Sim State

June 12, 2013 1 Comment

I’ve been meaning to write this post for a while. This idea really started when I watched Day[9] play the new Sim City, and then picked up Sim City 4 again. I wanted to create a game which brought the ideas of micromanaging infrastructure and government into a larger scale. The player would be able to control education, government type, military, trade, etc. Eventually it grew into a sort of “third-world country simulator”, since that seemed like the most interesting route to people I pitched the general concept to.

The basic premise is that you are the leader of a small country, recently put in power by a violent revolution. This country is located in a faux South or Central America, but there is also the possibility for having multiple templates: African, Southeast Asian, etc. The player can only really see the small land area he controls, plus some of the bordering sovereignties. There is no global map (and this isn’t a game about conquest), but there are references to current global institutions (or fictitious characterizations thereof) like the UN and US, or WHO, etc.

Winning the game means pulling your country out of poverty and onto the world stage. This requires many parts, including building infrastructure, establishing governmental rule, and appeasing the international community. However, the win condition is gaining control over every province in your nation. Control just means being the dominant power faction. Routes to control include stamping out resistance (militarily) and appeasing interest groups. Thus a large part of the game is balancing political control; keep the military leaders on your side, stop workers from striking, and stay elected. The last one may mean establishing a dictatorship, rigging elections, or spending a lot of resources maintaining public image.

At the start of the game, your country is poor and unequipped. There are two forms of currency: money, and international repute. International repute can be spent on relief or treaties; perhaps getting a foreign oil company to leave your country. On the other hand, if you drive out the oil company by force, some factions in your own country may approve, while the international community may impose sanctions. Similarly, if their are pirate along the coast, you could demand tribute or try to exterminate them at a potentially great cost. If the world catches wind that you are allowing pirates to operate, however, you will lose repute.

The other form of currency is money. A little macro-economics comes into play here, since you have to manage your currency (printing money), and real “world dollars”. Rapid inflation can be bad for your industries, but it attracts tourists (but only to good parts – nobody is going to visit the region controlled by drug cartels). Real dollars come from exports, mainly. One way to get a boost in the beginning of the game is to exploit your natural resources: cut down rain forests, strip mine mountains, etc. However, you have to establish a more mature manufacturing industry at some point, otherwise you will exhaust your resources and fall back down into poverty.

In terms of infrastructure the player has to build, the main forms are education and industry. Industry includes transportation networks and resource collection, as well as processing. Industry also means municipal improvements, since nice cities attract high-tech corporations and commercial companies. Another route to improving the quality of your workforce, reducing crime, and eliminating overpopulation is education. Building schools takes a lot of resources for little immediate payoff, but it will start to improve your country greatly. It is also a great way for dictators to indoctrinate the population.

Late-game opportunities may include hosting Olympic Games or researching nuclear technology.

As you can see, there is a lot of room for expansions; this is more of a framework for a game, rather than a fleshed out game idea. I know there are games like this, such as Tropico. I think this would be more political and deep than Tropico, but obviously I would aim to offer a different experience overall were I to build this.

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A Forum for Original Thought

February 10, 2013 4 Comments

Nowadays, people hunger for original analyses and theses. Their pangs are reflected in the popularity of video series like The Idea Channel, Extra Credits, The Big Picture, and TED talks. Essentially, these are just spoken essays and presentations. They don’t really utilize the video medium, other than by coupling speech with a slideshow of images and (occasionally) video clips. Yet more and more these videos are supplementing written forms like blogs and columns. The intersection of unquenchable desire for consumable media (i.e. videos) and a veritable drought of mental stimulation makes spoken essays a desirable form of idea transmission.

Perhaps the number of quick-fact “educational” videos (e.g. Minute Physics, Smarter Every Day, CGPgrey, Vsauce, numberphile) stimulated the Internet’s interest in science. Indeed, there seems to be a vibe coursing through the tubes that “science is cool”, even if the way science is taught in schools isn’t. The realization that the scientific realm, learning, and, more generally, intelligent thought can be interesting has made people desire an influx of original analysis. It stimulates the brain, giving way to more thought in a way that other media has (mostly) failed to do.

In a world with an endless volume of consumable content, our brains may have become starved. Long periods of rumination can be painful and boring, so we flood it with cheap, throwaway media. Yet these times of inward reflection may serve an important purpose. Unfortunately, our over-stimulation by Internet videos, TV, movies, video games, and music has left us unable to focus on content-delivery platforms like text. We thirst for mental stimulation, yet cannot bear to gain it by taking a step backwards. This conundrum gave rise to the popularity of “spoken essays”. They inject creative, original thought quickly and painlessly. As we mull over this gem, we can further explore the subject in the video comments. Such discussion is evidenced by the considerable quality of comments on the aforementioned videos. Trolls, raging arguments over politics and religion, and insults have given way to (somewhat) thoughtful debates about the video’s analysis. Occasionally the next video in the series might make mention of some interesting points or surprising overall consensus concerning the previous video.

But is the classroom going extinct as a forum for intelligent discussion? Does it have a place in the furious online world? Perhaps. Although quick-fact videos give information, they very rarely delve into the depths of the subject and explain it in a way that lets the viewer solve entirely new problems on their own. They give the information top-soil, but hold back any sort of theoretical bedrock. A viewer might come out feeling smarter, but she will not have gained any tools in her arsenal of critical analysis and problem solving. This is partially due to the medium. Spending a longer amount of time to explore the subject drives off the initial appeal of the videos: quick learning.

However, some video series manage to seriously teach a subject while staying interesting. Crash Course has series on biology, literature, ecology, US history, and world history, served up by the eponymous vlogbrothers. They don’t necessarily go into the same depth that a yearlong course would, but that’s not really a problem here (it’s called “Crash Course” for a reason). The fact that dozens of videos are being spent exploring one subject is a start. Another faux-classroom video venue is Udacity. Udacity is a different beast; it is much more of an exploration into online courses than Crash Course. The physical classroom is woefully unfit to teach computer science. Udacity takes a stab at creating a classroom environment that takes advantage of its medium to deliver a more fitting CS education to a much greater volume of people, while still keeping a basic academic form.

Ultimately, I see a rise in the popularity of systems like Udacity, as well as series like Extra Credits and The Idea Channel. If educators want to truly grab the interest of new generations, they need to examine that which is already capturing attention. Rather than lamenting the advent of consumable, throwaway media, embrace it. There is a place for education in online videos and video games.

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