Adventure games

from Wikipedia, the free encyclopedia

Adventure games is the generic name for a category of games in which the unforeseen, tension and thrill , risk and daring determine the action. The singular word stands for a single game from this genre. Adventure games are mainly used in recreational activities, adventure education , risk education and extreme sports . They are possible and common in the real, but also in the virtual world.

term

The historical term "adventure" is derived from Middle High German "aventiure". As such he referred to the risky undertakings of the Arthurian knights in medieval epics , such as Parzival , Iwein or Erec . It was about “journeys into the unknown”, which primarily served the self-discovery and social maturation of the young knight. They were associated with risk and risk and included the possibility of considerable, sometimes existential, failure. These essential elements also characterize the games of this genre. Anyone who embarks on a real adventure game is entering unknown, not completely safeguardable territory, has to face risky challenges and thereby overcome fears and endure failure. Nevertheless, the term adventure games is often used inflationarily in game collections , and many corresponding game offers figure with a factually incorrect label due to ignorance or marketing reasons.

character

Adventure games are characterized by a high level of uncertainty. This awakens the curiosity, the spirit of discovery and the thirst for action to face the risks and - in real adventure games - also real dangers, which requires a willingness to take risks and tolerance of frustration on the part of the player . These challenges give the adventure games their high experience value and their attractiveness. Adventure games can be implemented as individual games, but also as partner games and as group games .

If the elements of risk and risk that make up its essence are taken away from the game, it loses its genuine substance, its specific generic character as an adventure game and thus also the justification for using the term. Games in which the risk potential is eliminated for safety reasons or the responsibility for the risks is shifted to other people, such as the game master, become "pseudo-adventures" according to the wording of the venture researcher Siegbert A. Warwitz . Such games, which are only given the attractive label “adventure games”, without real initiative, without their own risk, without self-active risk-taking and taking responsibility, put the player in a consumer role . In this context Warwitz speaks of "let yourself be adventurous". Excitement and thrills can also determine competitive games, such as a sports game such as football or tennis . But they alone are not enough to constitute a game of the adventure game genre. In addition, there are often flowing transitions, for example to the category of war games .

Examples

Real world games

In the real-world games, human and physical commitment is required from the players: In partner and group games, it is also important to have the courage to trust others in difficult situations. Simple forms of play such as partner support are suitable for practicing this , in which two players support each other in opposition with their arms outstretched and then gently move backwards as far as they can still support each other. With cobwebs , a group has to climb through the openings of a spider web marked by ropes with mutual assistance and weighing up their individual skills. Each hole is only available for one passage, so the more difficult upper passages can only be climbed by the more daring with the help of the others. The Preckel game becomes an adventure game when the rules provide for a competition for the group's throwing top, meeting the other top in the target throw and the possibility of someone else's winning or the possibility of losing one's own top in a fighting game. The Afghan dragon game , as described by bestselling author Khaled Hosseini in his book " Kite Runner ", offers a similar, very challenging adventure . The aim here is to let kites fight with each other in the air until one player succeeds in getting his kite to cut the other's tension lines in order to be able to secure them as prey after the crash.

Virtual adventure games

Virtual adventure games are characterized by the fact that they take place and remain in the presentation area. They can be very exciting when the players identify with their electronically created artificial characters, make decisions for them, suffer, win or lose with them and share their fates. But the immediate consequences of their own are missing. They are proxy games in imaginary worlds: You can hunt dinosaurs, set off into distant galaxies, found a kingdom and rule over it, or go on a journey through time, so immerse yourself in fantastic spheres to experience adventures. But you can also remove yourself from the game at any time, start a new game or dismiss the digital events as unreal and thus insignificant for your own inner life, i.e. distance yourself from the world of images on the display if the consequences of losing become too unpleasant. Playing with the artificial characters in the play set can inspire the imagination and be extremely fascinating. But it remains in an illusory world and does not go to the marrow of the personality if the reflective distance to the game is maintained.

Areas of application

Leisure sector

The leisure area offers numerous opportunities for adventure games: In the outdoor sector , adventure or Robinson playgrounds invite even the youngest children to try out their willingness to take risks and ingenuity in solving exercise tasks in a stimulating area. Play areas challenge the imagination. In climbing gardens and adventure parks, personal courage is required in exposed locations, on narrow, swaying paths, at dizzying heights. Terrain games such as scavenger hunts , tree houses as inaccessible fortresses, Indian rituals or knight feuds hold considerable potential for games with an adventure character for children and young people.

In the indoor sector , video games and computer games are fascinating, inviting you into strange, unknown worlds, where you can meet exotic figures, galactic knights, magicians and wild animals and get along with them as adults. But also conventional games with an adventure character in a sociable setting, where there are new and exciting things to discover, where fortune telling and magic rites play a role, await those who dare to get involved and endure the consequences: children's birthdays , teenage parties , family gatherings or meeting colleagues are popular occasions with board games , often borderline inserts and pledge trips include to run centrally into the adventure game, where sometimes even prestige and dignity be risked.

Experiential education

Adventure education uses the attractiveness of adventure games for learning. It is primarily about learning in groups. For this purpose, so-called "cooperative adventure games" are preferred, which are offered in great abundance of very different quality in relevant game collections on the book market.

Risk education

In risk education , the exciting adventure is at the center of the action and the educational ambitions. It is about expanding boundaries and developing personality and acquiring the necessary character, physical, emotional, volitive and intellectual prerequisites, even in childhood. This concerns first of all the individual personality, who should prove himself in risky game situations that challenge the willingness to take risks. But it also applies to cooperative behavior in partnerships and in small groups, in which an appropriately reflected risk management should be developed through adventure games.

Sports

Game and sport meet in adventure games: In sport, the desire for adventure games is particularly evident in the tendency to expose oneself to dangers beyond normal use of the sports equipment, which have to be mastered through play. So the experienced skater will soon no longer be able to simply move on the sidewalk. He needs the halfpipe , railings, stairs and obstacles to turn his sport into an adventure game with daring stunts in which he can live out his technical skills, courage and dexterity. With increasing routine and paragliding experience, it is soon no longer enough for the paraglider pilot to complete a standard flight with take-off, gliding and landing. He is looking for the adventure of flying by playing with the up and down winds, with wingovers or steep spirals up to the risky acro flying with flight figures such as the looping , the horseshoe, the vrille or the full stall. The educator Martin Scholz counts the desire to experience adventure to the essential sense orientations in sport in all age groups.

Individual and social importance

Adventure games are of great importance in play and learning areas because of their attractiveness and learning intensity. Real adventures, in which the consequences of one's own decisions and actions have to be endured and carried out physically, emotionally and mentally, are more educational than virtual adventures, which tend to remain non-binding: even children tend to show their courage in small games To try out in real situations and on tough life tasks and to experience your personal limits unadulterated and without imagination and self-deception. The popular daring games are adventure games. Children of both sexes want more adventure games in school, to which didactics are now reacting more and more. When they feel a little more confident, they want to compare the skills they have already acquired in partner and group games with others. Adventure games thus serve the development of personality in the form of character formation and social education. With every successfully passed adventure game you contribute to an unadorned, realistic self-assessment and to a well-founded self-confidence.

literature

  • Rüdiger Gilsdorf, Günter Kistner: Cooperative Adventure Games , Vol. 1,2,3, Verlag Kallmeyer, Seelze 1995 - 2015, ISBN 9783780058010 .
  • Thomas Lang: Children need adventure . Verlag Reinhardt, 3rd edition, Munich 2006, ISBN 978-3497018796 .
  • Martin Scholz: Adventure-Risk-Adventure. Orientations of meaning in sport . Verlag Hofmann, Schorndorf 2005, ISBN 3-7780-0151-5 .
  • Christoph Sonntag: Adventure game - a collection of cooperative adventure games , 3rd edition, Verlag Ziel, Hergensweiler 2011, ISBN 9783940562524 .
  • Nadine Stumpf: Adventure in school sports. What children want and how they can be realized . Scientific state examination work GHS, Karlsruhe 2001
  • Judith Völler: Adventure, risk and risk in elementary school sports. Experiential aspects . Scientific state examination work GHS, Karlsruhe 1997
  • Siegbert A. Warwitz, Anita Rudolf: Experience adventure while playing - adventure games . In: Dies .: The sense of playing. Reflections and game ideas . 4th edition, Verlag Schneider, Baltmannsweiler 2016, pp. 64–69, ISBN 978-3-8340-1664-5 .
  • Siegbert A. Warwitz: Search for meaning in risk. Life in growing rings. Explanatory models for cross-border behavior . Verlag Schneider, 2nd edition, Baltmannsweiler 2016, ISBN 978-3-8340-1620-1 .
  • Siegbert A. Warwitz: Is it worth taking a risk - Or do we prefer to let ourselves be adventurous? In: Magazin OutdoorWelten 1 (2014) p. 68 ff, ISSN  2193-2921

Web links

Wiktionary: Adventure games  - explanations of meanings, word origins, synonyms, translations

Individual evidence

  1. ↑ Siegbert A. Warwitz, Anita Rudolf: Experience adventure through play - adventure games . In: Dies .: The sense of playing. Reflections and game ideas . 4th edition, Verlag Schneider, Baltmannsweiler 2016, pp. 64–69.
  2. ↑ Martin Scholz: Adventure-Risk-Adventure. Orientations of meaning in sport . Verlag Hofmann, Schorndorf 2005
  3. ↑ Siegbert A. Warwitz: Is it worth taking a risk - Or do we prefer to let ourselves be adventurous? In: Magazin OutdoorWelten 1 (2014) p. 68 ff
  4. ↑ ibid, p. 68
  5. ^ Siegbert A. Warwitz, Anita Rudolf: Kreiselspiele , In: Dies .: Vom Sinn des Spielens. Reflections and game ideas. 4th edition, Schneider, Baltmannsweiler 2016, pp. 115–116.
  6. ↑ Khaled Hosseini: Drachenläufer , Berliner Taschenbuch-Verlag, Berlin 2003
  7. ^ Siegbert A. Warwitz, Anita Rudolf: Immerse yourself in virtual worlds by playing - electronic games , In: This .: From the sense of playing. Reflections and game ideas . Verlag Schneider, 4th edition, Baltmannsweiler 2016, pp. 100-107.
  8. ↑ Thomas Lang: Children need adventure . Verlag Reinhardt, 3rd edition, Munich 2006
  9. ^ Judith Völler: Adventure, risk and risk in elementary school sports. Experiential aspects . Scientific state examination work GHS, Karlsruhe 1997
  10. ^ Rüdiger Gilsdorf, Günter Kistner: Kooperative Abenteuerspiele , Vol. 1,2,3, Verlag Kallmeyer, Seelze 1995 - 2015
  11. ↑ Christoph Sonntag: Adventure Game - A collection of cooperative adventure games , 3rd edition, Verlag Ziel, Hergensweiler 2011
  12. ↑ Nadine Stumpf: Adventure in school sports. What children want and how they can be realized . Scientific state examination work GHS, Karlsruhe 2001
  13. ^ Siegbert A. Warwitz: Search for meaning in risk. Life in growing rings. Explanatory models for cross-border behavior . Verlag Schneider, 2nd edition, Baltmannsweiler 2016
  14. ↑ Martin Scholz: Adventure-Risk-Adventure. Orientations of meaning in sport . Verlag Hofmann, Schorndorf 2005
  15. ^ Siegbert A. Warwitz: Do children need risks and dares? In: Grundschule 11 (2002) ISSN  0533-3431
  16. ↑ Nadine Stumpf: Adventure in school sports. What children want and how they can be realized . Scientific state examination work GHS, Karlsruhe 2001
  17. ↑ Siegbert A. Warwitz, Anita Rudolf: Experience adventure through play - adventure games . In: Dies .: The sense of playing. Reflections and game ideas . 4th edition, Verlag Schneider, Baltmannsweiler 2016, pp. 64–69.