See [http://electricarchaeology.ca/2015/12/16/marky-markov-moodie/] for the code; source text was http://electricarchaeology.ca/2015/10/15/the-video-game-and-the-archaeologist-draft/
model the simulation
Let us dispense with the code and its emergent outcomes.
In these games, the environments, the art work, the carefully modelled buildings and digital material culture within those landscapes to tease out the story that happened before the player gives up in frustration
They point out that while games are bought and sold.
Agent Based Models, and reconstructions.
In these games, the possibilities of video games, there is a subdiscipline that requires the same as the system of rules and relationships that we might not even be aware of.
GIS and Agent Based Models, and reconstructions.
why we speak of ‘schools’ of thought.
couldn’t render the graphics and sound required by the computer referee, and while these systems are enveloped within a narrative, games-about-the-past have a larger historical narrative within which the game at the outset, Finally, we can see what the consequences and meanings of modifications to the games, and you will be greeted with one of only two reactions: a polite murmur accompanied by the game treats the Assassin’s Creed series have beautiful reconstructions that make no real difference to the games, and - while maybe sometimes not the most factually informed debates - a keen understanding of process in
Space Invaders, a game does, or what a game world, a world to use, the system of rules and relationships that govern the emergent game play or the story that emerges, or the story of the games, and you will be played, experienced, and internalized by orders of magnitude more people than who ever read our formal archaeologies.
rules and relationships that we might not even be aware of.
The difference is, games have better eye-candy and production values.
The processor was slow, and couldn’t render the graphics and sound required by the limitations of its hardware, software and coding choices, as both a closed universe and as an extension of the external culture that created it.
These games encourage a careful reading of the landscapes, and the perceptions of our discipline.
It is important however to ask, at the outset, what do games teach? Models, and reconstructions.
The processor was slow, and couldn’t render the graphics and sound required by the computer referee, and while these systems are enveloped within a narrative, games-about-the-past have a larger historical narrative within which we may do archaeology. Agent Based Models.
Third Space Despite the neat breakdown between ‘narratology’ and ‘ludology’,