Game Development Reference
In-Depth Information
avatar as a means of self-expression and likes to be able to make the avatar look like
herself or a fantasy version of herself.
Again, remember that these are generalities. Although they don't describe every
woman, you should be aware of them.
DESIGN RULE
Women Are a Market, Not a Genre
Do not try to design a “women's game” simply by creating features that address these
generalities. Rather, design an intrinsically interesting game and bear these issues in
mind as you consider the effect that your design decisions will have on your potential
customer base.
Designing for Children
Video games for children differ from those for adults, just as topics and television
shows for them do. Nor is there one single type of game appropriate for children—
their motor and cognitive skills change throughout childhood. Here are the
commonly recognized age categories:
Preschool and kindergarten (ages 3 to 6)
Early elementary (ages 5 to 8)
Upper elementary (ages 7 to 12, the
tweens
)
TIP
If you want to
learn more about
childhood develop-
ment, study the work
of psychologist Jean
Piaget. His theories
of cognitive develop-
ment have been hugely
influential on educa-
tion and many other
fields.
Middle and high school (13 and up, the teens)
Each of these groups has, on the whole, its own interests and abilities. Because we
encourage children to aspire to adulthood and its privileges and discourage them
from acting young (“don't be a baby”), kids tend to scorn anything made for an age
group younger than themselves. As a general rule, entertainment made for children
of a certain age group will actually feature characters older than the players.
If you're planning to make games for children, consider the following issues.
Hand-eye coordination.
Young children's motor skills are poorly developed at
first, while those of teenagers often surpass those of adults.
Cognitive load.
Children can solve puzzles just as adults can, but for younger
children the puzzles shouldn't be too complex. The number of elements involved
must be fewer, and the chain of reasoning required must be shorter.
Frequent rewards.
Games for older players often require the player to go
through many steps before reaching a reward. We expect adult players to be patient
and to regard their progress alone as sufficient reward. Children need feedback
