of t h e sea. (1 i s t h e
b e s t s t a t e , and 1 6 t h e worst). The initial environmental s t a t e of t h e sea
i s 6. Depending upon t h e policies chosen by t h e p l a y e r s , t h e environment a l state of t h e sea becomes b e t t e r o r worse. If t h e environmental state
of t h e sea advances t o t h e 1 6 t h state, t h e game comes t o a n end, as i t ind i c a t e s t h a t environmental c a t a s t r o p h e h a s o c c u r r e d . All p l a y e r s lose
their capital.
(2) The game comes t o a n e n d between t h e Z l s t and 30th round. (Each round
h a s a n equal probability 0 . 1 with which t h e game terminates). The p l a y e r
who g e t s t h e l a r g e s t amount of money wins t h e game.
A s t h e game p r o c e e d s t h e p l a y e r s r e c e i v e various instructions from t h e microcomputer. F o r example, in s e v e r a l rounds t h e p l a y e r h a s contributed most t o
environmental p r o t e c t i o n is honored and given a n amount of money by t h e government (see Figure 6). When t h e environmental d e t e r i o r a t i o n of t h e sea becomes a
s e r i o u s problem, p l a y e r s are a s k e d t o pay consolation money t o t h e f i s h e r y ' s p a r ty. The p l a y e r s should d e c i d e t h e amount of consolation money taking into account
t h e damages h e may h a v e caused t h e f i s h e r y ' s p a r t y . If t h e amount decided by him
is not enough, h e will b e a s k e d t o pay a n additional amount (see Figure 7).
After e v e r y 5 t u r n s t h e p l a y e r s h a v e a c o n f e r e n c e time. A s shown in Figure 8,
t h e y are given information concerning concerning how they h a v e influenced t h e
environmental d e t e r i o r a t i o n . The game d i r e c t o r , and a l l of t h e p l a y e r s , should
evaluate t h e decisions made by e a c h p l a y e r during t h e l a s t 5 rounds. They should
choose a n i n t e g e r from -2 t o 2 and write i t on a s h e e t of p a p e r provided by t h e
game d i r e c t o r . (2 (-2) means t h e b e s t (worst) contribution t o environmental p r o -
tection). Each p l a y e r should write 0 f o r his own score. The game d i r e c t o r receives t h e s h e e t s from t h e p l a y e r s and inputs a l l of t h e s e s c o r e s (including his own
s c o r e s ) from t h e k e y b o a r d of t h e microcomputer. If t h e t o t a l s c o r e of a p l a y e r i s
less t h a n -4, h e h a s t o pay a penalty. If t h e total s c o r e of t h e p l a y e r i s l a r g e r than
4, h e r e c e i v e s a n award (money).
2.4. Playing the Game
This experiment w a s c a r r i e d out in t h e Microcomputer Room of Information
Science a n d Systems Engineering, Faculty of Engineering, Tokushima University,
Japan, on t h e a f t e r n o o n of F e b r u a r y 15, 1985. One of t h e a u t h o r s was t h e game
d i r e c t o r , f o u r students of t h e Tokushima University were assigned by l o t t e r y t h e
r o l e of one of t h e f o u r companies whose f a c t o r i e s f a c e t h e innerland sea. Before
running t h e game, t h e d i r e c t o r explained t h e r u l e s , t h i s took about 20 minutes.
Two game r u n e were c a r r i e d o u t , e a c h lasting about o n e and a half hours. The f i r s t
game ended at t h e 29th round, t h e second at t h e 21st round. The changes of t h e
environmental state a n d t h e amount of money gained by e a c h p l a y e r are d e s c r i b e d
in Figures 9 t o 12. These game r u n s were followed by a discussion with t h e participants. The s t u d e n t s all a g r e e d t h a t t h e microcomputer game h a s a n educational eff e c t f o r t h e environmental problem, and i s a l s o quite helpful because i t makes them
aware of t h e r e d tide issue. They were impressed by t h e c o l o r g r a p h i c s in t h e microcomputer s c r e e n , a n d found t h e game playing v e r y interesting.
3. A M i c r o c o m p u t e r Gaming S y s t e m o f the Commons Game
3.1. O r i g i n a l COMMONS GAME
The Commons game developed by Powers e t al. (1980) i s a n educational game
intended t o help people l e a r n a b o u t s "commons". Since w e live in a world having
only finite n a t u r a l r e s o u r c e s , i t i s wise t o consider t h e "wise utilization" of n a t u r a l
resources. The Commons game may b e very helpful in stimulating discussions on
this problem.
In t h e following, w e give a brief introduction t o this game. Six players a r e
asked t o s i t around a table. Following a brief introduction of t h e game, t h e game
d i r e c t o r tells t h e p l a y e r s t h a t t h e i r objective is t o maximize t h e i r own gains. During t h e f i r s t t h r e e rounds players can play only with a g r e e n o r r e d c a r d . A f t e r
t h e t h r e e rounds, they are f r e e t o play one of t h e five c a r d s
- g r e e n , r e d , orange,
yellow, and black. In each round, p l a y e r s show t h e i r c a r d s behind a cardboard
shield t o e n s u r e individual privacy.
Each colored c a r d h a s i t s own special meaning, and has t h e following effect
upon t h e t o t a l gains of each player:
(1) Playing a green c a r d r e p r e s e n t s high exploitation of t h e commons.
P l a y e r s who play a g r e e n c a r d can g e t a maximum reward. However, they
lose 20 points if one of t h e o t h e r players plays a black c a r d in t h e same
round.
(2) A r e d c a r d r e p r e s e n t s a c a r e f u l utilization of t h e commons. Red c a r d
players can only g e t about f o r t y p e r c e n t as much a s g r e e n in each round.
(3) A black c a r d h a s a punishing effect on t h e g r e e n players. P l a y e r s who
have played a black c a r d have t o lose point 6 divided by t h e number of
black players, but are a b l e t o punish g r e e n players by giving them -20
points.
(4) A yellow c a r d r e p r e s e n t s a complete abstention from t h e utilization of
t h e commons. P l a y e r s who play this c a r d can g e t 6 points.
( 5 ) Orange c a r d s give a n encouraging effect t o r e d players. P l a y e r s who
have played this c a r d have t o lose point 6 divided by t h e number of
orange c a r d s , but a r e a b l e t o add 1 0 t o r e d players points.
Depending upon t h e players' s t r a t e g i e s , t h e s t a t e of t h e commons change. if
p l a y e r s are t o o e a g e r t o exploit t h e commons, t h e n d e t e r i o r a t i o n o c c u r s . P l a y e r s
have a c h a r t on t h e b o a r d r e p r e s e n t i n g t h e payoffs for t h e r e d and g r e e n c a r d s
u n d e r d i f f e r e n t conditions of t h e commons.
Although p l a y e r s are informed t h a t t h e r e will b e 60 rounds, e a c h game ends
a f t e r 5 0 rounds. After e a c h 8 t h round, p l a y e r s have a t h r e e minute conference.
They c a n discuss everything a b o u t t h e game and decide e v e r y possible way t o play
in f u t u r e rounds.
Because of s p a c e limitations, t h e details of t h e r u l e s are not explained. F o r
t h o s e i n t e r e s t e d , however, w e recommend reading t h e p a p e r written by Powers et
al. (1980).
3.2. The M i c r o c o m p u t e r Gaming S y s t e m
In t h e summer of 1983, two of t h e a u t h o r s p a r t i c i p a t e d in t h e game playing
c a r r i e d o u t in t h e Seminar Room, IIASA, Laxenburg. The play was, of c o u r s e , v e r y
interesting, and a l s o gave u s a valuable c h a n c e to consider t h e commons game. We
f e l t , however, i t would b e helpful to have a microcomputer gaming system of t h e
commons game with c o l o r g r a p h i c s . Since then, w e c o n s t r u c t e d a microcomputer
gaming system, and completed t h i s work recently.
In t h e following, l e t us briefly explain t h i s microcomputer gaming system. Figu r e 13 p r e s e n t s a model layout of o u r microcomputer game.
In o r d e r t o i n s u r e individual privacy, t h e game d i r e c t o r provides e a c h p l a y e r
with a p a p e r in which a t a b l e , as shown in Tables 1-6, i s drawn. Each p l a y e r points
o u t a column and row number in his t a b l e , in t u r n , instead of playing colored c a r d s .
(For instance, if t h e p l a y e r 3 points o u t 5
- 4,
i t means h e plays a n o r a n g e c a r d ) .
Since t h e a r r a n g e m e n t of e a c h t a b l e i s completely different, p l a y e r s can not g e t
information a b o u t e a c h o t h e r s decisions. The game d i r e c t o r , or a n assistant, u s e s
a microcomputer k e y b o a r d t o input t h e d a t a of e a c h round.
A microcomputer s c r e e n , as described in Figure 1 4 , gives p l a y e r s various in-
formation, such as t h e state of commons and points r e c e i v e d by p l a y e r s in e a c h
round.
(If t h e state of t h e commons declines, t h e c o l o r of t h e waves becomes
tinged with yellow. On t h e c o n t r a r y , t h e c o l o r of t h e waves becomes tinged with
blue if t h e state of t h e commons ameliorates). During t h e c o n f e r e n c e time, a microcomputer s c r e e n provides p l a y e r s with beautiful colored g r a p h i c s , and a l s o
gives information about t h e times passed (Figure 15). This c o l o r g r a p h i c indicates
t h e state of t h e commons. (The h e a v i e r t h e d e t e r i o r a t i o n of t h e commons becomes,
t h e more t h e e a r t h i s painted out by r e d ) .
In o u r microcomputer gaming system, a game d i r e c t o r h a s t h e option of making t h e t o t a l points of t h e p l a y e r s public, o r of keeping them s e c r e t ) . T h e r e f o r e , a
game c a n c o n s i d e r various ways of game playing. F o r instance, h e could consider
t h e game playing in which t h e t o t a l gains of t h e p l a y e r s are k e p t s e c r e t during t h e
play of t h e game (Figure 16). He could d i r e c t t h e game playing in which t h e t o t a l
gains of t h e p l a y e r s are made public during a l l rounds of t h e game (Figure 17). He
could a l s o have a game playing t h a t i s dependent upon p l a y e r s p r e f e r e n c e s .
(If
p l a y e r s a g r e e with changing t h e way of game playing in t h e c o n f e r e n c e time, t h e y
c a n ask t h e game d i r e c t o r to c h a n g e t h e game playing way, and h e c a n d o t h i s easily).
The computer p r o g r a m i s written in N-Basic, i t c a n only b e used on t h e NEC
9801 microcomputer system. However, i t c a n b e transformed easily t o t h e program
f o r o t h e r microcomputers such as Apple a n d IBM. Since t h i s program i s r a t h e r
lengthy, w e omit i t in t h i s p a p e r . I n t e r e s t e d r e a d e r s may ask one of t h e a u t h o r s of
this paper.
3.3. T h e Playing o f the M i c r o c o m p u t e r Game
The f i r s t experiment w a s c a r r i e d o u t in a small room of Information Science
a n d Systems Engineering, Faculty of Engineering, Tokushima University, on t h e
evening of December 23, 1983. Six 4th y e a r students of t h e university, and two of
t h e a u t h o r s , p a r t i c i p a t e d . One a u t h o r was t h e game d i r e c t o r . He explained t h e mic r o c o m p u t e r gaming system and t h e way t o play, t h i s took a b o u t 1 0 minutes. He
wanted t o see t h e game playing in which t h e total points of a l l p l a y e r s in e a c h
round w a s made public through t h e microcomputer s c r e e n . Two game r u n s were
c a r r i e d out, i t took a b o u t one and a half h o u r s f o r e a c h game, with a o n e h o u r
b r e a k between t h e two game runs. (One a u t h o r w a s a n onlooker).
Figures 18 a n d 1 9 p r e s e n t t h e c h a n g e s of t h e t o t a l gains of e a c h p l a y e r in t h e
f i r s t a n d second game r u n s , respectively. The t o t a l points of t h e p l a y e r s in t h e
second game r u n were h i g h e r t h a n t h o s e in t h e f i r s t game r u n . Figures 20 a n d 2 1
p r e s e n t t h e c o l o r rate t h a t w a s used during t h e game r u n s . The rate of r e d c o l o r
in t h e second game r u n w a s h i g h e r t h a n in t h e f i r s t game r u n . The rate of g r e e n
c o l o r d e c r e a s e d in t h e second game r u n . F u r t h e r , t h e rate of o r a n g e c o l o r in t h e
second game r u n w a s five times as much as t h a t in t h e f i r s t game r u n . These f a c t s
indicate t h a t p l a y e r s gradually recognized t h e wise utilization of t h e commons and
avoided selfish exploitation.
They gradually became cooperative.
During t h e
c o n f e r e n c e times, t h e p l a y e r s discussed how t o play in t h e f u t u r e rounds. Their
opinion gradually became constructive. The 4th c o n f e r e n c e time of t h e second
game r u n w a s t h e most r e m a r k a b l e one. A p l a y e r proposed t h e idea t h a t o n e
p l a y e r should choose o r a n g e , and t h e o t h e r s r e d .
The p l a y e r s a g r e e d t h a t a
p l a y e r having t h e highest points should choose o r a n g e and t h e o t h e r s r e d . After
t h i s c o n f e r e n c e time, almost a l l of t h e p l a y e r s obeyed t h i s agreement. (The p l a y e r
with t h e lowest t o t a l points w a s a n exception, h e chose g r e e n continuously).
The second experiment was c a r r i e d out in t h e same room on t h e a f t e r n o o n of
F e b r u a r y 8 , 1984. Six 3 r d y e a r students of t h e university were t h e p l a y e r s in t h i s
game, with o n e of t h e a u t h o r s as t h e game d i r e c t o r . He decided t o r u n t h e game in
which t h e way of game playing (making total points public o r not) was determined
by agreement among t h e p l a y e r s involved in t h e game. Two games were c a r r i e d
out. In t h e f i r s t game r u n , t h e total points of t h e p l a y e r s were made public only
between t h e second and t h i r d c o n f e r e n c e times. The second game, however, was
played making t o t a l gains public in all t h e rounds.
Figures 22 t o 25 p r e s e n t t h e r e s u l t s of t h e two game runs. The total points of
t h e p l a y e r s in t h e second game r u n are slightly h i g h e r t h a n t h o s e in t h e f i r s t game
r u n . The rates of r e d a n d o r a n g e c o l o r in t h e second game r u n were h i g h e r t h a n
t h o s e in t h e f i r s t game r u n . The rate of g r e e n c o l o r d e c r e a s e d in t h e second game
r u n . These gaming r e s u l t s a l s o indicate t h e educational e f f e c t s of t h i s microcomp u t e r gaming system. However, in t h i s experiment a constructive opinion, t h a t app e a r e d in t h e f i r s t experiment, did not a p p e a r , probably b e c a u s e t h e 3 r d y e a r stud e n t s did not understand t h e game s o w e l l .
After t h e experiments, almost a l l of t h e p l a y e r s s t a t e d t h a t in t h e i r opinion
t h i s microcomputer gaming system w a s v e r y helpful in learning about common problems, and a l s o v e r y interesting. However, some p l a y e r s complained t h a t t h e game i s
r a t h e r monotonous, and could b e modified.
3.4. A T r i a l to m a k e the M i c r o c o m p u t e r Game m u c h m o r e Interesting
W e h a v e d e s c r i b e d t h e Microcomputer Gaming System which i s a modified v e r sion of t h e original Commons Game by Powers et al. (1980). Although t h i s microcomputer gaming system gives us a valuable c h a n c e t o consider t h e commons, w e
did find t h a t , during t h e gaming experiments, some p l a y e r s did lose i n t e r e s t , in t h e
middle of t h e game playing, because i t i s comparatively monotonous.
We are now making a new microcomputer gaming system t h a t will improve t h e
previous one. In t h e following, w e will explain o u r e f f o r t s t o make t h e game much
more interesting.
1) In o r d e r t o make t h e game playing much more exciting, w e set up "Information Time" and "Vote Stage"
a.
I n f o r m a t i o n Time: A f t e r e v e r y six rounds t h e players have "Information
Time". In this round they g e t information about t h e o t h e r player's strategies. If a player does not like his s t r a t e g i e s being obtained by t h e oth-
er p l a y e r s h e must pay m o r e points than t h e points paid by all t h e
players who want to g e t information concerning him. Figures 26 and 27
d e s c r i b e t h e graphic displays t h e microcomputer s c r e e n obtains at "Information Time".
b.
Vote Stage: If t h e environmental level is below -2, t h e microcomputer
s c r e e n p r e s e n t s a graphic display, see Figure 28. This figure gives t h e
p l a y e r s all t h e information concerning t h e numbers of t h e c a r d s they
have selected during t h e game playing. Using this information, each
player decides on two players whom h e considers to b e most responsible
f o r t h e decline of t h e commons. He writes t h e names on t h e p a p e r provided by t h e game d i r e c t o r . After collecting all t h e p a p e r s , t h e game
d i r e c t o r inputs this d a t a f r o m t h e microcomputer keyboard. If a player
is accused by more than 4 players, his total points are decreased t o 0.7 x
(his total points).
2) When players do not know each o t h e r communications have not been done
successfully during t h e conference time. In t h e new game, a chairman is selected,
randomly, by t h e microcomputer, in o r d e r to stimulate discussions among all of t h e
players (Figure 29).
3) In o r d e r t o allow t h e game playing t o become much more dynamic and r e a l istic, t h e number of r e d c a r d s i s limited t o 6 in between c o n f e r e n c e times. (There
are 8 rounds in between c o n f e r e n c e times).
4) In t h e original commons game, g r e e n p l a y e r s r e c e i v e a penalty
- 20 points
when some p l a y e r s e l e c t s a black c a r d . In t h e new game, penalty value P i s d e t e r mined by t h e following equation t h a t depends upon t h e state of t h e commons.
P = -max(20,G/3), where G i s t h e point t h a t g r e e n p l a y e r s
c a n r e a c h when nobody s e l e c t s a black c a r d .
5) In o r d e r t o promote "Orange Card" and "Black Card", some changes in t h e
t o t a l points would b e v e r y r e a s o n a b l e , when t h e state of t h e commons improves
(say, b e t t e r t h a n 2). F o r example w e could consider t h e following changes.
If t h e sum of t h e numbers of o r a n g e c a r d s and black c a r d s i s 5,
N e w Total Point = 1.2
X
( P r e s e n t Total Point)
If t h e sum of t h e numbers of o r a n g e c a r d s a n d black c a r d s i s 6,
New Total Point = 1.25
X
( P r e s e n t Total Point)
If t h e sum of t h e numbers of o r a n g e c a r d s and black c a r d s i s 7,
N e w Total Point = 1.3 X ( P r e s e n t Total Point)
If t h e sum of t h e numbers of o r a n g e c a r d s and black c a r d s i s l a r g e r t h a n 8,
New Total Point
= 1.4
X
( P r e s e n t Total Point)
4. Concluding Remarks
W e h a v e d e s c r i b e d t w o Microcomputer-Based Games.
W e c a n enumerate
s e v e r a l advantages f o r t h e microcomputer gaming system.
(1) Since t h e microcomputer calculates f a s t , p l a y e r s c a n enjoy game playing
without a time delay.
(2) P l a y e r s c a n g r a s p a vivid f e a t u r e of t h e commons through a beautiful
c o l o r g r a p h i c display. I t may help p l a y e r s t o c o n c e n t r a t e on t h e game
playing.
(3)
A floppy d i s c c a n b e obtained quite easily, a n d so t h e game c a n b e played
w h e r e v e r a computer is available. S i n c e t h e game i s " u s e r friendly",
even people with little knowledge of computers c a n become p l a y e r s .
(4) The microcomputer c a n store v a r i o u s d a t a in t h e game playing. Theref o r e , t h e game d i r e c t o r , a n d / o r p l a y e r s , c a n successfully utilize them in
follow-up sessions. (The microcomputer c o l o r g r a p h i c s c a n stimulate discussions a b o u t t h e game).
(5)
A Line P r i n t e r p r o v i d e s t h e game d i r e c t o r with all of t h e n e c e s s a r y in-
formation d u r i n g game playing.
However, t h e de-merits of using t h e microcomputer are:
(1)
Where t h e same t y p e of microcomputer i s n o t available, t h e p r o g r a m must
b e r e w r i t t e n so t h a t i t c a n b e used by o t h e r microcomputers.
(2) A s t h e s c r e e n of t h e microcomputer i s n o t l a r g e , p l a y e r s must s i t close to
t h e screen.
REFERENCES
Assa, I. 1983. "Management simulation games: a comparative study of gaming in
t h e socialist countries", pp.63431, in I. S t a h l , (Ed). Operational Gaming: An
International Approach. International Institute f o r Applied Systems Analysis,
Laxenburg, Austria.
Ausubel, J.H. 1981. 'The Greenhouse Effect: An Educational Board Game", Ins t r u c t i o n Booklet. International Institute f o r Applied Systems Analysis, Laxe n b u r g , Austria.
Baba, N., Uchida, H.,a n d Sawaragi, Y. 1984. "A gaming a p p r o a c h to t h e a c i d r a i n
problem", Simulation a n d Games, 15. pp.305-314.
Baba, N. 1984. 'The G r e e n h o u s e E f f e c t Game by Microcomputer", Professional Pap e r , PP-84-1. International Institute f o r Applied Systems Analysis, Laxenb u r g , Austria.
Duke, R.D. 1974. G a m i n g : m e F k t u r e ' s L a n g u a g e . S a g e Publications.
Marshev, V. 1981. "Gaming in t h e USSR", CP-81-13. International Institute f o r Applied Systems Analysis, Laxenburg, Austria.
Powers, R.B., Duss, R.E., a n d Norton, R.S. 1980. Instruction Booklet.
S t a h l , 1. 1983. "What i s Operational Gaming?" in I. S t a h l (Ed). Operational Gaming:
An International Approach. International Institute f o r Applied Systems
Analysis, Laxenburg, Austria.
Player 2
0
0
Player 3
Player 1
0
0
Player 4
Figure 1
Model Layout in the Microcomputer Gaming
**
**
INVESTMENT
:
,
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L
Figure 3
-jJl-iYtT
2
'PLSYCT
The Amount of Money Invested on the Three Chemical Goods and
the Profits
'lo
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* C I C N O
W l 9 N r n
-
ce Fourth-player has c o n r r i b u r e a a lor to
deconramination of the e n v i r o n m e n t a l ,
le goverment gives him the following reward.
5
REWARD
*
*
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100
-
Fourth-player coula increase t h i s revard br using t v o dices.
Do you vanr to throw dice?
-
(yes
---
Y-KEY)? y
120
Hit Any Key
Figure 6
This Figure Indicates That the Microcomputer Has Chosen the 4th
Player as the One Who Has Most Contributed to the Decontamination
of the Sea
Fishery Creuc Demand C c m p e n s a r i o n for the Serious Damage in the
522.
If you tnini baing r e s p o n s i b l e f s r the iz!m?se7
rnusr par some amounr of money.
YCU
3
-
4
-
1
C
2
OK?
P l a y e r
? 0
P l a y e r
? 300
P l a y e r
? 200
P l a y e r
? 430
(yes---Y/no-.-N!?
Figure 7
This Figure Indicates that Each Player Must Decide How Much
Money He Should Pay for the Serious Damage in the Sea
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The Changes of t h e Environmental S t a t e a t t h e Innerland Sea
i i t h e F i r s t Game Run
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Figure 11
The Changes of the Environmental State in the Second Game Run
Figure 12
The Changes of the Gains i n the ~econd'Game Run
.
Player 1
0
0
Player 4
Player 2
0
0
Player 5
Player 3
0
0
Player 6
F)
Screen
01
F
l
0
Director
Figure 13
C I
Line Printer
Model Layout in the Microcomputer Gaming
Figure
Display on t h e Microcomputer Screen during t h e Conference Time
Figure18
Changesofthefotal PolntsofEachPlayerIntheFlrstGameRuno.fth6
F l r s t Experlment
1
---
RED
GREEN
YELLOW
ORANGE
BLACK
1
COLOR RATE
Figure 22
Changes o f the Total Points o f Each Player i n the F i r s t Game Run o f the
Second Experiment
COLOR RATE
RED
5 0 . 5 %--
GREEN
26.8 %
YELLOW
8.5 %
ORANGE
1.1 %
BLACK
15.5 %
"'\
-----
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The Colour Rate Whlch Was Used I n the F l r s t Game Run o f the Second Experlment
----
INFOR~ATION
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.
Display of the Microcomputer Screen a t the
Figure 26
Information Time
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Figure 27
Display of the Microcomputer Screen a t the
Informati on Time
!
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Display of the Microcomputer Screen a t the Vote Stage
CONFERENCE
T I M E
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Figure 29
T H E
E N V f R O N
Graphic Display of the Microcomputer Screen a t the
Conference Time
4
PLAYER- 1
1
i.
GREEN
:
!
i
YELLOW
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BLACK
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Table 1
i
5
3
4
4
4
i
!
Code Matrix of Player 1
2
5
1
5
2
:
I
!
I
+
i
1 RED
1I
GREEN
!
3
4
2
1
3
5
1
3
1
2
3
4
2
1
5
4
1
2
2
3
1
j1
I
!
I
I
I
!
!
I
i
:
!
i
i
i
YELLOW
f ORANGE
Table 2
! - 1
1
i
5
4*,4 2
3
2
4
5
I
Code Matrix of Player-2 .;
7
4
7 . 3 1
2
3
2
4
5
!
1
I
i
i
!
I
I
f
!
I
!
I
1
I
I
1
2
3
4
5
6
7
8
9
1
O
I
I
1
!
I
I
!
1 GREEN
I
I
!
YELLOW
3
1
2
3
2
4
5
1
!1
i
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4 5 ; 3 3 4 3 2 1 5 i
j
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I
i
2
RED
I
I
1
i
I
I
i
i
!
I
!
ORANGE
!
Table 3
CddeMatrixof PlayerL3-
I
!
! RED
I
!
I
I
I
1
!
2
1
4
2
4
5
5
2
2
.
7
3
5
1
I
I
: YELLOW
j
i
4
ORANGE
Table 4
i
I
I
Code Matrix o f Player 4
3
2
1
3
3
1
1
!
!
GREEN
!
i
!
2
f
1
1
5
1
2
5
4
1
2
4i
!
I
1
1
1
YELLOW
3
3
2
3
4
1
.
3
4
iI
1
;
1
!
i
ORANGE
I
;
I
ELACK
!
Table 5
j
!
i
j
4
5
2
4
4
2
3
5
3
2
i
t
!
5
4
1
3
5
!
Code Matrix o f Player 5
3
2
4
5
3
i
I
:
~
!
1
I
I
I
!
I
1
I
!
GREEN
S
5
1
S
'
1
3
2
1
3
f
RED
I
i
3
1
2
3
4
2
-
-
4
1
2
2
i
f YELLOW
1
i
1
i
i
I
!
ORANGE
ELACK
I
I
I
1
i
1
2
1
2
3
Table 6
5
2
3
3
1
1
1
4
3
4
5
2
4
1
5
4
5
I
i
i
I
!
s
4
3
4
1
I
I
;
I
4
i
/
l
i
!
i
2
I
Code Matrix o f Player 6
3
S
4
S
4
i
i
--t-t-tFf-if-61- -8-.91-0----
1
5-
I
R G R Y R O Y B G Y
Y R R G G Y R Y G Y
O Y O G G R G R R B
B G O Y R O G O R G
G B Y R Y Y O G Y O
G O G R Y G O B Y R
Y O B B B G R 0 , O G
N Y Y O B R Y R O B
B R G O O B B Y B R
O b R B O B B G B O
R Y B O B B B R G Y
Y R Y G B G O R G Y
G S d Y O R Y G R R
R O B R Y B G Y Y G
O B O B R O R B O B
B G G O G Y B O B O
Table 7
Code M a t r l x o f t h e Game D l r e c t o r