Note: Descriptions are shown in the official language in which they were submitted.
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MULTI-MEDIA INTERACTIVE PLAY SYSTEM
Background of the Invention
Field of the Invention
The present invention relates to play systems, and specifically to a framework
for interactive games
involving a broad range of game activities and play media.
Descriution of the Related Art
Family entertainment centers, play structures and other similar facilities are
well known for providing play and
interaction among play participants playing in, or around the entertainment
facilities andlor play structure. See, for
example, U.S. Pat. No. 5,853,332 to Briggs. A wide variety of commercially
available play toys and games are also known
for providing valuable learning and entertainment opportunities for children,
such as role playing, reading, memory
stimulation, tactile coordination and the like.
However, there is always demand for more exciting and entertaining play
structures and play toys that increase
the learning and entertainment opportunities for children.
Summary of the Invention
In accordance with one preferred embodiment a multi-media interactive play
system comprises a number of
play elements such as a maze that the participant must navigate, a set of
trivia questions that the participant must
answer, or number of targets that the participant must shoot with a water
blaster or laser gun. The play elements are
situated in a variety of play environments, and a central scoring system
interfaces with the play elements. The scoring
system electronically exchanges data with the play elements. For example, the
exchanged data may comprise a
participant's identity, game progress and performance. The exchanged data may
also comprise play element
parameters that correspond to the participant's progress, performance, and
ability level, and the set of play elements
to which the participant may proceed. The play elements are interlinked by the
electronic system to define a sequence
or path network along which a participant proceeds in the course of completing
the play elements or reaching a stated
performance standard.
In accordance with another preferred embodiment a method of interactive play
comprises the steps of
providing a number of play elements situated in a variety of play
environments, recording a participant's performance
in the play elements, and selecting a set of additional play elements or play
environments to which the participant may
proceed based on the recorded participant performance. The method may also
comprise the step of setting various
play parameters in a play element based on the recorded participant
performance.
For purposes of summarizing the invention and the advantages achieved over the
prior art, certain objects and
advantages of the invention have been described herein above. Of course, it is
to be understood that not necessarily all
such objects or advantages may be achieved in accordance with any particular
embodiment of the invention. Thus, for
example, those skilled in the art will recognize that the invention may be
embodied or carried out in a manner that achieves
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or optimizes one advantage or group of advantages as taught herein without
necessarily achieving other objects or
advantages as may be taught or suggested herein.
All of these embodiments are intended to be within the scope of the invention
herein disclosed. These and other
embodiments of the present invention will become readily apparent to those
skilled in the art from the following detailed
description of the preferred embodiments having reference to the attached
figures, the invention not being limited to any
particular preferred embodimentls) disclosed.
Brief Descriution of the Drawin4s
Having thus summarized the general nature of the invention and its essential
features and advantages, certain
preferred embodiments and modifications thereof will become apparent to those
skilled in the art from the detailed
description herein having reference to the figures that follow, of which:
Figure 1 is a schematic diagram of a play world for use in a multi-media
interactive play system;
Figure 2 is a schematic diagram of a play arena for use in a multi-media
interactive play system;
Figure 3 is a chart detailing the codes that identify play elements shown in
Figure 2;
Figure 4 is a schematic diagram showing the organization of a play center and
associated play environments for
use in a multi-media interactive play system; and
Figure 5 is a perspective view of a play structure that incorporates a
sendlreceive radio frequency system to
track participants in the play structure;
Figure 6 is a schematic view of an interactive play system having features in
accordance with one preferred
embodiment of the invention;
Figure 7 is a schematic view of an interactive play system having features in
accordance with another preferred
embodiment of the invention; and
Figure 8 is a schematic view of an interactive play system having features in
accordance with still another
preferred embodiment of the invention.
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Detailed Description of the Preferred Embodiments
OvERVIEw
Conceptually, the multi-media interactive play system (hereinafter "Links") is
a framework for various
interactive games in which a participant must complete a number of challenges
or play elements which are
conceptually, qualitatively, sensually, geographically, or otherwise distinct
but are nonetheless related to an overall
quest, mission, or set of quests or missions. The play elements may also be
related to an overall record of the
participant's identity associated with his or her game status, character
attributes, progress, points, credits, or the like.
A central Links system, such as a computer system or systems or a number of
memory devices assigned to
or possessed by each participant, are desirably employed to maintain the
participant records. As used herein, "central
Links system" refers to any device or collection of devices which maintains
one or more participant records, andlor
determines game parameters, results, or capabilities that affect a participant
or participants, corresponding to
information in a participant record or records, or otherwise provided to the
system.
Preferably, the successful completion of a given play element earns the
participant a reward, which may
include permission to proceed to the "next" play element or elements, while
the participant's game status, progress,
etc. is updated to reflect such completion. The reward may also include
enhanced capabilities or knowledge that
affects the participant's performance or experiences in the next play element
or elements. The play elements are thus
interlinked under the Links system. The Links system may further define a path
network, course, quest, etc: along
which the participant progresses while playing the associated game. Another
preferred feature of Links is an overall
story, plot, theme, etc. that unifies the play elements and attaches a
significance to the successful completion of a
given element, in terms of advancing the participant in his or her quest, or
discovery of further aspects of the plot,
theme or play universe.
ZS PARTICIPANT IDENTIFICATION AND RECORD
Advantageously, each Links participant has associated with himlher some
indicium of hislher progress in the
game. Suitable indicia include a magnetic-storage card, RF card, floppy disk,
CD-ROM, DUD or any other type of
relatively small, inexpensive device that electronically (or otherwise)
interfaces with a read or readlwrite device
associated with a given play element to identify the participant and update
the participant's record as necessary with
his or her performance in the play element, and any resulting effect on the
participant's progress or status in the game.
Preferably, a toy such as a sword, ring, hat, key, magic wand, etc.
incorporates interface equipment to provide a
functional indicium which itself forms an enjoyable aspect of the game.
Alternatively, a participant can carry a
stylized photo identification card or Links passport which incorporates the
proper interface. As yet another
alternative, the indicium can comprise a password, username, or a combination
of the two assigned to or chosen by a
participant. Suitable input devices associated with the play elements can
permit the participant to log in with the
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passwordlusername so that the participant's performance at the element may be
added to andlor influenced by
information in the record maintained for the participant.
For each participant the Links system preferably maintains a record as
necessary to reflect the participant's
game status, progress, etc. The type of information contained in the record,
as well as the location of the record may
depend largely on the type of game played. For example, the record may contain
data relating to which play elements
the participant has successfully completed, the participant's performance in
each element and the number of points or
credits accumulated. In addition, the record may show a type of character the
participant has selected for the game
(e.g., a wizard, scientist, alien, dragon, astronaut, warrior, etc.) and a set
of capabilities or aptitudes (such as magic,
speed, intelligence, leadership, creativity) associated with the character or
subsequently "developed" as a reflection of,
or reward for, attaining a given performance level in a play element or
elements, or successfully completing a defined
task. Similarly, the record might show an inventory of items (e.g., a key,
map, charm, weapon, book, vehicle, etc.)
which the participant has "collected" or "purchased" in the course of playing
the game, which collection or purchase
may also be enabled by attaining given performance levels or completing tasks,
or by the accumulation of points,
credits, etc.
If desired, the indicium and record system may be further used to group
participants into teams, with a
record maintained for the team. The team record may represent a total of the
points, credits, etc. of the team
members or a composite team character with certain attributes and powers.
Teams may be composed of a group of
friends or family playing together at one Links play center, or participants
at multiple centers who interact to achieve
their goals, or compete against one another or other teams. Alternatively,
Links teams may be assembled partly or
wholly from home participants via the Internet or other electronic networks.
As still another alternative, Links teams
may be formed from a group of participants who are guests at a Links-themed
party, for which special rooms may be
provided at Links facilities.
PLAY MEDIA/ENUIRONMENTS
The Links system may encompass various play elements set in or carried out by
wide variety of play media or
play environments. For example, Links play elements can be located in Links
facilities or "play centers" which
preferably comprise multi- or single-story structures with a fairly large
floor area (thousands or tens of thousands of
square feet or morel. However, smaller play centers are possible as well. A
play center preferably houses a number of
play elements arranged in a manner that is descriptive of their interrelation
in the overall game, e.g. sequentially or
grouped according to levels or type of challenge. The play elements housed in
a play center may be individually linked
to the central Links system, or interlinked with other play elements in the
center in addition to the central Links
system. Each center may serve as a stand-alone attraction, or can be linked
with other centers or other Links play
environments. The preferred center houses perhaps three or more game arenas,
each of which may have five or more
distinct play modules. Each play module comprises a number of a wide variety
of play elements, which are discussed
in more detail below.
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Within a play center a participant can pass or "link" from one arena to
another by the completion of some or
all of the play modules in the arena, or the accumulation of enough points or
credits in the arena. Similarly, a
participant can link from one play module to another within an arena by the
completion of some or all of the play
elements in the module, or the accumulation of enough points or credits in the
module. In a given module one or more
play elements may require a participant to interact with another participant
at a corresponding element in another play
module, to help each other solve special problems or achieve a common goal to
complete the element.
Each link between arenas or play elements may comprise a challenge connection
such as a slide, rope bridge,
trolley tracks, swinging bridges, net climbs and bridges, V-net bridges, web
climbs and bridges, web slides and
pushlpull tracks. These challenge connections provide dexterity and physical
play challenges.
A Links play center may employ one or more Links Gamemasters who may occupy a
control room or rooms in
the play center. The control room provides Gamemasters with access to some or
all of the computer, audio and visual
systems in the play center. A Gamemaster can assume different roles in the
interactive play, such as antagonist,
joker, or mentor to the participants. The Gamemaster may monitor individual
participants and assist, aggravate or
tease them, give hints for play elements or cause a participant to get lost in
a maze. In addition, the Gamemaster may
organize special quests or games within the play center, for either an
individual participant or teams of participants.
Thus the Gamemaster can become the "personality" of the play center and make
occasional live appearances, or
become invisible to most or all participants.
Preferably, a given city or region has a number of Links play centers in
different locations, and a Links game
requires participants to visit many or all of the centers to complete a game
by filling out certain aspects of their
characters or completing all levels of the game. A collection of play centers,
combined with other links play media and
environments, comprises a "Links World." It is contemplated that each separate
play center in a World will permit the
participant to complete aspects of the game which are unique to that
particular center. To facilitate this variety, each
center may have a different theme, such as a medieval, western, or space
theme. Within each center each game arena
can have a sub-theme that fits into the overall theme. For example, in a
medieval play center one arena may be themed
as a castle, another arena as a city and a third as a dungeon. Alternatively,
each arena within a center can have a
different theme.
Another preferred play medium for the Links system is a standalone arcade-type
game (possibly coin
operated) which may be located in a game business or other public area which
does not have an overall affiliation with
Links. That is, a stand-alone game or a group thereof may be situated in an
arcade, convenience store, shopping mall,
etc. which has no overall affiliation with Links, and provided with a
connection to the main Links system for
participant and game data transfer. In addition, a Links stand-alone game may
give a participant clues, hints, tips, etc.
which may be useful when the participant plays in another Links environment,
such as a Links play center.
It is also contemplated that Links may include play via home console or hand-
held game systems such as the
familiar PLAYSTATION, NINTENDO 64, DREAMCAST, GAMEBOY, and other similar
products. Alternatively, dedicated
or purpose-built home gaming systems could be employed. One option for
employing this type of play medium is
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through Links-specific game CD-ROMs, DVDs, cartridges, or other software that
the participant can purchase and play
on the home game system as a Links play element or play module, with his or
her scorelresultletc. communicated to
the central Links system. Where properly equipped, any of these home game
systems may accomplish data transfer
with the central system via a direct modem or network connection, or via the
Internet. A home game system may also
support a connection to Links through a readlwrite device that connects to the
home game system and interfaces with
the indicium described [above], so as to transfer data to and from the
indicium to influence the participant's
performance in the game, adjust game parameters, update the indicia with the
player's performance or result in the
game, etc. As with a Links stand-alone game, home console play may give a
participant clues, hints, tips, etc. which
may be useful when the participant plays in another Links environment, such as
a Links play center.
Another preferred Links play medium is a home PC or other information
appliance that interfaces with Links
through the Internet or other network or modem connections. As with the home
game system described above, the
participant may purchase play element software to run on the PC or other
appliance to participate in the play element.
Alternatively, the participant could use the PC or other appliance to play
Links games which are resident partly or
wholly on a Links Internet server or website, Links mainframe or other
machines connected to the participant's PC. By
playing on a PC or other information appliance, a participant may find clues,
hints, tips, etc. which may be useful when
the participant plays in another Links environment. Preferably, the Internet
or network connection is used to transfer
game parameters, results, participant performance, etc. to update the
participant's record. As with the home game
systems described above, a readlwrite device can also provide an interface
between the PC or other appliance and the
indicium to update the participant's record as necessary.
Yet another preferred Links play environment is an interactive television show
presented on broadcast or
cable television, or available via home video or pay-per-view. Preferably, the
Links television show is a combination
game show and participatory TV program based on a Links game theme. The
participants on the Links television show
may face challenges or play elements similar to those found at Links play
centers. Participants viewing the program
can learn special tips and clues for completing their challenges or quests the
next time they visit a Links play center. In
addition, some or all of the Links play centers can hold competitions, the
winners of which can then compete on the
Links television show.
A Links feature film or series, presented in theatres, on broadcast television
or on home video, is a further
potential source of Links secrets, codes, tips, tricks, etc.
Yet another preferred Links play environment is a Creation Station which is a
crafts area where participants
may complete various play elements which involve construction of simple items.
A Creation Station may be located in
a Links play center or may comprise a stand-alone play environment.
Preferably, a Links website provides a center for the Links participant
community to interact via chat or
message forums, and look up player records, statistics and the like. The
website may also contain Links news,
secrets, tips, tricks, and other information. In addition, accessing the
website may itself be a source of points for a
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Links participant; that is, a participant may gain a certain number of Links
points, credits, character attributes, etc. for
logging onto the website and engaging in various activities on the site.
It is also contemplated that Links players can accumulate Links points,
credits, secrets, tricks, tips, etc.
through the purchase of Links merchandise at stores which may be stand-alone
or integrated into Links play centers as
gift shops. Such stores may also be dedicated Links stores or existing
retailers that sell Links items. Links
merchandise may include T-shirts, computer games, video games, board games,
and interactive toys. Similarly,
participants may patronize integrated or stand-alone Links-themed restaurants,
or existing family or fast-food
restaurants promoting Links to receive Links points, etc.
Links preferably includes education in its play media environments, through
play elements incorporating
educational themes and otherwise. Some Links play elements, discussed in
detail below, teach scientific principles,
involve engineering or mechanics, include arts and crafts, or have a historic
emphasis. Furthermore, Links may work in
conjunction with programs such as Odyssey of the Mind" to teach children
creativity and problem solving. Preferably,
an organized Links educational system includes teams of children from
different parts of the country that compete
against each other in educational activities simultaneously at different Links
facilities.
Figure 1 is a schematic depiction of a preferred arrangement of a Links World
100 contained in one Links play
center. However, as mentioned above a Links World may comprise multiple play
centers andlor multiple associated
Links play environments. In addition, one must note that a wide variety of
combinations, configurations, link patterns,
etc. may be utilized in constructing a Links World 100, and that Figure 1
represents just one possible World. The Links
World 100 has a number of arenas 102 that are connected by arena links 104
which may comprise challenge
connections as detailed above, or other types of connection. The arenas 102
are shown as being linked in a sequential
or linear fashion; however other linking patterns are possible in which a
given arena 102 may have links to multiple
arenas depending on participant performance or choice. Within each arena 102
are a series of play modules 106 which
comprise a number of play elements (not shownl. The play modules 106 are
themselves connected by module links
108 that define a path for the participant among the modules. Like the arena
links 104 the module links 108 may
comprise challenge connections, etc. As outlined above, it is preferred (but
not necessaryi that satisfactory completion
of some or all of the play modules 106 in an arena 102 permit the participant
to use the associated arena link 104 to
proceed to the next arena.
Figure 1 also shows a number of additional Links play environments in the form
of home game systems 110,
creation stations 112, stand-alone Links machines 114, home PCs 116 and
television shows 118, which are
associated with the Links play center in the Links World 100. Each of these
are connected to one or more of the
arenas 102 via supplementary links 120. Here the additional Links environments
are depicted as play modules
associated with individual arenas 102; however these environments may also be
arenas or Worlds unto themselves, or
play elements within or associated with a play module 106.
3S PLAY ELEMENTS
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The Links system preferably supports a wide variety of play elements which can
be combined in various
ways to provide a very diverse play experience. The following is a description
of various examples of Links play
elements, which merely representative and not an exhaustive list of all
possibilities. One of skill in the art can readily
envision additional games and challenges that are suitable for inclusion as
Links play elements, as well as the broad
scope of play that can be made a part of Links. It is also to be appreciated
that most or all of these play elements can
be presented in a physical or "live" manner, or can be conducted through
computer simulations with which the
participant interacts.
Navigate the Maze
This play element involves two participants, one on an upper level platform
overlooking a lower level where
the other participant is positioned. A number of cards, preferably five, with
arrow symbols are located in a pouch or
other receptacle on the upper level. The participant on the lower level must
travel a course or maze in a particular
sequence and push a number, preferably ten, of buttons that are located
throughout the course in the proper order.
The correct order is shown on a graphic that is visible only to the upper-
level participant. The upper-level participant
displays the cards to the participant below to indicate which direction he or
she is to go and which button to push.
Once completed, the participant below and the participant above may insert
their cards or otherwise present their
indicia at the same time for points.
Station Buttons
This play element involves two participants, one upper and one lower, not
within visible range of each other.
One participant faces a panel of (preferably) six buttons, each a different
color. The other faces a color monitor. An
intercom or other simple communication device connects the two stations. The
participants insert their cards or
otherwise present their indicia to start the play element and have thirty
seconds to push the buttons in a proper
sequence as shown on the monitor. The sequence may change each time and
preferably has more colors for older
participants. A similar play element or elements can be operated in another
location in a play center, etc. and based on
shapes, letters, numbers, textures, object names, etc. instead of colors. This
play element may also be run at multiple
locations with three or more people attempting to coordinate their actions.
Twenty Questions
This play element involves two participants at two different stations, one
with a monitor, and the other with
a keyboard or other buttons corresponding to the alphabet, both connected to
an intercom. When both insert their
cards or otherwise present their indicia, the monitor begins listing clues
every few seconds, preferably every five
seconds or so. The participants relate the clues to each other and discuss
them until one participant keys in the
correct name of the object at the station with the keyboard. Preferably, this
element uses simple objects and clues for
young people, and more difficult ones for older people.
Other Sites
In this play element interlinked video andlor computer stations connect two or
more Links facilities via the
Internet. Guests can simply chat with each other or solve common problems and
puzzles. Same puzzles may require a
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participant to contact another participant at another site to get assistance,
wherein the solution is only available at
the remote participant's site.
Build a Wall
A participant must build a wall, preferably between two posts approximately
six feet apart, using blocks that
are preferably rectangular and approximately the same size as cinder blocks
but much lighter in weight. Each age
group may be required to complete the wall to a different height. For example,
a three year old may build an eighteen
inch wall, whereas an adult might build one six feet tall. Horizontal light
sensors may be provided at various heights to
sense when the job is complete. The size and shape of the blocks may be
changed every few weeks so that the task
varies and different skills will be required to master the building technique.
Build a Structure
The participant is provided with several pieces of balsa wood, tape, and paper
clips. The participant must
build a structure out of the materials that is preferably at least two feet
high and will hold a fifty pound weight.
Build a Bridge
The participant is provided with several pieces of balsa wood, tape, and paper
clips. The participant must
build a bridge that preferably spans two concrete blocks three feet apart and
will hold a twenty-five pound weight in
the middle.
Simultaneous Cooperation
This play element involves several participants at different locations. Each
must push a button
simultaneously. Signage instructs them that one way to accomplish this is to
start counting all together and to keep
the count while the participants run to change locations.
Whack-a-Mole
The participant stands at a machine that has a number of openings in a
substantially horizontal surface. The
machine has a corresponding number of simulated moles that the machine causes
to "pop up" out of the openings in a
random manner. The participant must "whack" each mole with a mallet or other
device as quickly as possible after the
mole pops up. After the mole is whacked it lowers back beneath the horizontal
surface, until the machine causes it to
re-emerge from its opening, at which point the participant must whack it
again. Points are awarded based on how
quickly the participant can respond to and strike each mole.
Throwin4 Skills
The participant must throw bean bags or foam balls through different sized
holes. Preferably, older
participants are required to hit more, smaller holes from a longer distance.
Shooting Skills
Participants shoot blaster or laser guns at moving and stationary targets.
Points are awarded for the number
of targets hit in a given time period.
Targets
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As a multiplayer version of Shooting Skills, a participant moves targets which
other participants are
attempting to shoot, making the targets harder to hit.
Ball Drop
This play element involves two participants, one on an upper level and one on
a lower level. Foam balls are
dropped from above, which must be caught in a net or passed through a hoop.
The balls drop in to a fenced-off pit and
are delivered back to the upper level via a manual conveyor.
Hide and Seek
A map is displayed to a number of participants, preferably five, and indicates
where each must go. Each
participant is thus sent to a different location. When a participant reaches
his or her assigned location, he or she may
insert a card in a reader or otherwise present an indicium, and then tries to
be the first one back to the starting point.
Board Games
In a game parlor, Pictionary and various similar games may be provided for
play, hosted by a Gamemaster.
Points are awarded to winning teams accordingly. Preferably, games may be
provided for various ages at various
times.
Trivia
A monitor is provided with a set of buttons beside it. The participant selects
a time period or other topic and
is asked a number of questions, preferably six, from the chosen time period or
topic. Preferably, difficulty is related to
the participant's age. The participant earns points by getting a required
number of questions correct.
Re-Creation
A participant dresses up as a figure from the past and helps to re-create a
short play depicting a special
moment in time. Parents are encouraged to participate as well, and photos of
the dressed-up participantls) may be
made available for viewing, printout and purchase.
Rube Goldber4
The participant builds a "Rube Goldberg" contraption out of various parts
which are provided, in order to
accomplish a particular task. For example, the participant may need to cause a
small steel ball to travel to a
predetermined location across the room. As another example, the participant
may have to raise a weight to a given
height with a water jet as a source of power.
Gears
The participant must put a set of gears togetherin the proper sequence to turn
a lever to open a door,
passage or chamber leading to another play element or module.
Numbers
The participant must remember and repeat a specific sequence of numbers.
Colors
The participant must remember and repeat a specific sequence of colors.
Shayes
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The participant must remember and repeat a specific sequence of shapes.
Musical Notes
An audio or audiovisual system plays a number of notes, preferably six, and
the participant must play them
back in sequence on a set of colored buttons in a given time, preferably
thirty seconds or less.
Good and Bad
A monitor or Gamemaster asks a participant to respond to several ethical
problems and scores the
participant on his or her response.
Lo4ic
A monitor or Gamemaster asks a participant to make logical assumptions and to
draw conclusions from
various statements. Points are awarded for drawing conclusions that are the
most sound or the least obvious.
Odyssey of the Mind'""
Hundreds of standard Odyssey of the Mind" type problems are made available and
materials supplied for
completing the problems. Points are awarded for the skill, creativity, and
completeness of the solutions made by the
participants.
Comuuterized
A computer station may have many simple problems and games available for play.
For example, some may be
based on "Rube Goldberg" devices to show the effects of moving or altering
various elements of the device. Other
problems might be common sense, real-life based.
Piece Puzzles
A participant must fit pieces together in either an actual or computer-
simulated puzzle. Preferably, older
participants are assigned puzzles with more parts.
Logic Puzzles
A participant must determine how to connect point A to point BICIDIEIetc. in
the shortest possible distance.
Common-Thread Puzzles
The participant must determine what a number of things, preferably three or
more, have in common, based
on a picture, description or the like.
Keys Quest
A participant must find a number, preferably five, of golden keys, or tools or
provisions needed to advance to
the next level, module, or arena. The keys, etc. are hidden in many different
locations. Some of them may be easy to
find along familiar play routes, and the remaining ones may be well-hidden in
nooks and crannies. Preferably, points
are assigned for each key found. The key locations may be changed every week
or so to provide variety.
Skill Quest
A participant must complete at least three of each of the following skills:
Strength, Dexterity,
Communications, Puzzles, and Memory.
Seauential Quest
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A participant goes from one station to another, solving problems in a specific
order to get clues for the next
problem. Preferably, the participant solves a big problem at the end to win.
Some problems might be geared towards
boys, such as shoot-em-up's, and others would be for girls.
Scavenner Hunt
A participant must find people and articles. For example: one red-headed boy,
one gold VISA card, one pair
of penny loafers, etc. A participant must convince the owners to come with him
or her, or allow him or her to borrow
their belongings. Alternatively, the participant must find out the names of a
certain number of the other participants in
the area.
Gamemaster Quest
A participant must solve specific quests that the Gamemaster creates for a
given day.
Multi-Quest
A participant must accumulate a certain number of points andlor keys to
proceed, e.g. 250 points and two
keys in Arenas 1 and 2 to enter Arena 3. Or a participant must accumulate 500
points and four keys to enter Arena 5
for a Grand Quest.
Pull Rone
A number, preferably four or five, of participants must pull a rope against a
weight and hold the rope for a
given time period, preferably thirty seconds or more. Older participants may
be required to hold heavier weights.
Sledge Hammer
The standard carnival attraction is themed for Links. Preferably, participants
of different ages must hit
different levels to collect points.
Pullet/ Brid4e
A wooden "raft" is provided that slides between an upper station and a lower
station. Participants on either
side must pull the raft back and forth while another participant rides on it.
The participant riding the raft cannot move
it himself and must work with participants on either side to get the raft
across.
Race Cars
A participant must build a race car from materials provided and race against
others on a downhill track. The
winner of each heat wins points and a chance to race in a final heat.
Boats and Barges
A participant must build a boat from materials provided, that will hold the
most people or cargo without
sinking. A water tank, preferably a round tank with a diameter of eight feet
or more, may be provided with interactive
pumps and items for other water experiments.
Break-In
A participant uses an intercom at a special station to break into
communications between two other
participants who are trying to accomplish a mission.
Fake-Out
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A participant controls a monitor at a phony station to play tricks on other
participants who believe they are
using it for a quest or a mission.
Surveillance
A video camera is located in an area that has an air blaster mounted under a
grate. A participant sits in a
remote location, waits for someone to walk over the grate and hits a button to
activate the blaster and create a blast
of air.
Video Gags
Remote cameras are located behind mirrors to catch participants making funny
faces. Another participant
sits at a console where he or she can select images and project them onto a
large screen where everyone can see
them.
I Spy
A participant uses glass prisms, periscopes, and telescopes to track and spy
on people. Some of the people
under observation are given a specific code which they try to keep secret
while entering it into a terminal. The
participant must try to learn the code for points.
Arena Quest
A participant must complete a new, more difficult quest in each arena. The
participant learns of the new
quests only after getting to the last arena.
Get the Bad Guy
A participant must shoot the "bad guy" at the end of a quest with laser guns,
ball blasters, etc. The
participant must have a certain number of strength and dexterity points and
receives more shots with increasing
points. The "bad guy" may be a character played by another participant or the
Gamemaster or a target.
Skills
A participant must increase all of his skills to a pre-determined level to
receive a reward.
ZS ARENA CONFIGURATION
Figures 2 and 3 show schematically one preferred layout of a Links arena 200.
However, one must note that
a wide variety of combinations, configurations, link patterns, etc. may be
utilized in constructing a Links arena, and
that Figures 2 and 3 represent just one possible arena. With reference to
Figure 2, the arena 200 has a number of play
modules 202 that are connected by module links 204a, 204b, 204c which may
comprise challenge connections as
detailed above, or other types of connections. The module links 204a, 204b,
204c comprise direct links 204a which
permit the participant to advance upon completion of a requisite number of
play elements 206 within the module 202;
indirect links 204b which permit advancement only if the participant has
accumulated enough points, credits, items,
etc. either in the module 202 or in the game generally; and slide links 204c
which connect modules located on an upper
level to modules located on a lower level and permit one-way slide traffic
downward.
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The modules 204 and elements 206 are labeled according to the system shown in
Figure 3. The arena 200
shown in Figure 2 has a two-story configuration; thus the modules 206 are
divided into ground level maze or modules
GLM-1 through GLM-5, and upper level modules ULM-1 through ULM-5. Preferably,
the ground level modules involve
application of basic skills, while the upper level modules test more advanced
skills.
Each module 202 contains a number of play elements 206, each of which may
comprise one of the play
elements described above, or other play elements as may be devised in creating
a Links arena. Each play element 206
is labeled to identify it according to type. Figure 3 identifies the
individual play elements corresponding to the labels in
Figure 2. The labels also indicate a class or group into which each play
element falls: Communications (COM),
Construction (CONI, Cooperation (COP), Dexterity (DEXI, Games (GAMI,
Historical (HIS), Mechanical (MEC1, Memory
(MEM), Problem Solving IPS), Puzzles (PUZI, Quests (DUE), and Villain (11L).
As detailed above, a number of the play elements 206 require interaction
between participants in separate
modules 202. Thus Figures 2 and 3 show interactive links 208 connecting like
elements 206 in separate modules 202,
where the elements require interaction between participants. In the case of
the play elements VIL-4 which comprise
the "Surveillance" element, its interactive link 208 has an arrowhead to
indicate the relative positions of the observer
in ULM-2 and the person under surveillance in GLM-3.
The arena 200 also comprises a Creation Station 210. The arena 200 thus
includes creative links 212
joining the Creation Station 210 with the play elements 206 which require the
participant to use the station.
With the arena of Figures 2 and 3, or an entire Links play center, it is
advantageous to include a number of
preliminary areas through which participants may pass before entering the play
space. For example, a participant may
first enter a ticket counter area where a new participant can purchase a Links
indicium and a ticket good for a certain
amount of play time. A repeat participant may also purchase play time, and
either a new or repeat participant could
pay extra for additional Links points or credits.
New participants may proceed from the ticket counter area to a story booth
which instructs the participants
on the theme or story underlying the Links game. The story booth is preferably
themed with graphics, photos and
props, and includes a short video which details the story line of the quest or
game that the participants are about to
begin.
A programming booth preferably follows the story booth. In the programming
booth the participants may
enter identifying information (age, gender, hobbies, etc.) and select a
character which is to be the participant's alter
ego during the game. The character may be a composite of attributes selected
by the participant, or it may be selected
from a list of ready-made characters, or a combination of the two types. The
participant selects an inventory of
weapons, personal effects and character skills and may be shown on a video
screen a composite photo of the
character thus created. The participant may purchase a printout of this photo
if so desired. The character information
is made part of the record created for the participant, and is loaded onto the
participant's indicium if it is of the
memory-equipped type, or is saved in the central Links system.
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From the programming booth a participant proceeds through a themed tunnel to
the playspace entry 214
where the participant may view the arena 200 and identify the starting
position and the goal or objective in the arena
200 or the game generally. The participant chooses between starting with the
ground level mazelmodules, or the
upper level modules, and presents his or her indicia to proceed into the first
module.
Figure 4 shows how a Links play center or Interactive Family Entertainment
Center 400 fits into the overall
Links organization. The core of the play center 400 is the play space 402,
which contains play arenas 404 and play
modules 406 within the arenas, as discussed in detail above. Preferably, the
play center 400 also incorporates other
areas to support additional Links play media. These include an interactive
restaurant 408, one or more party rooms
410, an arcadelredemption center 412, where Links pointslcredits may be
redeemed for merchandise and other
incentives, and a Links gift shop 414. The play center further includes an
entry and ticket-counter area 416, and an
operations area 418.
Figure 4 also shows additional Links play media or environments which are
connected to the play center 400
but not necessarily a physical part of the center. These include play via the
Internet 420, home video game systems
422, TUIhome video 424, merchandiseltoys 426, educational play 428, and play
via Odyssey of the MindT"" type
activities 430. A number of media links 432 show a close association between
two or more of these play media, such
as between educational play 428 and the Odyssey of the Mind 430, or between
Internet play 420, home game system
play 422, and TUlhome video play 424.
DREAM MASTERS THEME
DreamMasters is one example of a preferred theme or plot that can be applied
to or carried out by the Links
system, to provide a high level of participant involvement and interrelation
between different play media encompassed
by Links.
Overview
A complete fantasy adventure game is created in which a new toy, developed by
a group of scientists,
enables users to create, control and master their own dream states. The toy,
called the DreamMaster Device (DMD)
is, in reality, a major component of the Links play system. This device, which
is preferably of a handheld size, emits
and receives radio transmissions which activate play elements and record
points, and sends and receives messages.
By completing various play modules, participants become a part of an evolving
fantasy game which encourages
repetitive and continuous use of entertainment centers, the Internet,
television and other media to reach higher,
extreme levels of "dream creation."
The Story
The ability to master our fantasy dream world is now upon us. A brilliant
group of research scientists who
have been studying dreams for three decades have developed a unique
technology, called the Dream Master Device
(DMD). This device allows people of all ages to manipulate, power and create
our own fantasy dream states. These
scientists created DMD to give people the opportunity to visualize their most
fantastic dreams. With intense training a
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person can use this amazing device to create magnificent worlds where he or
she can fly, go on an exciting adventure,
visit exotic places, become a super hero, a princess, a firefighter, a
millionaire or even live in another time in history.
This powerful device is small enough to fit into the palm of your hand and
puts out a highly advanced
frequency that allows people to control their dreams. This device, however, is
not easy to operate. Designing and
creating your own dreams is considered an "art form" that requires many hours
of hands-on training and fantasy skill
development. Through interactive, highly specialized training methods,
individuals learn how to use this miraculous
device.
The Evil Force
While creating this technology, this elite group of scientists discovered that
an evil force was trying to steal
their technology and use it harmfully. If this secret technology was put into
the wrong hands, dream making could
become someone's nightmare (literallyl, or even worse, used for mind control.
The scientists decided to go into hiding
by keeping the location of their laboratory top secret and erasing their
identities completely.
The scientists came up with a brilliant plan to share their incredible
technology without exposing their
identity. They would make the DMD available only to those willing to be
specially trained in using the device. The
DMD is introduced at special training centers. In order to use the device at
its fullest potential, frequent visits to the
training center are necessary. These centers then train users to become
skillful at manipulating color, sound,
communication, conflict resolution, social interaction, story telling, fantasy
development, role playing, problem solving,
physical agility and intellect and more, all of which are important skills in
creating incredible dream states.
The way the training centers work is that dream masters-in-training are given
their own DMD which they
carry with them at all times while learning dream creation. The device itself
is not fully "loaded" with the appropriate
software and actually needs to go through the training process with its
"owner." As the owner develops his or her
skills in dream creation, the device's technology becomes increasingly more
sophisticated and capable of producing
vivid dream states. At first, a new DMD user can only achieve very basic dream
creation; i.e. silent black and white
stick figures. As the user participates in several training sessions and
achieves new skill levels, the DMD is
programmed to allow for increasingly dynamic visual and auditory dream
creation including full color, realistic
backgrounds in 3D, high adventure options, auditory and sensory effects, and
sophisticated character development.
The highest level of dream mastery allows for extremely complex story
development with 3D, surround sound and
tactile experience (temperature, vibration and scentsl.
The Dream Masters
A creative, smart and talented group of kids became remarkably proficient in
using the Dream Master Device.
So proficient that they had reached the most extreme level of dream making and
began their own special group over
the Internet to chat, share techniques, ideas, and their newest dreams with
each other. These kids, aged 5-17, live in
different countries throughout the world such as the U.S., Australia, Japan,
England, Egypt, and Mexico. The kids
communicate often and have named themselves the DreamMasters Elite. For
several months the research scientists
kept a close eye on this talented bunch. The scientists began to make contact
with the DreamMasters Elite by
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sending them secret messages on their DMDs. Given their exceptional abilities
to use the technology, the scientists
began trusting this group of kids with very guarded information. The Dream
Masters Elite are now the scientists' only
links to the outside world, and more importantly, their finest protectors
against the evil forces.
The Dream Master Device
This unique handheld toy is able to transmit and receive radio frequencies
from anything capable of putting
out or receiving a signal including television, radio, computer systems and
networks linked to RF modems or
transmitters, videotape and D11D machines connected to transmitting equipment,
fixed locations (Links facilities) and
other DMD devices. The DMD preferably has a tiny screen that is able to
receive messages and images. For example,
while playing with a software program or watching a television show messages
can be picked on the DMD and viewed
on the tiny screen by the user.
In addition, the DMD device can be programmed like a smart card. More
specifically, within the links
facilities, this device can be tracked by an internal system that interfaces
with the central Links system to record the
play and activities of the participant. A participant's record can be
downloaded onto a personal disk or file that can be
stored for continued play. The DMD can also transmit signals to other DMDs.
When in the company of another DMD
owner, a participant's DMD can signal the participant who may then send a
message to the other DMD owner.
The Links Play Centers - Dream Zone (DZllFantasy Factory
These specially designed Links play centers become the hub of the interactive
game play. In the play centers
the Links system combines interactive event arenas based on the DreamMasters
story. Preferably, the play center is
outfitted with radio frequency reading and transmitting devices that interface
with the DMD.
The play center has several play arenas highlighting the development of
specific skills in the dream creation
process. The climax is a Fantasy Finale where a participant enters a
computerized personal viewing booth where he or
she can download data from his or her DMD, and create and view a dream fantasy
with specially designed software.
The content and complexity of the dream fantasy vary with the participant's
level of progress in the DreamMasters
story or game.
Entrance and Proprammina Booth
The entertainment experience starts with the purchase of a DMD (repeat
participants have the contents of
their DMDs downloaded into the central Links systeml. Participants then
proceed to the story booth where new
participants are told about the DMD and how to use the play center. Repeat
participants are updated with the latest
news. The participant may input specific goals that he or she wishes to reach
and the DMD is programmed to respond
to and receive information corresponding to the selected goals. The
participants receive a suggested itinerary to help
them reach their goals and may then proceed to the first play arena or module.
Dream Master Modules
The play center has a number of training modules that develop specific skills
in dream creation. As the
participant completes an interactive training module, his or her DMD is
tracked by the RF system and performance and
experience information is input into the central Links system.
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There may be several training modules to explore and levels to reach. Each
module focuses on a set of
related dream creation skills. The modules may also have the ability to
accommodate different levels of play for
specific age groups or repeat users. For example, a very young child will be
given less difficult games to play, focusing
on simple play and exploration. More complicated game play would be designed
for older children and even adults.
Repeat participants would be challenged with more difficult games as they
increase their skill level within each
module. Within a module, the DMD may automatically activate the appropriate
game difficulty setting according to
age or skill level.
Only an elite group of highly trained dream masters will be given clues to the
identity and location of the
dream scientists.
Module A: Dream Device Activation and Protection
The DreamMasters storyline applicable to this module states that participants
are to learn the basic skills in
manipulating their DMD. This includes sharpening their reflexes, increasing
their memory skills, and tapping into their
creative problem solving and creative capabilities to exploit the full
capabilities of the DMD. Special instruction and
training is given to the participant to recognize danger and to use conflict
resolution skills to protect the technology as
well as himself or herself. There are provided several levels within these
modules in which repeat visits and acquisition
of skills allow the participant to take part in higher level interactive
experiences. For example, an advanced level may
allow the user to play games that require more sophisticated conflict
resolution andlor combat skills for protecting the
DMD.
Some of the play elements include: a pong game in which participants wear
biofeedback devices that
manipulate a control on a video screen that depicts the game; a maze game in
which participants can manipulate
figures to guide them to the exit; the Station Buttons game described above;
reflex oriented games such as Musical
Notes; conflict resolution games; problem solving games such as Build a Wall;
Whack-A Mole; Shooting Games; Gears;
video games to train users on how to recognize the Evil Force and how to
protect the technology; and Good and Bad.
Module B: Life Form Creation
In this module individuals learn skills in developing life forms. Starting
with a first level, the participant
learns how to create a human in their likeness. Participants must go through a
process that teaches their DMD about
themselves, and as they proceed onto more difficult levels they can add more
people, animals, create new identities,
and add emotions, humor and other personality traits that make the experience
feel very real.
Some of the play elements include: scanning in the participant's image;
"describe yourself" games; games in
which the participant stands in front of a green screen and a video system
makes them appear to fly over mountains,
scuba dive, surf a wave, become a king, be older, be younger, etc.;
electronically recording a participant's physical
movement so that it can be used for dream making; communication games such as
Navigate the Maze; interactive,
socially oriented games that build skills in conducting conversation or
scripting interplay between characters;
personality and character development games (such as create a hero, create a
joker, create a villain); and group games
in which several participants make walking, talking "techno~people" interact
with each other on a large display screen.
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Module C: Scenery Creation
This module teaches the participant how to create unique backgrounds, color,
scenery, environment and
visual beauty. The first level is in black and white, and the participant
progresses to higher levels that allow him or her
to create 3D images and "real time" environments.
Some of the play elements include: Musical Notes; mixing paint colors to get a
specified shade; a large paint
screen with stations where several people can create scenery as a group; games
focusing on learning to create
environments using software such as Adobe PhotoShop~" or Corel Draw";
programmed adventures to different places
to increase awareness about possible escapades; using simulation technology to
grow a tree, make a
rainstormltornadolhurricane, erupt a volcano, etc; and a group scenery
creation game in which several people are given
specific items to make up a scene and have several minutes to design it.
Module D: Sound and Sensory Creation
This module trains the participant in many experiences of sound development
and sensory creation. Lower
levels begin with simple percussion sounds, and a final level facilitates full
"surround sound" and elaborate sound
effects, music and sensory experiences.
Some of the play elements include: games that require a participant to listen
and track sound in a "sound
maze"; a scent maze; Musical Notes; games that require a participant to read
music; silent video to which the
participant may add sound effects; orchestra games in which each player
interacts to make a musical event or
composition; a "Stomp" game in which participants create percussion using
household items; games permitting the use
of biofeedback technology to control the temperature; and video compositions
to which a participant adds special
sensory effects such as temperature and wind control.
Module E: Story Creation
This module instructs the participant on how to create a full-length story
with a plot, scripting, interaction,
characters, events and fantasy.
Some of the play elements include: role-playing games; green-screen character
Karaoke games; scriptwriting
games like Mad LibsT""; plot development games; "end the story" games; "start
the story" games; group story telling;
games which challenge the participant to tell the best ghost story or the best
funny story; and assembling a story line
from video captures made of people in the entertainment center over the course
of a predetermined time interval,
preferably one hour.
Dream Download Center
At the conclusion of play, participants enter the Dream Creation center to
download data from their DMDs
and see how well they did in reaching their skill development goals. They are
then able, according to their newly
achieved level, to create a 2-minute dream on a software program. The dream is
recorded and given to the participant
on a floppy disk. All information is stored in the central Links system. This
Dream Creation center has the latest
technology including 3D screen viewing, virtual reality, surround sound and
sensory effects for the highest levels of
dream making.
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Internet Cafe
This opemdesign eating area has a large screen of 8 by 8 feet or more for
participants to join multi-site
games, view the Links television show and take part in group Internet chat
experiences. The cafe could also showcase
a Noodle Factory for making and creating your own noodle delights.
Retail Store
Here a participant can buy the latest software related to the Dream Creation
process. Software is available
for any game that the participant may have played in the center. The software
also interfaces with the participant's
DMD. Participants may also buy special carrying pouches, key chain holders,
backpacks, etc. that hold, protect and
accompany the DMD. Also available are videotapes and OVDs of the Links
television series and special toys that are
used by the main characters in the TV show.
The Television Series
Every week the group of kids that make up the DreamMasters Elite star in their
own television series. The
show is about the kids' ordinary lives in their countries, in their homes,
going to school, playing with friends and having
a normal day. But in a matter of minutes their lives become very unordinary
when they receive a secret message on
their DMD asking them to participate in a quest. They all assemble via the
Internet where the scientists explain the
challenge for the day. The kids use their creative powers and DMD abilities to
solve the problem and bring balance to
the world once again. At the end of the show, one kid from the DreamMasters
Elite shares with the other kids his or
her latest dream creation the television audience to enjoy. As the series
develops, new members (real kids) who have
reached DreamMasters Elite levels of dream making are given the opportunity to
have their dream shown on TV.
Throughout the show, secret messages are also sent to the viewers through
their DMDs.
The Computer Software
Software is designed to mimic the experiences in the Links play center as well
as quests depicted on the
television show. In addition, dream-making software is available for designing
very intense dreams and fantasies. The
software also interacts with the DMD, sending kids-secret messages throughout
the game.
Website
The DreamMasters website features chat forums, DreamMasters Elite Club, etc.
The DMD may interface
with the website as well.
SENDIRECEI11E RADIO FREQUENCY SYSTEM
Figure 5 shows a play structure 500 suitable for use in a Links facility as a
play element, module, or arena.
The play structure has a supporting framework 502 and a variety of play
equipment 504 mounted on or around the
play structure 500. Participants 505 carry a Links indicium 506 (wand, sword,
ring, etc.) while playing at or neat the
play structure 500.
A sendlreceive radio frequency ("SRRF") system is provided to facilitate an
interface between the Links
indicia 506 and the central Links system. The SRRF system comprises (1) an
indicium 506 carried by a Links
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participant 505, (2) a network of fixed transceivers 508 installed throughout
the play structure 500 or other Links
facility, (3) a standard LAN communications system, and (4) a master computer
system (possibly the central Links
system itself) interfaced to the transceiver network.
Preferably, the indicium 506 and transceiver 508 use a SRRF communications
protocol. SRRF is an RF-based
communications technology and protocol that allows pertinent information and
messages to be sent and received to and
from two or more SRRF compatible devices or systems. While the specific
embodiments descried herein are specific to RF
based communication systems, those skilled in the art will readily appreciate
that the broader interactive play concepts
taught herein may be realized using any number of commercially available 2-way
andlor 1-way medium range wireless
communication devices and communication protocols such as, without limitation,
infrared-, digital-, analog, AMIFM-, laser-,
visual-, audio-, andlor ultrasonic-based systems, as desired or expedient.
The SRRF system can send and receive signals up to 40-100 feet between indicia
506 and the fixed
transceivers 508. The system is preferably able to associate an indicium with
a particular zone as defined by a
indicium activation area approximately 10-15 feet in diameter. Different
transceiver and antenna configurations can
be utilized depending on the SRRF requirements for each play station or
element. The SRRF indicia 506 and
transceivers are 508 networked throughout the play structure 500 or other
facility. These transceivers 508 can be
hidden in or integrated into the facility's infrastructure, such as the walls,
floors, ceilings and play element equipment.
Therefore, the size and packaging of these transceivers is not particularly
critical.
In a preferred embodiment, an entire entertainment facility is configured with
SRRF technology to provide a
master control system for an interactive entertainment play environment using
SRRF-compatible indicia andlor tracking
devices. A typical entertainment facility provided with SRRF technology may
allow 300-400 or more participants to more-
or-less simultaneously send and receive electronic transmissions to and from
the master control system using an indicium
or other SRRF-compatible tracking device.
In particular, the SRRF system uses a software program and database that can
track the locations and activities
of up to a hundred or more participants. This information is then used to
adjust the play experience for the participant
based on "knowing" where the participantlplayer has been, what objectives that
player has accomplished and how many
points or levels have been reached. The system can then send messages to the
participant throughout the play experience.
For example, the system can allow or deny access to a participant into a new
play elementlmodulelarena based on how
many points or levels have been reached by that participant andlor based on
what objectives that participant has
accomplished or helped accomplish. It can also indicate, via sending a message
to the participant, the amount of points or
specific play objectives necessary to complete an element, module, etc. or
enter the next level of play. The master control
system can also send messages to the participant from other participants.
The system is preferably sophisticated enough that it can allow multiple
participants to interact with each other,
adjusting the game instantly. The master system can also preferably interface
with digital imaging andlor video capture so
that the participants' activities can be visually tracked. Thus any
participant can locate another participant either through
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the video capturing system or by sending a message to another device. At the
end of a visit, participants are informed of
their activities and the system interfaces with printout capabilities to
provide a hard copy thereof.
Suitable embodiments of the SRRF technology described above may be obtained
from a number of suitable
sources, such as AXCESS, Inc. and, in particular, the AXCESS active RFID
network system for asset and people
tacking applications. In another preferred embodiment the system comprises a
network of fixed transceivers 508
installed at specific points throughout a Links facility. Participants are
outfitted or provided with a reusable indicium
506 - a standard AXCESS personnel tag clipped to their clothing in the upper
chest area. As each participant enters a
specific interactive play area or "game zone" within the facility, the
participant's indicium 506 receives a low
frequency activation signal containing a zone identification number (ZID). The
indicium 506 then responds to this
signal by transmitting both its unique tokenlindicium identification number
(TID) along with the ZID, thus identifying
and associating the participant with a particular zone.
The indicium's transmitted signal is received by a transceiver 508 attached to
a data network built into the
facility. Using the data network, the transceiver 508 forwards the TIDIZID
data to a host computer system. The host
system uses the SRRF information to logltrack the guest's progress through the
facility while interfacing with other
interactive systems within the venue. For example, upon receipt of a TIDIZID
message received from Zone 1, the host
system may trigger a digital camera focused on that area, thus capturing a
digital image of the player which can now
be associated with both their TID and the ZID at a specific time.
In this manner the SRRF technology allows the master control system to
uniquely identify and track people
as they interact with Links games and activities in a semi-controlled play
environment. Optionally, the system may be
configured for two-way messaging to enable more complex interactive gaming
concepts.
The indicium 506 may also include the ability to produce light, vibration or
other sound effects based on
signals received through the SRRF module. In a more advanced implementation,
the indicium 506 may be configured
such that it is able to display preprogrammed messages of up to 50 characters
on a LCD screen when triggered by
participant action (e.g. button) or via signals received through the SRRF
module. This device is also preferably capable
of displaying short text messages transmitted over the SRRF wireless link from
another Links device.
Preferably, the SRRF transceiver 508 is capable of supporting medium range (10-
40 feet) two-way
communications between SRRF indicia and a host system, such as a PC running
special Links software. This
transceiver 508 has an integral antenna and interfaces to the host computer
through a dedicated communication port
using industry standard RS232 serial communications. It is also desirable that
the SRRF transmission method be
flexible such that it can be embedded in television or radio signals,
videotapes, DVDs, video games and other media,
stripped out and re-transmitted using low cost components. The exact method
for transposing these signals, as well
as the exact interface between the home transceiver and common consumer
electronics (i.e. TVs, radios, VCRs, DVD
players, AIV receivers, etc.) is not particularly important, so long as the
basic functionality as described above is
achieved. The various components needed to assemble such a SRRF system
suitable for use with the present
invention are commercially available and their assembly to achieve the desired
functionality described above can be
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readily determined by persons of ordinary skill in the art. If desired, each
SRRF transceiver 508 may also incorporate a
global positioning ("GPS") device to track the exact location of each play
participant within one or more play
environments.
Most desirably, a SRRF module can be provided in "chip" form to be
incorporated with other electronics, or
designed as a packaged module suitable for the consumer market. If desired,
the antenna can be embedded in the
module, or integrated into the toy and attached to the module. Different
modules and antennas may be required
depending on the function, intelligence and interfaces required for different
devices. A consumer grade rechargeable or
participant replaceable battery may also be used to power both the SRRF module
and associated toy electronics.
Links Indicium
Preferably, a transmitterlreceiver utilizing the SRRF technology is provided
in a small and portable package that
can be carried or worn by play participants. Most preferably, the SRRF
transmitterlreceiver is incorporated into or
embodied in a Links indicium 506 that can be operated by play participants by
waving, shaking, stroking andlor tapping it
in a particular manner to actuate a particular desired function or effect.
These operational aspects must be learned by play
participants as they train in the various play environments. The ultimate
goal, of course, is to become a "grand wizard" or
master of the indicium 506. This means that the play participant has learned
and mastered every aspect of operating the
indicium 506 to produce desired effects within each play environment. Of
course, additional effects and operational
nuances can (and preferably are) always added in order to keep the interactive
experience fresh continually changing.
Optionally, the indicium 506 or other SRRF device is configured so that it is
able to display 50 or more
characters on a LTD or LCD screen. Similarly, the indicium 506 or other SRRF
compatible device may also be configured
to display desired light, vibration andlor sound effects in order to
complement the operation of the indicium andlor the
effects achieved. Optionally, the SRRF protocol can use a transmission that
can be adapted to computer software,
television and video programming so that the SRRF system can be easily
implemented using TV, radio andlor computer
software. For example, a Links indicium 506 instrumented with SRRF technology
can interact with a Links software
program running on a PC connected to a SRRF transceiver.
Figure 5 also depicts a variety of play equipment which may be used in
creating a Links play element,
structure, or arena. This equipment includes a slide 510, ball conveyors 512,
ball distribution conduits 513, ball
cannon 514, a projectile target 516, and ball collection nets 518.
INTERACTIVE PLAY SYSTEMS
Figure 6 depicts one preferred embodiment of an interactive play system 600.
This play system 600
incorporates a crystal ball assembly 602 andlor a crystal necklace 604 that
serve as a Links indicium within the play
system 600. The crystal ball assembly 602 comprises a crystal ball 606 that
serves as a visual communication
device, and a transmitterlreceiver in the form of a base 608. The ball 606 and
base 608 are connected so that signals
received by the base 608 can be displayed as alphanumeric, graphic or other
types of information on the ball 606. The
base 608 can receive signals through a base interface 610 that preferably
comprises one or more of an RF airwave
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receiver, coaxial cable, modem, ethernet, or serial connection, or any other
type of datalsignal connection known to
those skilled in the art. The base interface 610 may connect the base 608 to a
television 612 as one way of using the
crystal ball assembly in conjunction with the Links interactive television
show detailed above. The base 608 preferably
has a memory device (not shown) in the form of a standard RAM chip or chip
set, flash memory, magnetic or optical
disk, or any other suitable memory device known to those skilled in the art.
The memory device may record all
previous play activities of the participant to facilitate the assignment of a
skill or experience level or a set of
attributes, a point total, etc. to the participant or the participant's
character, corresponding to the activities
completed. This earnedlassigned skill level, attribute set, etc. may in turn
be recorded on the base memory device.
The television 612 is one example of a play medium that is usable with the
crystal ball assembly 602. At a
predetermined time, for example several minutes, before the Links television
show begins, the base 608 receives a
signal from the television or from some other signal or data connection. Upon
receipt of the signal the base 608
causes the ball 606 to glow and subsequently display a secret message 614. The
secret message 614 may impart
certain knowledge to the person watching the program about events that will
happen or have already happened that
will assist and guide the person through specific adventures, activities, or
actions. Upon completion of these or of
other actions within a Links play universe, the participant may obtain
additional or more advanced versions 616, 618
of the crystal ball andlor base 618. These more advanced versions may have
special abilities beyond the basic
versions 606, 608 used previously.
The advanced versions 616, 618 of the balllbase, as well as an
updatedlenhanced participant level or skill
set, facilitate repeat value of a given episode of the Links television show.
When a repeat episode is broadcast, a
participant who has reached a new level or obtained the upgraded balllbase,
will receive a different secret message
614 on the balllbase. The new secret message may contain additional secret
information needed to continue in the
Links game or adventure, thereby potentially casting the events occurring on
the Links television show in an entirely
new light.
In addition to engaging in play activities with the television, the
participant may take the crystal ball
assembly 602 to another location or activity and continue the adventure or
actions in a new play medium. The secret-
message feature of the crystal ball 606 may be used to direct the participants
to one or more of these additional play
media or locations. In the new play mediumhocation the participant can exploit
the skills and attributes that have been
added, by the completion of prior activities, to her crystal ball
assemblylother Links indiciumlcharacter. These skills
and attributes are thus used in the new medium or location to further the
participant's actions in another environment.
One example of such a play medium is a board game 620 in which the participant
places her crystal ball
assembly 602 on a board 622 next to those belonging to other participants. The
bases 608 of each assembly can then
communicate with each other to assist or hinder other players in the board
game 620. The outcome of the game may
then be decided in part by the information that each crystal ball assembly 602
gained while engaging in one of the
prior Links activities, or from one of the other assemblies during the board
game.
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Another suitable play medium is a computer game, Internet chat room, or
Internet game. In this play medium
the crystal ball assembly 602 or other Links indicium is connected to a
computer 624 via the base interface 610 or
other suitable connection such as a port connection of the type used to
connect a keyboard or mouse to the computer
624. Software 626 may be obtained that allows the participant to expand the
capabilities of the base 608 or a
character associated with the participant by engaging in and completing
various activities and challenges on the
computerlinternet.
A console-type video game 628 is another play medium that may be used with the
crystal ball assembly 602,
or other Links indicia as detailed above. One or more crystal ball assemblies
602 is connected to the video game 628
via the base interface 610 or other suitable connection. In the video game 628
the participant can further use and
develop the skills and attributes gained in prior activities, by participating
in a game designed specifically for use with
Links and the crystal ball assembly or other Links indicia.
Other play media may require the participant to travel to different locations,
such as Links facilities, play
arenas, restaurants, etc. The secret-message feature of the crystal-ball
assembly 602 may be used to direct the
participant to a "training center" or some other Links facility for skill
development, new experiences, etc. Other remote
locations include a library or government facility, theme park, family
entertainment center, shopping mall, store, etc.,
that is equipped with electronics supporting Links. To facilitate this travel,
the participant might upload the necessary
information from the crystal ball assembly or other Links indicium to a more
portable Links indicium such as the crystal
necklace 604, a radio-frequency card, a magnetic-strip card, or a standard RAM
or flash-memory chip small enough to
be placed in an item that can be attached to clothing, worn, or placed in a
pocket. The crystal necklace 604 or other
portable Links indicium should be small enough to be easily carried or worn by
the participant, but large enough to
contain the necessary electronics to interface with the crystal ball assembly
602 and the Links system at a Links
facility or other remote location.
When the participant reaches the Links facility, he or she interfaces the
crystal necklace 604 or other
portable Links indicium with the central Links system 630 (or portion of the
central Links system) that serves the Links
facility in question. This interface is preferably accomplished by presenting
the crystal necklace, swiping a card,
plugging in a memory-chip device, etc. Thus the participantlcharacter
experience level, attributes skills, points, etc. are
transferred to the central links system 630. These data are used by the
central Links system to affect game
parameters and outcomes for the participant as he engages in a series of Links
play elements in a play structure or
arena 632 or other Links play media 634 housed in the Links facility.
Alternatively, the participant may be asked to
purchase or consult a "magic book" or other item at the facility that contains
secret knowledge or tricks to be used
later in the game, or in operation of the crystal-ball assembly 602. The
results of, and experience, points, skills, etc.
gained in, the play elements or other experiences are then uploaded to the
crystal necklace or other portable Links
indicium when the participant exits the Links facility. The updated data could
then also be transferred from the crystal
necklace 604, etc. to the crystal ball assembly 602.
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A further aspect of the play system 600 may be a defined ultimate goal, such
as reaching a certain status
known as GameMaster~", or to earn an appearance on the Links television show.
Upon reaching this goal, the
participant may be presented with the further goal of becoming one of the best
players on the show, either for a given
season or for all time.
Figure 7 depicts another preferred embodiment of an interactive play system
700. The play system 700
comprises in part a central Links system 702 that is connected to one or more
entrance terminals 704 and a number of
local terminals 706 via a series of data links 708. The local terminals 706
are each situated in or near a Links play
element 710, a series of which make up a Links play module, arena, or
universe. The data links 708 preferably
comprise serial connections such as RS232 or RS485, ethernet or modem
connections, or any other suitable network
links. Any of these links may be hardwired or may have intervening RF
connections.
Each participant is issued a Links indicium in the form of a magnetic strip
card 712, a radio-frequency card
714, an I-button 716 or a barcoded wristband 718. The entrance terminal 704
may selllissue the indicium to new
participants and query them on information such as the participant's name, age
(used to set difficulty levels, etc.l, vital
statistics and preferences. These data are then added to a record created for
the participant in the central Links
system 702 andlor on the indicium itself. Returning participants present their
indicia to be read by the entrance
terminal 704, which receives data from the indicium. Where the indicium
comprises a magnetic-strip card 712, the
card is presented to the entrance terminal by swiping the card through a card
reader built into the entrance terminal
704. The data received by the entrance terminal may identify the participant
with a record maintained in the central
Links system 702 of the participant's skilllexperience level, character
typelattributes, points, achievements, etc.
Alternatively, the received data may comprise this entire record itself.
The play elements 710 define a path along which the participant proceeds after
completion of the necessary
activities at the entrance terminal 704. Each play element 710 has an
associated local terminal 706. Upon the
successful completion of each play element, the participant swipes her card
712 or otherwise presents her indicium to
be read by the local terminal 706. Depending on the participant's performance
in the play element, the local terminal
706 andlor central Links system 702 awards the participant a certain amount or
type of experience, points, character
attributes, etc.
One play element contemplated for use in the play system 700 requires the
participant to push a group of
colored buttons 720 in a particular sequence. Successful completion of this
task could earn the participant 50 points.
In another play element, the participant must find a hidden object such as a
piece of jewelry 722. Points may be
awarded for simply finding the object or based on the amount of time needed to
find it. Another play element requires
the participant to answer trivia questions that are presented on a touchscreen
device 724. Still another play element
involves two or more participants who must work together by pressing a series
of buttons 726 simultaneously and in
the correct order. Preferably, more points are awarded at such play elements
where multiple participants must
complete activities together.
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At some point during the play sequence, the participant may arrive at a point
where he cannot proceed
without additional input or information from outside the immediate
surroundings, be it a Links facility or other area
that supports Links technology. The participant may be required to watch a
television show 728 to find clues or hints
to a question or riddle. The participant may also be required to research a
particular subject in books 730 in a library,
or play a video game 732 and achieve certain objectives. Once the assigned
task is completed, the participant receives
a reward 734 and is given the choice of continuing the game 736 or advancing
to another play medium 738 to
experience the game in a different way.
Figure 8 depicts another preferred embodiment of an interactive play system
800. The play system 800 may
serve as an interactive addition to a theme-park ride, to provide interactive
play to participants waiting in line to board
the ride. However, this play system 800 can be a stand-alone attraction to
provide an advanced "treasure hunt" game,
with no reference (in terms of points or other performance rewards) to any
subsequent ride or attraction.
The play system 800 includes a central Links system 802 which is connected to
two or more entrance
terminals 804 and to two or more sets of local terminals 806. The central
Links system 802 is also connected to two
or more redemption terminals 808, two or more ride exit terminals 810, a prize
ticket terminal 812, a scoreboard 814,
and a ride interface 816. The ride interface 816 is also connected to the
redemption terminals 808, the ride exit
terminals 810 and the prize ticket terminal 812. A series of data links 818
provides the connections between the
central Links system 802 and the other components of the play system 800. The
data links 818 preferably comprise
serial connections such as RS232 or RS485, ethernet or modem connections, or
any other suitable network links. Any
of these data links may be hardwired or may have intervening RF connections.
The play system 800 is depicted as
having a number of mostly direct data links 818 from the various terminals,
etc. to the central Links system 802.
However, it will be appreciated that the present invention comprehends other
patterns for interconnecting the various
devices making up the play system 800, so long as the resulting network
supports the necessary communications
among the devices. For example, a token-ring system could be used, or
intervening hubs or controllers could be
interposed to handle communications between the central Links system 802 and a
number of grouped devices, such as
the local terminals 806 serving Team A.
The central Links system 802 preferably comprises a PC server having an
advanced Pentium° processor or
equivalent. The server should be Fast Ethernet capable with a 56K modem and at
least two RS232 ports. An 8 point
Fast Ethernet hub is preferred for interlinking the central Links system with
some or all of the outlying devices in the
play system 800.
The central Links system 802 preferably maintains a database of participant
records and other information
relevant to operation of the play system 800. For each current participant,
the database contains a record that may
comprise some or all of the following: first name, last name, a participant
"unique key," age, total point score, points
available for redemption, and play station visit information (including
numbers of stations visited number and
corresponding time stamps). A similar record of historical data may be
maintained for past participants, for a
predetermined time period such as one year. An all-time top-10 database may be
maintained, with a record maintained
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for each member of the top-10 having some or all of the following fields: rank
number, first name, last name, an all-
time top-10 "unique key," age, total point score, and date. The corresponding
records in a daily top-10 database have
some or all of the following fields: rank number, first name, last name, a
daily top-10 "unique key," age, and total point
score.
The play system 800 contemplates an initial division of participants into two
teams, Team A and Team B.
One alternative player division involves a LOONEY TUNES° theme and
divides players into Roadrunners and Coyotes.
Thus the system includes two or more entrance terminals 804, one for each team
of participants. Each entrance
terminal 804 accepts the required amount of money from a new participant and
queries the participant for personal
data such as name, age, etc. The entrance terminal 804 includes a coinlbill
acceptor 820 to receive the money and
appropriate 110 devices 822 such as a monitor, keyboard, speaker, touchscreen,
etc. to communicate with the
participant. When this paymentldata-entry stage is complete the entrance
terminal 804 issues the new participant a
Links indicium such as a magnetic-strip card with the participant's name and
other data recorded on it. The magnetic-
strip card is presented to the participant via a card dispenser 824. The
participant data is passed to the central Links
system 802 for the creation of a record for that participant. A repeat
participant swipes his magnetic card in a Links
card reader 826 built into or connected to the entrance terminal 804 to
register as a member of Team A or Team B and
begin play. The repeat participant may also be required to insert money into
the coinlbill acceptor 820.
The local terminals 806 are located in one or more play areas to which the
participants proceed after
interacting with the entrance terminal 804. The embodiment shown in Figure 8
is set up to handle two separate teams
of participants; however, the local terminals can be located in a single play
area for all participants where there is no
division into teams, or in three or more areas as necessary. Here, the play
areas for each of Team A and Team B have
a number n of local terminals 806 that are associated with a like number of
play stations A-1 ... A-n, and B-1 ... B-n. In
one preferred embodiment n=9, so that each play area has 9 local terminals 806
and corresponding play stations.
Preferably, within the play area each local terminal 806 is in a hidden
location so that the participant's task is to find
all of (or as many as possible of) the local terminals 806, or hidden objects
adjacent the local terminal. Alternatively,
each local terminal is associated with a play station or play element
comprising one or more of the interactive play
elements disclosed above. A preferred layout for the play area has the local
terminals 806 positioned on platforms
that are located from 5 to 40 feet apart and interconnected with nets,
bridges, ladders and slides.
Upon successfully finding a local terminal 806 or otherwise completing the
play element at the play station
associated with the local terminal, the participant swipes her magnetic-strip
card in a links card reader 826 in the
local terminal 806. The local terminal 806 passes the participant information
to the central Links system 802 for
validation and ascertainment that a required time interval has passed since
the last time the participant visited the
station. If these requirements are met, the local terminal 806 plays a short
audiovisual presentation, preferably in the
form of an audio message indicating that the participant has just received 50
points and the illumination of a green
LED, on IIO devices 822 in the local terminal 806. Of course, other
audiovisual presentations, such as a short video or
computer animation displayed on a monitor screen, a light show, etc. are
possible as well.
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The participant accumulates a number of points by finding as many of the local
terminals 806 as possible, or
otherwise successfully completing the associated play elements. Preferably,
signs are posted near the local terminals
806 and elsewhere in the play area that detail the benefits or "power-ups"
that the participant receives at the end of
the play area for earning a given number of points. These "power-ups" are used
by the participant in the ride or
attraction associated with the game, to enhance his ride experience or to
increase his chances of winning a race (and
additional points for victory or beating a set time). Whether the play system
800 has an associated ride or attraction,
or functions a stand-alone game, the points may subsequently be used at a
booth to purchase prizes.
The participants may purchase the power-ups or other benefits at the
redemption terminals 808 located at
the end of the play area or at the beginning of the ride. The participant
swipes her card in a Links card reader 826 on
the redemption terminal 808 and, after the central Links system validates the
participant's identification, her total
points and other data are displayed via appropriate IIO devices 822. The
participant selects one or more of the power-
ups for which she is eligible, preferably by pressing one or more of a series
of buttons incorporated in the 110 devices
822. The redemption terminal 808 displays the selections made by the
participant, who can choose to accept the
selections or clear them and start over, by pressing appropriate buttons. When
the final power-up selections have been
made, the redemption terminal 808 communicates them to the ride interface 816,
which causes the ride control
system (not shown) to implement the participant's powerups while the
participant is on the ride, providing her with
additional capabilities or experiences corresponding to the selected powerups.
To confirm the selection of powerups,
the IIO devices 822 may play a short audio or audiovisual presentation.
Upon completion of the ride, the participant may earn additional points
depending on how the participant
places in a race or whether the participant beats a predetermined time
standard. Thus, at the ride exit terminal, the
participant swipes his card in the Links card reader 826 and is awarded a
certain number of points corresponding to
his performance in the ride. The ride exit terminal may acquire performance
andlor points data from the ride interface
816 or the central Links system 802. To confirm the points award, the IIO
devices 822 may play a short audio or
audiovisual presentation.
At the prize ticket terminal 812 the participant may convert his earned points
into prize tickets or other
currency that may be used to purchase prizes, or directly into prizes. The
prize ticket terminal 812 is equipped with a
Links card reader 826, IIO devices 822 to facilitate communication with the
participant, and a ticket dispenser 828.
The scoreboard 814 interfaces with the central Links system 802 and can
display a variety of statistics to
enhance the participants' enjoyment of the game. The displayed statistics may
include: an all-time top 10, today's top
10, each team's current point total, points earned by individual members of
each team, or any combination of these
statistics. The scoreboard 814 may display each of these in turn far a
predetermined time interval, or occasionally
flash funny or encouraging messages or graphics. The scoreboard 814 may
comprise a centralized display or a number
of individual displays distributed throughout the play area.
One of skill in the art will appreciate that the play system 800 can be re-
configured to support a stand-alone,
advanced "treasure hunt" or similar game. To facilitate this game, the central
Links system 802 is preferably
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connected to one entrance terminal 804, one set of local terminals 806 and,
optionally, one exit terminal 810 and one
scoreboard 814. In the "treasure hunt" game the participants pass through the
entrance terminal 804 in the usual
manner to the play area, where they must locate the local terminals 806 or
hidden objects nearby. The participants
swipe their cards in the local terminals 806 in the usual manner to accumulate
points. When finished, the participants
may visit the exit terminal 810 to claim a final total of paints.
Although this invention has been disclosed in the context of certain preferred
embodiments and examples, it will
be understood by those skilled in the art that the present invention extends
beyond the specifically disclosed embodiments
to other alternative embodiments andlor uses of the invention and obvious
modifications and equivalents thereof. Thus, it
is intended that the scope of the present invention herein disclosed should
not be limited by the particular disclosed
embodiments described above, but should be determined only by a fair reading
of the claims that follow.
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