‘It’s Da’ Bomb: Math Bomb’ has three main
mechanics; the mathematics, the digits, the clues and the combination, all of
which are governed by the prerequisite timer that represents the bomb’s timer.
The solver must utilise the mathematics, the digits and the combination to
solve the puzzle, whilst having the option to use the clues in times of
struggle. With one solver solving the puzzle and one solver holding the
answers, the solver has ten minutes to defuse the bomb through two stages –
revealing the digits through mathematics and defusing the bomb with the final
combination. Each mechanic not only exists to conform and develop upon the
theme of defusing a bomb, but to serve the gamer both positively and
negatively, placing them in times where they need to stop and think.
The first and main mechanic is the mathematics, where the solver has to solve four maths based puzzles to reveal each of the four digits. This puzzle aimed to be a mathematical puzzle, thus the main mechanic had to revolve around mathematical calculations. Wikipedia states that in a mathematical puzzle, “...the solver must find a solution that satisfies the given conditions.” (Wikipedia.com, 2012). In this case, the solver must use 4 digits to reach to given main number. Once they do this, through calculation, they can unlock a digit of the deactivation code. In addition, the mathematics mechanic takes the main characteristic of a puzzle (to stop and think) and brings it to the forefront. Solvers will spend the entirety of the puzzle stopping to think, rather than actually progressing onwards physically. That explains the choice of mathematics mechanic, however, it doesn’t justify the use of the digit mechanic, where each digit is revealed separately after each math based puzzle is solved. This mechanic was to promote two aspects of the game - progression and an increase in difficulty.
Sharleen Sy declares that the progression dynamic is “A dynamic in which success is granularly displayed and measured through the process of completing itemized tasks.” (Stratsynergy.com, 2012). In puzzles, progression is key; whether a Rubik’s Cube or Tetris, the solver is motivated by seeing their progression. If they believe they are progressing towards the goals, they will continue on, where as if they see no progression, they are likely to give up. Sean Baron mentions “As goals become increasingly difficult to accomplish (in relation to solver skill), commitment to accomplishing these goals diminishes. If this happens, a gamer is very likely to simply stop playing.” (http://www.gamasutra.com, 2012). This not only supports the idea that rewarding the solver motivates them to continue, but it also leads onto the next key aspect of puzzles - increasing difficulty.
A puzzle cannot be too difficult, nor can it be too easy. It has to present the solver with a problem that they have to stop and think in order to solve. To promote this key aspect of a puzzle, four digits are unlocked separately through four mathematical puzzles. With each succession, the following puzzle increases in difficulty. An intentional choice for two reasons; puzzles often have a gradual increase in difficulty and that solvers thrive off mastery and people derive pleasure from challenges in everyday life. Ifat Glassman believes, “Some adults find intense pleasure in complex challenges that take a long time to achieve, while others feel intimidated by them and shy away from them.“ (http://forum.objectivismonline.com, 2010). This supports that aforementioned points about balancing the difficulty, therefore when designing the puzzle it was important to ensure there was an increase in difficulty, but not too difficult that it de-motivates solvers. In addition, with each successful solving, the solvers gain a sudden urgent optimism – a dynamic that keeps the solvers going.
The final aspects to mention involving the digits are the colour and reward. When the digit locked, it is red; when it is unlocked, it is green. Once again this relates to colour psychology and how we recognise connotations of colour. When the solver witnesses the digit turn green, they gain a sudden blissful productivity, they are happy. Two quotes once again support such a choice. One, Leslie Cabara states “People surrounded by red find their heart beating a little faster and often report feeling a bit out of breath.” (www.precisionintermedia.com, 2003) and two, Leslie Cabara continues on to state that green is “The color of growth, nature, and money. A calming colour also that's very pleasing to the senses,” (www.precisionintermedia.com, 2003). Continuing onto the final aspect rewards, in a puzzle like this, there are multiple stages and thus, the time required needs to be much more lenient. Because of this modular puzzle, the solver can witness the progression; however, in order for the solver to appreciate this progression and become motivated, they need rewards. Wikipedia declares that “Rewards typically serve as reinforcers. A reinforcer is something that, when presented after a behavior, causes the probability of that behavior's occurrence to increase.” (Wikiepdia.com, 2012). This fixed ratio reward means that the players know what the reward is and they are motivated due to previous successes. The greater the difficulty, the more extreme the motivation and reward is, giving the gradual sense of mastery. As you can see from the digit mechanic, it all ties together with reward and mastery, key aspects of both games and puzzles. Now that the mathematics and digits mechanics have been explained and reasoned, all that is left to justify is the clues, the combination, the two player gameplay and the timer.
Considering the timer governs the entire puzzle and influences how the solver behaves, it’s a key aspect of the puzzle. Case Western University wrote "If you feel you don't have enough time to do something, it's going to affect you." (www.sciencedaily.com, 2009). It affects you cognitively, and considering it also manifest panic from the player, sitting there and making calculation in their head is not the result; they rapidly make quick-fire calculations to solve the puzzle. As a result, the solver is given a calculator to make calculations. This way, not only is the puzzle threatening and therefore pleasurable as Thomas Scheff states that “At this distance, being both in and out of their own feelings, emotions that might be painful if one was completely involved in them become pleasurable”, but the player is also assisted, which leads onto the clues mechanic.
Clues are another design aspect of puzzles. In ‘It’s Da’ Bomb: Math Bomb’, the puzzles are much harder, with multiple stages which are harder to achieve, thus, when players are finding a calculation too difficult, they can use a clue to reveal two mathematical symbols that make up the calculation. They will need is as clues are “a piece of evidence that leads one toward the solution of a problem.” (www.Mirriam-Webster.com, 2012). From this point, they are punished and rewarded. The reasoning behind this was that if the clues were entirely rewarding, solvers would utilise this mechanic every time. The aim of a puzzle is to promote ingenuity and patience without de-motivating a player. The clue mechanic keeps this idea solidified by taking off 20 seconds of the time, but only if the player uses it. As the player knows of the disadvantages of clues, they will push onward until they have no choice. When solvers unlock all of the deactivation code they can move onto the final mechanic of the puzzle - the combination.
Alice Freen states that “Ellen was finding she felt more excited and enthused when she was trying something new” when discussing a healthy lifestyle of a client.” (ahealthylifestyleworks.com, 2009) Cynthia Fisher of business psychology.org also declares that “Repetitive tasks cause boredom because they demand attention while providing little stimulation in return“ (www.businesspsych.org, 1993). This proves two points – one, boredom can have negative de-motivational affects on people, and two, variety can encourage excitement. Considering ‘It’s Da’ Bomb: Math Bomb’ has the player repeating the same puzzle repeatedly, variety is required. Therefore the combination mechanic was added in purely for this as it is a logic puzzle, not a mathematical puzzle. Not only does it add variety and therefore entertainment, but it also gives the solver something to work onto regardless of the goal.
The most interesting part of the puzzle is the fact that there are two players, one player is the solver and one holds the answers to. The idea was to facilitate the clues and combinations when paper based puzzles are concerned, however Wikipedia goes onto state that mathematical puzzles “do not usually involve competition between two or more players.” (Wikipedia, 2012). This supports the choice to involve a co-operation mechanics rather than competition. However, instantly recognisable is that the two player mechanic is a failure for this puzzle. Considering one player gains all the reward and one player gains no reward seems unbalanced, therefore this mechanic will be removed and revised from the puzzle in further revisions.
In conclusion, ‘It’s Da’ Bomb: Math Bomb” is most likely the most successful puzzle, as not only does it implement all mechanics and design choices that make a puzzle successful (mastery, difficulty, clues and reward) but it also works well as a game. During play test sessions, equanimity was evident as all players would give feedback such as “The Math Bomb is probably the best out of the three puzzles”.
REFERENCES
Fisher. C. D. (1993) Bored at work. Retrieved from the
businesspsych website:
Greene. A. (2009) Do You Need Variety to Stay
Motivated? Retrieved form A Healthy Lifestyle Works website:
Webster. M. (2012) clue. Retrieved from the
Merriam-Webster website:
Wikipedia (2012) Reward System. Retrieved from the
Wikipedia website:
Glassman. I. (2010) The psychology of taking Pleasure
in challenges vs. Fear of failure:
Sy. S. (2012) Progression Dynamic. Retrieved from the
Strategic Synergy website:
Wikipedia (2012) Mathematical Puzzle. Retrieved from
the Wikipedia website:
Cabarga. L. (2003) Color Psychology and Marketing.
Retrieved from the Precision Intermedia website:
