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This shows you the differences between two versions of the page.

--- en:heuristics:heuristics [2015/12/16 10:58]
chris
+++ en:heuristics:heuristics [2021/05/30 11:44] (current)
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   - [[#Social Aspects|Social Aspects]], which concerns the interaction among the players, role allocation etc. (the underlying assumption is that social activity, e.g. competition, can act as a motivational factor).
-Download the heuristics as a handy {{:en:heuristics:designheuristics_en.pdf|2-page pdf file}}.
+**Download the design heuristics as a handy {{:en:heuristics:designheuristics_en.pdf|2-page pdf file}}.**
 //The last column contains links to related [[en:patterns:start|design patterns]].//
-|< 100% 10% 5% 55% 30% >|
+|< 100% 5% 60% 35% >|
-^ Dimension      ^ Heuristic       ^^linked to pattern ^
+^ //Dimension//      ^ //Heuristic//       ^//linked to pattern// ^
-^Game general design|{{anchor:section11:1.1}} |Exploit metaphors from real-life games, activities, stories|[[en:patterns:videogames|Based on videogames]]|
+|**1.** | **Game general design** |||
-^:::| ::: |:::|[[en:patterns:street_games|Based on street games]]|
+| {{anchor:section11:1.1}} |Exploit metaphors from real-life games, activities, stories|[[en:patterns:videogames|Based on videogames]]\\ [[en:patterns:street_games|Based on street games]]\\ [[en:patterns:performance|Based on performance]]|
-^:::| ::: |:::|[[en:patterns:performance|Based on performance]]|
+| {{anchor:section12:1.2}} |Minimize the changes to the physical places (e.g. modifications to the physical structure, installation of special equipment like projectors, big displays, etc.)|
-^:::| {{anchor:section12:1.2}} |Minimize the changes to the physical places (e.g. modifications to the physical structure, installation of special equipment like projectors, big displays, etc.)|
+| {{anchor:section13:1.3}} |Create a multidisciplinary design team (including e.g. HCI, cultural heritage, educational experts)|
-^:::| {{anchor:section13:1.3}} |Create a multidisciplinary design team (including e.g. HCI, cultural heritage, educational experts)|
+| {{anchor:section14:1.4}} |Perform formative evaluations and pilot studies to check if tasks’ difficulty is appropriate for the intended players|[[en:patterns:target_group|Target group]]|
-^:::| {{anchor:section14:1.4}} |Perform formative evaluations and pilot studies to check if tasks’ difficulty is appropriate for the intended players|[[en:patterns:target_group|Target group]]|
+| {{anchor:section15:1.5}} |Consider the social conventions of the place (e.g. not laughing in a church)|
-^:::| {{anchor:section15:1.5}} |Consider the social conventions of the place (e.g. not laughing in a church)|
+| {{anchor:section16:1.6}} |Consider to extend the game experience beyond the game session (e.g. participating in a web community)|
-^:::| {{anchor:section16:1.6}} |Consider to extend the game experience beyond the game session (e.g. participating in a web community)|
+| {{anchor:section17:1.7}} |Consider to include activities/events that are not part of the game, but happen in the real world (e.g. the ceremony of change of the guard at noon)|
-^:::| {{anchor:section17:1.7}} |Consider to include activities/events that are not part of the game, but happen in the real world (e.g. the ceremony of change of the guard at noon)|
+| {{anchor:section18:1.8}} |Consider to include a game master (e.g. tutor, supervisor, coordinator) and her role: e.g. enforcing the rules, narrating the story|[[en:patterns:narrative|Narrative]]\\ [[en:patterns:moderator|Coordinator / game master]]|
-^:::| {{anchor:section18:1.8}} |Consider to include a game master (e.g. tutor, supervisor, coordinator) and her role: e.g. enforcing the rules, narrating the story|[[en:patterns:narrative|Narrative]]|
+|**2.** | **Control  / Flexibility** |||
-^:::| ::: |:::|[[en:patterns:moderator|Coordinator / game master]]|
+| {{anchor:section21:2.1}} |Let players become familiar with the equipment and the game rules/structure (e.g. by including an introductory phase)|[[en:patterns:help_and_support|Help and support]]\\ [[en:patterns:balance_challenge_and_available_options|Balance challenge and available options]]|
-^Control  / Flexibility| {{anchor:section21:2.1}} |Let players become familiar with the equipment and the game rules/structure (e.g. by including an introductory phase)|[[en:patterns:help_and_support|Help and support]]|
+| {{anchor:section22:2.2}} |Facilitate game learnability (i.e. tasks, rules, constraints, etc. should be easy to understand and to learn)|[[en:patterns:help_and_support|Help and support]]|
-^:::| ::: |:::|[[en:patterns:balance_challenge_and_available_options|Balance challenge and available options]]|
+| {{anchor:section23:2.3}} |Player should be free to switch between different tasks|[[en:patterns:interaction_with_the_digital_world|Interactinng with the digital world]]|
-^:::| {{anchor:section22:2.2}} |Facilitate game learnability (i.e. tasks, rules, constraints, etc. should be easy to understand and to learn)|[[en:patterns:help_and_support|Help and support]]|
+| {{anchor:section24:2.4}} |Reflect on whether to allow players to correct their mistakes: it could be useful to force them to evaluate the consequences of their actions|[[en:patterns:interaction_with_the_digital_world|Interactinng with the digital world]]|
-^:::| {{anchor:section23:2.3}} |Player should be free to switch between different tasks|[[en:patterns:interaction_with_the_digital_world|Interactinng with the digital world]]|
+| {{anchor:section25:2.5}} |Provide help or hint mechanisms to assist players|[[en:patterns:help_and_support|Help and support]]|
-^:::| {{anchor:section24:2.4}} |Reflect on whether to allow players to correct their mistakes: it could be useful to force them to evaluate the consequences of their actions|[[en:patterns:interaction_with_the_digital_world|Interactinng with the digital world]]|
+| {{anchor:section26:2.6}} |Consider to provide increasing difficulty levels (either automatic adaptation or human-generated adaptation)|[[en:patterns:balance_challenge_and_available_options|Balance challenge and available options]]
-^:::| {{anchor:section25:2.5}} |Provide help or hint mechanisms to assist players|[[en:patterns:help_and_support|Help and support]]|
+| {{anchor:section27:2.7}} |Prevent rule breaking by either discouraging it (e.g. with penalties) or by incorporating cheating into the game|[[en:patterns:reward|Rewards / penalties]]|
-^:::| {{anchor:section26:2.6}} |Consider to provide increasing difficulty levels (either automatic adaptation or human-generated adaptation)|[[en:patterns:balance_challenge_and_available_options|Balance challenge and available options]]
+| {{anchor:section28:2.8}} |Make clear the game goals (e.g. earning points, completing tasks, being the winner)|[[en:patterns:player_goals|Player goals]]\\ [[en:patterns:ending_condition|Ending condition]]|
-^:::| {{anchor:section27:2.7}} |Prevent rule breaking by either discouraging it (e.g. with penalties) or by incorporating cheating into the game|[[en:patterns:reward|Rewards / penalties]]|
+| {{anchor:section29:2.9}} |Make clear the game ending condition/s (e.g. maximum time, target score, end of resources, ...)|[[en:patterns:competition_for_limited_resources|Competing for limited resources]]\\ [[en:patterns:score|Score]]\\ [[en:patterns:against_time|Against time]]\\ [[en:patterns:ending_condition|Ending condition]]|
-^:::| {{anchor:section28:2.8}} |Make clear the game goals (e.g. earning points, completing tasks, being the winner)|[[en:patterns:player_goals|Player goals]]|
+| {{anchor:section210:2.10}} |Consider to provide alternative ways for performing a task or completing the game|[[en:patterns:actions_influence_narrative|Actions influence narrative]]|
-^:::| ::: |:::|[[en:patterns:ending_condition|Ending condition]]|
+| {{anchor:section211:2.11}} |Make clear the goal of each task and its effects on the overall game|[[en:patterns:interaction_with_the_digital_world|Interactinng with the digital world]]\\ [[en:patterns:player_goals|Player goals]]|
-^:::| {{anchor:section29:2.9}} |Make clear the game ending condition/s (e.g. maximum time, target score, end of resources, ...)|[[en:patterns:competition_for_limited_resources|Competing for limited resources]]|
+| {{anchor:section212:2.12}} |Provide immediate feedback about task execution showing its impact on the overall game|[[en:patterns:interaction_with_the_digital_world|Interactinng with the digital world]]|
-^:::| ::: |:::|[[en:patterns:score|Score]]|
+|**3.** | **Engagement** |||
-^:::| ::: |:::|[[en:patterns:against_time|Against time]]|
+| {{anchor:section31:3.1}} |Consider to integrate a back-story that is at the basis of game tasks|[[en:patterns:narrative_flow|Narrative flow]]\\ [[en:patterns:narrative|Narrative]]\\ [[en:patterns:climax|Climax]]\\ [[en:patterns:non_playing_characters|Non-player character - NPC]]|
-^:::| ::: |:::|[[en:patterns:ending_condition|Ending condition]]|
+| {{anchor:section32:3.2}} |Consider to exploit role-playing (i.e. impersonating a character) to meaningfully link tasks to the back-story (if any)|[[en:patterns:player_differentiation|Player differentiation]]\\ [[en:patterns:narrative|Narrative]]|
-^:::| {{anchor:section210:2.10}} |Consider to provide alternative ways for performing a task or completing the game|[[en:patterns:actions_influence_narrative|Actions influence narrative]]|
+| {{anchor:section33:3.3}} |Provide contextual cues linked to specific places or events to convey additional information (e.g. sounds reproducing noises of daily activities in an ancient city)|
-^:::| {{anchor:section211:2.11}} |Make clear the goal of each task and its effects on the overall game|[[en:patterns:interaction_with_the_digital_world|Interactinng with the digital world]]|
+| {{anchor:section34:3.4}} |Consider to allow players to interfere with competitors (e.g. stealing points, sabotaging, bluffing etc.)|[[en:patterns:competition|Competition]]\\ [[en:patterns:stealing|Stealing]]\\ [[en:patterns:bluff|Bluffing]]\\ [[en:patterns:sabotage|Sabotaging]]\\ [[en:patterns:obstruction|Obstructing]]\\ [[en:patterns:strategy|Strategy]]|
-^:::| ::: |:::|[[en:patterns:player_goals|Player goals]]|
+| {{anchor:section35:3.5}} |Let players practice different skills by including in the game a variety of tasks, such as: perform a quest, identify/visit certain locations, shoot a picture from a specific angle, videotape a route, search for a certain object, perform a certain action/gesture, search/identify a physical mark, answer a question, collect and classify a material|[[en:patterns:primitive_actions|Primitive actions]]\\ [[en:patterns:puzzle|Puzzle]]\\ [[en:patterns:against_time|Against time]]\\ [[en:patterns:locate_object|Locate and/or identify an object]]\\ [[en:patterns:explore|Exploring]]\\ [[en:patterns:dexterity|Dexterity]]\\ [[en:patterns:path_finding|Path finding]]\\ [[en:patterns:hot-cold|Hot-cold]]\\ [[en:patterns:stealing|Stealing]]\\ [[en:patterns:transporting|Transporting]]\\ [[en:patterns:bluff|Bluffing]]\\ [[en:patterns:sabotage|Sabotaging]]\\ [[en:patterns:collecting|Collecting]]\\ [[en:patterns:co-locality|Co-locality]]\\ [[en:patterns:economic_transactions|Economic transactions]]\\ [[en:patterns:combination|Combining]]\\ [[en:patterns:obstruction|Obstructing]]\\ [[en:patterns:interaction_with_the_physical_world|Interacting with the physical world]]\\ [[en:patterns:immersion|Immersion]]|
-^:::| {{anchor:section212:2.12}} |Provide immediate feedback about task execution showing its impact on the overall game|[[en:patterns:interaction_with_the_digital_world|Interactinng with the digital world]]|
+| {{anchor:section36:3.6}} |Minimize the interaction with the game tools. Players' attention should be focused on the game and the environment instead|[[en:patterns:interaction_with_the_digital_world|Interactinng with the digital world]]\\ [[en:patterns:interaction_with_the_physical_world|Interacting with the physical world]]\\ [[en:patterns:equipment|Equipment]]\\ [[en:patterns:tool|Tools]]\\ [[en:patterns:immersion|Immersion]]|
-^Engagement| {{anchor:section31:3.1}} |Consider to integrate a back-story that is at the basis of game tasks|[[en:patterns:narrative_flow|Narrative flow]]|
+| {{anchor:section37:3.7}} |Tune the level of awareness of other players' activities (hide/provide/delay information, e.g. showing the score and the progress of competitors)|[[en:patterns:competition_for_limited_resources|Competing for limited resources]]\\ [[en:patterns:competition|Competition]]\\ [[en:patterns:information_awareness|Information awareness]]\\ [[en:patterns:fog_of_war|Fog of war]]\\ [[en:patterns:score|Score]]\\ [[en:patterns:common_space|Common space]]\\ [[en:patterns:ending_condition|Ending condition]]|
-^:::| ::: |:::|[[en:patterns:narrative|Narrative]]|
+| {{anchor:section38:3.8}} |Consider to include rewards in order to improve players' motivation/satisfaction (e.g. providing multimedia information as a prize for a successful task); integrate rewards tightly with the game tasks and back-story; consider when to provide the rewards to the players (during/after the game)|[[en:patterns:narrative_flow|Narrative flow]]\\ [[en:patterns:narrative|Narrative]]\\ [[en:patterns:actions_influence_narrative|Actions influence narrative]]\\ [[en:patterns:reward|Rewards / penalties]]\\ [[en:patterns:motivation|Motivation]]\\ [[en:patterns:target_group|Target group]]|
-^:::| ::: |:::|[[en:patterns:climax|Climax]]|
+|**4.** | **Educational aspects** |||
-^:::| ::: |:::|[[en:patterns:non_playing_characters|Non-player character - NPC]]|
+| {{anchor:section41:4.1}} |Consider to include a pre-game activity to prepare players (e.g. some lessons in classroom explaining the historical context in which the game is set)|[[en:patterns:target_group|Target group]]\\ [[en:patterns:interaction_with_the_physical_world|Interacting with the physical world]]\\ [[en:patterns:spatial_structure|Spatial structure]]\\ [[en:patterns:temporal_structure|Temporal structure]]\\ [[en:patterns:learning|Learning trajectories]]|
-^:::| {{anchor:section32:3.2}} |Consider to exploit role-playing (i.e. impersonating a character) to meaningfully link tasks to the back-story (if any)|[[en:patterns:player_differentiation|Player differentiation]]|
+| {{anchor:section42:4.2}} |Game should emphasize either vertical or horizontal exploration of a place/topic, i.e., deeply exploring a limited space (or few objects or a specific topic) vs. more superficially exploring a broad space (or many objects or several topics)|[[en:patterns:learning|Learning trajectories]]|
-^:::| ::: |:::|[[en:patterns:narrative|Narrative]]|
+| {{anchor:section43:4.3}} |Tasks should require players to link areas, locations, physical objects to concepts, topics, etc.|[[en:patterns:learning|Learning trajectories]]|
-^:::| {{anchor:section33:3.3}} |Provide contextual cues linked to specific places or events to convey additional information (e.g. sounds reproducing noises of daily activities in an ancient city)|
+| {{anchor:section44:4.4}} |Balance between competition and knowledge acquisition. Too much competition may have a negative impact on knowledge acquisition|[[en:patterns:balance_cooperation_and_competition|Balance cooperation and competition]]\\ [[en:patterns:competition|Competition]]\\ [[en:patterns:cooperation|Cooperation]]\\ [[en:patterns:learning|Learning trajectories]]|
-^:::| {{anchor:section34:3.4}} |Consider to allow players to interfere with competitors (e.g. stealing points, sabotaging, bluffing etc.)|[[en:patterns:competition|Competition]]|
+| {{anchor:section45:4.5}} |Include a debriefing phase after the game to allow players to reflect on the game experience. Design it as an individual/collaborative game/activity that supports players to clarify and consolidate the game experience|[[en:patterns:cooperation|Cooperation]]\\ [[en:patterns:temporal_structure|Temporal structure]]\\ [[en:patterns:learning|Learning trajectories]]|
-^:::| ::: |:::|[[en:patterns:stealing|Stealing]]|
+|**5.** | **Social aspects** |||
-^:::| ::: |:::|[[en:patterns:bluff|Bluffing]]|
+| {{anchor:section51:5.1}} |Team players (if any) should be selected based on players’ social relations (e.g. friends to maximize collaboration) or according to their skills. Involve in this process a person that knows them very well (e.g. a teacher)|[[en:patterns:competition|Competition]]\\ [[en:patterns:player_differentiation|Player differentiation]]\\ [[en:patterns:team_forming|Team forming]]\\ [[en:patterns:target_group|Target group]]\\ [[en:patterns:moderator|Coordinator / game master]]|
-^:::| ::: |:::|[[en:patterns:sabotage|Sabotaging]]|
+| {{anchor:section52:5.2}} |Assign responsibilities and tools (e.g. mobile devices, maps, etc.) among team members to induce collaboration. Consider to force, forbid or allow responsibilities exchange among team members|[[en:patterns:player_differentiation|Player differentiation]]\\ [[en:patterns:cooperation|Cooperation]]\\ [[en:patterns:equipment|Equipment]]\\ [[en:patterns:tool|Tools]]\\ [[en:patterns:strategy|Strategy]]|
-^:::| ::: |:::|[[en:patterns:obstruction|Obstructing]]|
+| {{anchor:section53:5.3}} |Consider to permit, force or neglect the competition among players/teams|[[en:patterns:balance_cooperation_and_competition| Balance cooperation and competition]]\\ [[en:patterns:competition|Competition]]\\ [[en:patterns:cooperation|Cooperation]]\\ [[en:patterns:competition_for_limited_resources|Competing for limited resources]]|
-^:::| ::: |:::|[[en:patterns:strategy|Strategy]]|
-^:::| {{anchor:section35:3.5}} |Let players practice different skills by including in the game a variety of tasks, such as: perform a quest, identify/visit certain locations, shoot a picture from a specific angle, videotape a route, search for a certain object, perform a certain action/gesture, search/identify a physical mark, answer a question, collect and classify a material|[[en:patterns:primitive_actions|Primitive actions]]
-^:::| ::: |:::|[[en:patterns:puzzle|Puzzle]]|
-^:::| ::: |:::|[[en:patterns:against_time|Against time]]|
-^:::| ::: |:::|[[en:patterns:locate_object|Locate and/or identify an object]]|
-^:::| ::: |:::|[[en:patterns:explore|Exploring]]|
-^:::| ::: |:::|[[en:patterns:dexterity|Dexterity]]|
-^:::| ::: |:::|[[en:patterns:path_finding|Path finding]]|
-^:::| ::: |:::|[[en:patterns:hot-cold|Hot-cold]]|
-^:::| ::: |:::|[[en:patterns:stealing|Stealing]]|
-^:::| ::: |:::|[[en:patterns:transporting|Transporting]]|
-^:::| ::: |:::|[[en:patterns:bluff|Bluffing]]|
-^:::| ::: |:::|[[en:patterns:sabotage|Sabotaging]]|
-^:::| ::: |:::|[[en:patterns:collecting|Collecting]]|
-^:::| ::: |:::|[[en:patterns:co-locality|Co-locality]]|
-^:::| ::: |:::|[[en:patterns:economic_transactions|Economic transactions]]|
-^:::| ::: |:::|[[en:patterns:combination|Combining]]|
-^:::| ::: |:::|[[en:patterns:obstruction|Obstructing]]|
-^:::| ::: |:::|[[en:patterns:interaction_with_the_physical_world|Interacting with the physical world]]|
-^:::| ::: |:::|[[en:patterns:immersion|Immersion]]|
-^:::| {{anchor:section36:3.6}} |Minimize the interaction with the game tools. Players' attention should be focused on the game and the environment instead|[[en:patterns:interaction_with_the_digital_world|Interactinng with the digital world]]|
-^:::| ::: |:::|[[en:patterns:interaction_with_the_physical_world|Interacting with the physical world]]|
-^:::| ::: |:::|[[en:patterns:equipment|Equipment]]|
-^:::| ::: |:::|[[en:patterns:tool|Tools]]|
-^:::| ::: |:::|[[en:patterns:immersion|Immersion]]|
-^:::| {{anchor:section37:3.7}} |Tune the level of awareness of other players' activities (hide/provide/delay information, e.g. showing the score and the progress of competitors)|[[en:patterns:competition_for_limited_resources|Competing for limited resources]]|
-^:::| ::: |:::|[[en:patterns:competition|Competition]]|
-^:::| ::: |:::|[[en:patterns:information_awareness|Information awareness]]|
-^:::| ::: |:::|[[en:patterns:fog_of_war|Fog of war]]|
-^:::| ::: |:::|[[en:patterns:score|Score]]|
-^:::| ::: |:::|[[en:patterns:common_space|Common space]]|
-^:::| ::: |:::|[[en:patterns:ending_condition|Ending condition]]|
-^:::| {{anchor:section38:3.8}} |Consider to include rewards in order to improve players' motivation/satisfaction (e.g. providing multimedia information as a prize for a successful task); integrate rewards tightly with the game tasks and back-story; consider when to provide the rewards to the players (during/after the game)|[[en:patterns:narrative_flow|Narrative flow]]|
-^:::| ::: |:::|[[en:patterns:narrative|Narrative]]|
-^:::| ::: |:::|[[en:patterns:actions_influence_narrative|Actions influence narrative]]|
-^:::| ::: |:::|[[en:patterns:reward|Rewards / penalties]]|
-^:::| ::: |:::|[[en:patterns:motivation|Motivation]]|
-^:::| ::: |:::|[[en:patterns:target_group|Target group]]|
-^Educational aspects| {{anchor:section41:4.1}} |Consider to include a pre-game activity to prepare players (e.g. some lessons in classroom explaining the historical context in which the game is set)|[[en:patterns:target_group|Target group]]|
-^:::| ::: |:::|[[en:patterns:interaction_with_the_physical_world|Interacting with the physical world]]|
-^:::| ::: |:::|[[en:patterns:spatial_structure|Spatial structure]]|
-^:::| ::: |:::|[[en:patterns:temporal_structure|Temporal structure]]|
-^:::| ::: |:::|[[en:patterns:learning|Learning trajectories]]|
-^:::| {{anchor:section42:4.2}} |Game should emphasize either vertical or horizontal exploration of a place/topic, i.e., deeply exploring a limited space (or few objects or a specific topic) vs. more superficially exploring a broad space (or many objects or several topics)|[[en:patterns:learning|Learning trajectories]]|
-^:::| {{anchor:section43:4.3}} |Tasks should require players to link areas, locations, physical objects to concepts, topics, etc.|[[en:patterns:learning|Learning trajectories]]|
-^:::| {{anchor:section44:4.4}} |Balance between competition and knowledge acquisition. Too much competition may have a negative impact on knowledge acquisition|[[en:patterns:balance_cooperation_and_competition|Balance cooperation and competition]]|
-^:::| ::: |:::|[[en:patterns:competition|Competition]]|
-^:::| ::: |:::|[[en:patterns:cooperation|Cooperation]]|
-^:::| ::: |:::|[[en:patterns:learning|Learning trajectories]]|
-^:::| {{anchor:section45:4.5}} |Include a debriefing phase after the game to allow players to reflect on the game experience. Design it as an individual/collaborative game/activity that supports players to clarify and consolidate the game experience|[[en:patterns:cooperation|Cooperation]]|
-^:::| ::: |:::|[[en:patterns:temporal_structure|Temporal structure]]|
-^:::| ::: |:::|[[en:patterns:learning|Learning trajectories]]|
-^Social aspects| {{anchor:section51:5.1}} |Team players (if any) should be selected based on players’ social relations (e.g. friends to maximize collaboration) or according to their skills. Involve in this process a person that knows them very well (e.g. a teacher)|[[en:patterns:competition|Competition]]|
-^:::| ::: |:::|[[en:patterns:player_differentiation|Player differentiation]]|
-^:::| ::: |:::|[[en:patterns:team_forming|Team forming]]|
-^:::| ::: |:::|[[en:patterns:target_group|Target group]]|
-^:::| ::: |:::|[[en:patterns:moderator|Coordinator / game master]]|
-^:::| {{anchor:section52:5.2}} |Assign responsibilities and tools (e.g. mobile devices, maps, etc.) among team members to induce collaboration. Consider to force, forbid or allow responsibilities exchange among team members|[[en:patterns:player_differentiation|Player differentiation]]|
-^:::| ::: |:::|[[en:patterns:cooperation|Cooperation]]|
-^:::| ::: |:::|[[en:patterns:equipment|Equipment]]|
-^:::| ::: |:::|[[en:patterns:tool|Tools]]|
-^:::| ::: |:::|[[en:patterns:strategy|Strategy]]|
-^:::| {{anchor:section53:5.3}} |Consider to permit, force or neglect the competition among players/teams|[[en:patterns:balance_cooperation_and_competition| Balance cooperation and competition]]|
-^:::| ::: |:::|[[en:patterns:competition|Competition]]|
-^:::| ::: |:::|[[en:patterns:cooperation|Cooperation]]|
-^:::| ::: |::: |[[en:patterns:competition_for_limited_resources|Competing for limited resources]]|