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Making the Game Wiki Obsolete

Improving Approachability in Grand Strategy Games

Timmy Eklund

Department of Applied Physics and Electronics

January 2020

Umeå University, Sweden

tiek0006@student.umu.se

2 Timmy Eklund

Abstract

The aim of this thesis is to explore and investigate the possibility of improve- ments in approachability and player retention, in Grand Strategy games. This is important for game developers to be able to develop games more suited to a wider audience. This study will investigate whether these improvements can be made by giving players access to information, traditionally found on game wikis, inside the game in a non-intrusive manner. This was investigated through a pre-study of current trends in gamers usage of information resources outside the games themselves. It was determined that wikis are the most common resource, and that they are most commonly used in the middle of play. Because of this, three mock-ups of user interfaces, which could supply such information to the player in the midst of playing, were designed. They were then evaluated by a panel of experts, consisting of game developers and experienced Grand Strategy players. The mock-up deemed by the experts to have the best potential, a windowed in-game encyclopedia, was implemented as a prototype in a small game. This game was developed to emulate the gameplay, and positive and negative aspects of Grand Strategy games. This prototype was then tested using A/B-testing. Despite a low number of participants, the results showed that access to informa- tion found on wikis in the game does lead to better approachability. It can also be concluded that players are closer to reaching a Flow state, which will lead to potentially higher player retention.

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Sammanfattning

spelaren. som bestod av spelutvecklare och erfarna spelare inom Grand Strategy genren. potential. En prototyp av denna encyklopedi implementerades i ett litet spel. Både de positiva och de negativa aspekterna efterliknades. Prototypen testades Trots ett lågt antal deltagare visade resultaten att tillgång till information från

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Acknowledgement

First and foremost, I would like to express my deep gratitude to everyone at Paradox Arctic for the warm welcome and inclusion they"ve shown me. I would especially like to thank Mikhail Gofman, Jesper Blomqvist and everyone else on the team that has been my home for the duration of my thesis. They"ve supported me, inspired me and helped me grow, both professionally and as a person, and really made me feel like part of their family. I could not have asked for a better place to write my thesis! Secondly, I would like to thank Simon Edman and Adam Nording for the great input and suggestions, and lively discussions during our peer reviews, which has significantly increased the quality of this thesis. his academic help on what makes a good thesis and how to write better papers. Furthermore, I would like to thank my family and friends, who have supported me during these months, either indirectly through words of encouragement, or more directly by participating in my surveys and tests. And last, but not least, thank you, Caroline, for encouraging me, and helping me see reason, during my most difficult and frustrated moments.

Table of Contents

1 Introduction. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6

1.1 Background . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6

1.2 Paradox Interactive & Paradox Arctic. . . . . . . . . . . . . . . . . . . . . . . . 7

2 Objective . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 9

2.1 Purpose . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 9

3 Theoretical Framework . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 10

3.1 Grand Strategy Games . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 10

3.2 Flow. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 10

3.3 Game Approachability Principles (GAP) . . . . . . . . . . . . . . . . . . . . . 12

3.4 Wikis . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 13

3.5 Tooltips . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 14

4 Methodology . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 16

4.1 Pre-Study . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 16

4.2 Mock-up exploration . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 16

4.2.1 Mock-up 1: Expanding tooltips . . . . . . . . . . . . . . . . . . . . . . . . 17

4.2.2 Mock-up 2: Fullscreen in-game encyclopedia . . . . . . . . . . . . . 17

4.2.3 Mock-up 3: Windowed in-game encyclopedia . . . . . . . . . . . . 18

4.2.4 Testing of mock-ups . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 18

4.3 Implementation and Evaluation . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 18

4.3.1 Pseudo-game . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 19

4.3.2 Pseudo-game development . . . . . . . . . . . . . . . . . . . . . . . . . . . . 20

4.3.3 Prototype . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 21

4.3.4 User testing . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 22

5 Results . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 24

5.1 Pre-Study . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 24

5.2 Mock-up exploration . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 25

5.3 Implementation and Evaluation . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 27

6 Discussion . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 31

6.1 Limitations . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 33

7 Conclusion . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 35

7.1 Future Work . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 36

8 Appendix . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 40

A Pre-study - Survey Questions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 40

B Mock-ups . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 42

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1 Introduction

The video-game industry is booming [1], and as the market grows, so does its diversity. Today, a myriad of different video-game genres exists, ranging from casual brainteasers, to intense war simulations, and engaging fantasy role playing games. This diversity is not limited to just genres, but also to difficulty. Some players desire difficult videogames that takes years to master, while others prefer games that can be picked up and enjoyed immediately [2]. But many of the game-developers of these tough games also want to invite new players to their games, without scaring them off with how challenging such games are to learn to play. Such an unfortunate scenario is, however, not uncommon, especially in a certain genre of games called Grand Strategy games [3]. These are games in which the player controls a nation and through various complex economic, military, and diplomatic means, seek to expand and help your nation prosper [4]. Such games can prove to be very intimidating to new players, due to their high complexity, which tends to result in poor approachability [3]. As a result, many players, both beginners and veterans, supposedly seek help and guidance from various internet resources when they play these games, but this results in a halt in the playing of the actual game, which has a negative impact on the player experience, according to game developers at a studio named Para- dox Arctic. These developers asked a question. Can the player experience be improved, by instead providing these types of resources inside the actual game experience? This thesis will be an exploratory study on whether providing such information resources in-game could potentially improve approachability, and as a result, retention of players.

1.1 Background

Nearly a third of the world"s population plays video games, or have at least tried it out, as in 2016 it was estimated that approximately 2.5 billion people play games worldwide [1]. The video game industry is ever-expanding and is slowly but surely out-performing traditional media entertainment like the film industry. Just recently Avengers: Endgame by Marvel Studios set a new record for highest-grossing film of all time (not adjusted for inflation) by earning almost

2.8 billion USD [5]. Compare this to League of Legends, one of the world"s most

popular video games, which in the same year earned 1.5 billion USD, a feat which they repeat yearly [6]. In 2019 the total global box office revenue was 42.5 billion USD [7]. The video game industry reportedly earned 120.1 billion USD in the same year [6]. Video games as a form of entertainment have become so prevalent and influential in society and pop culture that vintage video games hold the same prestige that only classic films used to [8]. Just like in the film industry, there are a great many types of different game genres, all of which attracts different types of players. Some prefer the skill ex- pression possible in First Person Shooters where careful precision with a mouse

Making the Game Wiki Obsolete 7

or control stick is required to show off your mettle. Others prefer the brainteasers of puzzle games. And others still prefer immersing themselves in a compelling story of good and evil, knights and princesses, and dragons and caves in a story heavy Role Playing Game. But some players prefer the strategical mastery of military, economics and politics which are the core elements the genre of games called Grand Strategy. Simply put, a Grand Strategy game is a Real Time Strat- egy game where you as the player control the destiny of a nation or empire trying to take its place in the world [4]. For many the appeal of the games are the his- torical fantasies they have a chance to reenact. What if the Roman Empire never fell? What would have happened to the world if Germany proved unstoppable during World War 2? Or maybe you just want to see your favorite ancient coun- try rule the world. Whatever your motivation, the games have an almost infinite replayability as the games are based on systematic rules and mechanics which challenge the player, rather than a restrictive narrative which would force the player to follow a certain path. You can choose to do anything you please with your nation of choice [4]. This replayability means that the players who enjoy this genre tend to never really stop playing the games. They may play them more or less from time to time, but they always return. Grand Strategy games like Europa Universalis IV [9], Hearts of Iron IV [10], Civilization V [11] and Civilization VI [12] all hold a steady place in the top 50 games by player count on Steam [13]. And they are likely to stay there for a long time. Grand Strategy games are one of few game genres that require an extensive amount of memorized information, micro-management skills and lots of experi- ence in the chosen game in order to fully experience and enjoy the games. This can be quite an obstacle for new players to overcome. Some might be scared off before they even have a chance to see if they enjoy the game [3]. Is this something that can be remedied? Is there a way to help new players learn, at their own pace, by giving them the tools to look up the information they lack, without forcing them to rely on external help such as online wikis or other third-party resources?

1.2 Paradox Interactive & Paradox Arctic

Paradox Interactive is a Swedish game publisher, with several internal game development studios. The primary studio located in Stockholm, Paradox De- velopment Studio, was founded in 1997 and is one of the world"s most popular strategy game developers. They are responsible for widely known strategy fran- chises, such as Europa Universalis [9], Crusader Kings [14], Hearts of Iron [10] and Stellaris [15]. Paradox Arctic is a Swedish game development studio. The studio was founded in

2014 and is one of the internal studios owned by Paradox Interactive. Throughout

the years the studio has done work on Magicka 2 [16], Pillars of Eternity [17], as well as minor work on all the major Paradox games such as Stellaris [15], Europa Universalis IV [9] and many more. The studio is currently focusing on creating

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Deep, Appealing and Personal games in the Management genre, with a flair of the complex strategy of traditional Paradox Interactive games.

Making the Game Wiki Obsolete 9

2 Objective

In order to investigate whether the initial player experience in Grand Strategy games could be improved, by giving them better access to information on game mechanics and game rules in-game, the following primary and secondary research questions needed to be answered:

Primary

a) Investigate if providing detailed information about game mechanics-in-game, at the players leisure-will improve game approachability.

Secondary

b) Investigate if this access to detailed information could improve player reten- tion c) Determine the best way to provide this detailed information to the players in a non-intrusive way that does not frustrate or overwhelm the player.

2.1 Purpose

The purpose of the paper was to investigate the possible advantages of providing detailed information on game mechanics in-game, rather than outside the game. The hypothesis was that it would improve approachability, that is, reducing the gate-keeping of new players by improving the learning curve, which in turn would lead to a higher player retention as frustrated players are more prone to quit the game.

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3 Theoretical Framework

In order to investigate the objectives of potentially improving approachability and player retention, information first had to be gathered on relevant subjects; Grand Strategy games and how they work, how to measure player enjoyment and approachability, and how the resources players currently use works.

3.1 Grand Strategy Games

A Grand Strategy Game, sometimes abbreviated as GSG, is a game, in the strategy genre of games, which focuses on the idea of grand strategy, which is a form of government planning and is an advanced way for a country or nation to plan for fulfilling a long-term goal [18]. In order to reach said goal it is necessary to identify a national objective and assess the resources available to the nation such as "military prowess, political leverage, diplomatic ability, and economic might"[18] and utilize those resources to their fullest potential. In other words, Grand Strategy Games lets the player take control of nation or country, real or fictional, and guide it as they see fit. The player can, among other things, declare war on neighboring nations, expand and develop cities, engage in diplomatic relations with other countries, research technology or build trade routes [4]. The end goal of the game is of the players choosing, as they are in full control of what they want their nation to do, but a common goal is world domination. Grand Strategy Games are often set during historic periods-such as the time of the roman empire, medieval times, or the Victorian era-in which the player is able to bend and shape history to their will [4]. Grand Strategy Games have a lot of overlap with other similar game genres such as the very closely related genre of4X games-games in which the player takes control of a character or society which has to EXplore, EXpand, EXploit and EXterminate in order to survive in the world[19]-or the tangentially related genremanagement games-games which focuses on caring for and maintaining a system. For example, The Sims[20], where the player has to care for and help a household and its inhabitants flourish, or Prison Architect[21], where the player takes on the role of prison warden and has to build and maintain a successful maximum security prison. However, while overlap do exist, not all of these games belong to the Grand Strategy Genre, even though the lines which separate them may sometimes be blurry. Some examples of games that do belong to the Grand Strategy Game genre are: -Europa Universalis IV[9] -Hearts of Iron IV[10] -Civilization V & VI[11][12]

3.2 Flow

In his book, Flow: The Psychology of Optimal Experience, from 1991, Mihaly Csikszentmihalyi talks about the psychological phenomenon he refers to as Flow

Making the Game Wiki Obsolete 11

[22]. Csikszentmihalyi explains that what he refers to as Flow is a mental state in which an individual experiences a strong intrinsic motivation and satisfaction with their current activity. This results in the individual feeling that the activity is so rewarding in and of itself that they desire to do it, without external rewards, even if the activity is highly difficult or dangerous. While in a state of Flow, the person experiencing the phenomenon loses their sense of reflective self-consciousness and experiences time subjectively different (in the sense that time may feel like it is passing by more quickly. "Time flies when you"re having fun." [23]). The phenomenon is generally a positive experience as Csikszentmihalyi explains that experiencing Flow in everyday activities is the key to living a happier life [22]. However, while the subject has not been extensively researched, the Flow state may potentially also inadvertently lead to addiction to the activity the Flow is experienced in, due to the high level of control and rewarding feelings the person experiences. Video games could be called what Csikszentmihalyi refers to as anautotelicex- perience; "from two Greek words,automeaning self, andtelosmeaning goal."[22]. The user does not perform the activity as to reach an external goal. The goal is the enjoyment of the activity itself; the main criteria for achieving Flow. In order to reach Flow, eight criteria needs to be fulfilled according to Csikszent- mihalyi, as compiled by Penelope Sweetser and Peta Wyeth[24]: -a task that can be completed; -the ability to concentrate on the task; -that concentration is possible because the task has clear goals; -that concentration is possible because the task provides immediate feedback; -the ability to exercise a sense of control over actions; -a deep but effortless involvement that removes awareness of the frustrations of everyday life; -concern for self disappears, but sense of self emerges stronger afterwards; and -the sense of the duration of time is altered. In 2005, Sweetser and Wyeth published a paper on an evaluation model for the enjoyment of video games, utilizing these eight criteria for Flow as heuristics [24]. They call this model GameFlow and showed that it can be used to measure players enjoyment of games. One of the heuristics is that "challenges in games must match the players" skill levels"[24] even if the player"s skill increases. If there is a mismatch the player may experience frustration, if the difficulty is too high or boredom if the difficulty

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is too low, compared to the player"s skill level. The balance between difficulty

and skill is illustrated in Fig.1.Fig.1: The relationship between Flow, and user skill and activity difficulty.

Flow is also one of the main reasons players keep playing a chosen game, as con- cluded by Lee and Tsai in their 2010 paper "What Drives People to Continue to Play Online Games? An Extension of Technology Model and Theory of Planned Behavior" [25]. Their research was specifically on Online games, but could, in part, be attributed to other games as well. Aside from Flow, they also state that perceived enjoyment and perceived behavioral control (choosing to go through with an action or behavior, or not, based on whether it is believed it can be done successfully) are important factors in player retention.

3.3 Game Approachability Principles (GAP)

The Game Approachability Principles, abbreviated as GAP, are a set of guide- lines or heuristics proposed by Desurvire and Wiberg, in their study on game approachability [26]. These guidelines are meant to help game developers im- prove approachability in their games, by providing a set of heuristics by which approachability can be measured. Desurvire and Wiberg define Game Approach- ability as the concept of how easily an inexperienced player can learn the tools

Making the Game Wiki Obsolete 13

and techniques necessary to play a game, by keeping them "sufficiently moti- vated" [26], and in doings so making sure that the player gains enough knowledge to continue playing the game, but keeping the player curious in order to motivate continued interest. They make a point that the game audience is shifting. Play- ers, traditionally, used to consist of solely hardcore gamers. However, in recent times, games have become so mainstream and popular that game developers can no longer expect an expert end-user when designing their products [26]. More often than not the end-user will be a casual or inexperienced player which needs to be taught how to play the game in such a manner that the player does not lose interest due to game being perceived as having a too high skill floor [26][27]. One of the principles proposed by Desurvire and Wiberg is "Information On Demand and In Time, System Thinking" [26], which is a measurement of if the "player has access to answers regarding the game whenever needed when first coming across new material" [26]. This principle is based on the research by James Paul Gee. In his research article Learning by Design: Good Video Games as Learning Machines from 2005 Gee analyzes how and why those who play games are so intrinsically motivated to learn (in order to be able to play the game) and how it might be applied to traditional learning environments like schools [28]. One of the many principles he defines is the one called "Information 'On Demand" and 'Just in Time" "[28]. This principle states that humans are quite inefficient at absorbing verbal information when received out of context and in large amounts. It is preferable to receive the specific information in the situation when it is needed. Gee draws a comparison to Game Manuals and how they "just like Science textbooks, makes little sense if one tries to read them before having played the game". In other words, without the proper context and timing, the mind is unable to properly absorb verbal information and instruc- tions, as the mind is unable to insert the information in a proper mental model in which the information is supposed to be used. Gee exemplifies this with a comparison to a phenomenon where students who are straight A students in class and during tests are unable to apply what they have learned in practice [28].

3.4 Wikis

A wiki is an internet website which can "be modified or contributed to by users." [29] The concept of a wiki was first created by Ward Cunningham, in 1995, when he created a website called WikiWikiWeb, a website which could be edited by its users. The name comes from the Hawaiian word "quick" [29]. The most commonly used wiki is most likely Wikipedia; an online encyclopedia based on the wiki concept of user-generated and user-moderated content [30]. Wikis are often faced with a lot of criticism due to their nature. Many call in to question the fact that anyone can edit the contents of a wiki page and argue that there will always me malicious users who will try to undermine the efforts of the rest of the editors by "introducing false or misleading content" [29]. However, the supporters of wiki software argue that the community as a whole is a stronger

14 Timmy Eklund

force than the malicious few and as such the community will always correct any false information. And although the system is not in any way foolproof, it stands as a testimony to the goodness of people [29]. In his article, from 2014, Matthew Barr explains that wikis might be one the most significant social media platforms for gamers, because of the scholarly, almost academical, work required to maintain and add on to the sites [31]. This implies that with a large enough dedicated user base of contributors, a wikis articles are likely to reach a very high standard of quality. However, wikis suffer from a problem called participation inequality [32]; only a small number of users actually contribute to wikis. Sometimes also referred to as the "1% rule", because of the distribution of users: 1% of users are active key contributors and 9% are intermittent contributors, but 90% of users are lurkers-users who only read and never contribute. This means that in order to have a wiki with up-to-date information, and a high-quality standard of articles, a very large user base is needed.

3.5 Tooltips

A tooltip is an element commonly found in most GUIs (graphical user interfaces) which displays a descriptive text of the element the mouse pointer is currently hovering over, in order to help the user understand a possibly ambiguous icon or button [33]. In order to solve the issue of their players having to rely on a third-party wiki website, Riot Games, developer of the video-game League of Legends, experi- mented with providing the more detailed type of information, that players were looking up on the wiki, through expandable tooltips [35]. The benefit of this was that the non-expanded tooltip could be made more simple in order to provide faster "In the moment" information; information you need to be able to read through and understand quickly [35], as can be seen in Fig.2a. At the same time, the expanded tooltip could provide players who needed more expert-level information the data they wanted, such as number data needed to make deci- sions for min-maxing [36], deciding which strategies to employ, planning on how to approach their next fight ahead of time, etc. [35], which can be seen in Fig.2b.

Making the Game Wiki Obsolete 15

(a) Regular tooltip. (b) Expanded tooltip. Fig.2: Tooltips for abilities (character skills) as seen in the video-game League of Legends (Riot Games, 2020). Screenshot by author. [34]

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4 Methodology

As not much is known on whether players actually use outside resources when they play Grand Strategy games, a pre-study was performed to gauge if players use such resources and how often they do it. Afterwards, three mock-ups were designed, based on current industry standards for how to supply players with information, such as tooltips and in-game ency- clopedias. These mock-ups were then evaluated by experts on Grand Strategy games. Based on the result of the expert evaluation, one of the mock-ups were selected for implementation and player testing. The player testing of this implementation was performed in a small game, de- veloped at the same time as the pre-study and mock-up exploration stages. The selected mock-up was implemented as a prototype in this game and then tested on two groups of players using A/B-testing, where one group was a control group without the prototype. The results of the test were evaluated based on whether the player could complete the game scenario or not, how quickly they did so, how often they utilized the prototype, as well as the testers own thoughts on how well they did and how useful they found the prototype.

4.1 Pre-Study

In order to properly evaluate the potential of improving in-game information sources available to players, the current state of players usage and need of such sources needed to be investigated. A survey was sent out measuring current trends and usage of outside resources-such as website, wikis, YouTube, strategy guides, etc.-during gameplay, as well as general statistics on enjoyment and approachability. The target audience of the survey was primarily gamers, but preferably with a focus on gamers who primarily play Grand Strategy games. The pre-study survey was published on a private Facebook group of university students, currently enrolled and alumni, in interaction design at Umeå Univer- sity, "ParadoxPlaza"[37], the sub-page dedicated to games published by Paradox Interactive on the social internet platform Reddit [38], as well as "SampleSize"[39] a sub-page dedicated to surveys on the same website. These platforms were cho- sen as they were most likely to produce participants in the target audience, but still on a broader spectrum of that audience, that is, not only experts of Grand

Strategy games, but beginners as well.

4.2 Mock-up exploration

Before implementation and testing of a final prototype, the different ways of giving the player information needed to be evaluated. As it would be impossible to exhaustively test every single method of providing information to the player,

Making the Game Wiki Obsolete 17

a few prevalent examples from other games were selected for prototyping and user testing. The methods chosen for prototyping and testing were: -Tooltip expansion to display additional information -Fullscreen in-game encyclopedia pausing play (with and without clickable tooltip links) -Windowed in-game encyclopedia during play (with and without clickable tooltip links) These approaches were chosen as they are, at the time of writing, the most commonly found solution for similar problems in games of other genres. The mock-ups were based on the design, layout and theme already present in Stellaris [15], the game which would serve as background for the mock-ups. Basic design was also based on industry standards for encyclopedias and tooltips. All mock-ups were designed in the prototyping tool Figma [40]. All of the mock-ups opted to not make use of the wiki way of having user generated content, as despite the many pros of a wiki website, the cons were simply too great in the context of being used in a paid product, such as a video- game. The fact that it is impossible for profanity and incorrect, and sometimes even malicious, information to not to sometimes slip through was simply to large to ignore.

4.2.1 Mock-up 1: Expanding tooltips

The first mock-up was based on the experiment done by Riot Games on providing players with additional information by allowing them to expand tooltips [35]. The first mock-up incorporates this ability to expand all tooltips to display more information that may be wanted by an expert player looking for detailed data or a beginner looking to learn more about the game mechanic they do not understand. This mock-up can be seen in Fig.12 and Fig.13 in Appendix B.

4.2.2 Mock-up 2: Fullscreen in-game encyclopedia

The second mock-up incorporates the traditional, and most common, solution for providing large amounts of information in-game: an in-game encyclopedia, also known as a codex, database, or compendium. This encyclopedia is a fullscreen view, which pauses the game to allow for full attention from the user, withoutquotesdbs_dbs18.pdfusesText_24

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