Sleuth: Shades of Mystery
General information
The game begins by the player taking on an identity. Player identities can range from a reporter to a retired lawyer. The goal of the game is to solve a case that the game provides. Players can interview suspects, collect evidence from both the crime scene and suspects’ homes, and interview alibis. All evidence collected is kept in a case file and when a suspect has pieces of evidence against him or her and a motive is known, the detective can accuse him or her of the crime. It is recommended that a suspect have 3 pieces of evidence against him or her before accusation. As “detectives” solve crimes, each crime gets more difficult and it becomes more challenging to find information about suspects and clues.
Analysis based on Csikszentmihalyi’s Flow Theory
o Task that the learners can complete: I had never played the game before and was able to determine who committed the crime. It may take more time for some students than others, but finding the suspect is definitely a task that can be completed through finding evidence and asking the right people the right questions. The player is not overwhelmed by the need to find the suspect, small parts like finding evidence then asking questions lead the player in the right direction.
o Ability to concentrate on task: The game is very entertaining as you can find clues hidden in drawers and in vases so you are constantly focusing on the game world and the screen. I think students would definitely be drawn to the set-up of the game and be able to concentrate on solving the crime.
o Task has clear goals: Most students today are familiar with crime solving shows like C.S.I. and will be familiar with the goal of solving a crime. Furthermore, the game explains the goal of each case at the beginning of the case.
o Task provides immediate feedback: This element is not so obvious. There is no score being kept regarding time and while certain parts of the game do cost money like staying in a hotel or making keys, the money does not seem to be a huge concern either. One can look at the “case file” and see how he or she is progressing on the case. They can see what evidence they have on each suspect, how many evidence pieces are against each suspect, and review what they know. If players do not notice the case file right away however (as I did not), then even this feedback will be absent. Players are given hints throughout the game and are given feedback after someone is accused as to whether or not they accused the correct person or not. However, there is not a great deal of immediate feedback, positive or negative, within play time of the game.
o Deep but effortless involvement: The game world created is unlike anything we would experience in real life and players can become involve easily. Thus, this element is definitely present.
o Exercising a sense of control over their actions: Players go where they want, ask what they want, and collect what they want through this game. One can even decide to take evidence or not take evidence that will help with the case, so the player has total control over the play.
o Concern for self disappears during flow: During this game, detectives can illegally obtain keys from a locksmith and break into suspects houses (at least in the case I solved). I felt no fear in doing this, though I did wonder if I waited to do this too close to when the suspects were supposed to return home (as I determined through earlier questioning) if detectives can get “caught.” This never happened for me, but since it is a game world, it did not matter to me anyway. Thus this element of flow exists.
o Sense of duration of time is altered: Detectives have a deadline to meet in the game which is days from when the case begins. I was able to go through about 4 days worth of play in about 20 minutes. I could also “sleep” or have a drink at the local bar in order to make time pass more quickly. I would say the players sense of time is undoubtedly altered.
In conclusion, “Sleuth: Shades of Mystery” contains all of the elements of “flow” needed for students to become motivated learners in the game. The only lacking element I found was immediate feedback, but even that existed to an extent. I know I found myself in a state “flow” as I was playing the game. I didn’t even realize how much time had passed since I started playing it. Once again, I have discovered a new time passer (or waster) for those much needed breaks in mundane, required work in my day.
2 comments:
Good point on the immediate feedback. It almost seems like that is part of the game (mystery) so it isn't included as a feature of the game itself.
This game was very similar to Box Street Runner. The game was just as engaging. The player had to find clues, investigate the scene, and find him/herself in the middle of another scene. However, the game I anaylzed didn't have a time factor. I could take as long as I wanted to look through the clues, ask questions, etc. I could even as the suspect the same question over and over again. I noticed I would get different responses but eventually the answers came back into a loop and they were repeated again.
Although I'm sure many students have background information regarding these types of games, I'm not sure if I would use them in my classroom. I think most of my students are overexposed to graphic material. Many of them can't tell me their address but can describe the most recent episode of CSI. I wouldn't use it for my student age group but maybe for high schoolers or college leveled students.
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