Note: Descriptions are shown in the official language in which they were submitted.
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DVD GAME ARCHITECTURE
TECHNICAL FIELD
The present invention relates to methods and systems for creating,
managing, and operating electronic games and, in particular, to methods and
systems for creating, managing, and operating self contained, interactive DVD
games.
BACKGROUND
To date, Digital Video Disc or Digital Versatile Disc ("DVD")
technology has been used largely to play movies and to present other types of
video content, oftentimes accompanied by audio. DVD technology was developed
as an improvement over the sequential technologies previously available with
Video Cassette Recorder technology, by providing an ability to access video
segments on an "addressable" basis instead of sequentially, from the beginning
of
the media. However, to provide an optimal environment for the narrow purpose
of
playing videos such as movies, DVD technology imposes constraints on the
format
of DVD media used to store the content and on the processing and storage
capacities of DVD players. The only functions that a DVD player is really
meant to
perform are to play videos (with or without audio), to present menus, which
upon
selection of an item, enable the video player to navigate to play a different
video
segment, and to support general playback control such as speed control, skip
to
next content segment, etc.
A DVD medium that stores such content is hereinafter referred to as
a "DVD" and the machine or system used to play/present the DVD content
referred
to as a "player" or a "DVD player." The term "video segment" or "video
fragment"
is used to refer to any portion of video content, including a whole or a
portion of a
video, a slide show, or a still video.
Given these limited functions, there are constraints placed by the
DVD industry on the storage of content to reflect the target use of DVDs. More
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specifically, a certain number of video segment and audio tracks can be stored
and
organized in a particular hierarchical structure as defined by the DVD
industry.
Video fragments, corresponding audio, and menus, are typically arranged as
"cells" which are grouped into "chapters" (also known as "programs" or "parts
of
title") which are stored in a construct known as a "program chain" or PGC.
PGCs
are further grouped into "titles," which are stored in a video title set or
VTS. There
are maximum numbers of each of these content types within each level of the
stored DVD data, for example, there is a maximum of 99 video titles per single
DVD, and, for use in older players, a maximum of 242 PGCs can be stored in a
single title.
In addition to storage constraints, limited capability is provided to
"program" what happens when a button is pressed on a remote control device (or
a
corresponding button on the DVD player) or before or after a video segment is
presented. For example, an extremely small amount of memory is availabie
through 16 general registers that can each hold 2 bytes (16 bits) of data for
a total
of 256 bits of variable data. The operations supported by DVD players are
limited
to mathematical manipuiations and storage operations on values stored in these
registers, which are presented to users as "opcodes," much in the same way
assembly language is presented for low level programming of computers. A
maximum number of 128 operations (opcodes or commands) can be executed
before and after a PGC (collection of chapters) is played and a maximum of 1
operation can be executed at the end of each cell within a chapter. Thus, any
additional navigational control needs to be provided by "programming" the DVD
player to execute these opcodes (as pre- and post- commands) before and after
the content is displayed. Thus the DVD technology provides a very limited
environment for interfacing to content stored on a DVD.
Standards for storing video and audio segments on DVD media and
for the operations supported by DVD players are detailed in a commercially
available document known as "The DVD Specification," available from the DVD
Format/Logo Licensing Corporation, Daimon Urbanist Bldg. 6F, 2-3-6
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Shibadaimon, Minato-ku, Tokyo, 105-0012 JAPAN (or info@dvdflic.co.jp): One
problem that has arisen overtime is that the various manufacturers of DVD
players
have not precisely adhered to the standards promoted by the Specification,
which
causes variation from DVD player to DVD player and renders it difficult to
develop
5. applications for DVD technology that are likely to work across the entire
DVD
platform. For example, to keep costs of DVD players down, various
manufacturers
have not implemented some of the features, or have implemented some of them
incorrectly.
For these reasons, providing other types of applications for DVD
technology has been impractical. In the entertainment arena, at most,
manufacturers have used the presentation capabilities of DVD technology to
enhance existing forms of entertainment. For example, several companies have
provided DVDs with multimedia content to accompany board games, so that a
video selection can be played in the same manner a game "card" is read from a
deck of cards to generate content for a next play in the game. In such games,
there is a physical game board upon which game participants keep track of
their
scores by moving their respective playing pieces as the game progresses. A
next
"play" is chosen typically by rolling a die and doing an action dictated by
the result
of the die roll - typically either an action that is determined by the
position
advanced to on the game board or an action indicated on a face of the die
itself.
When the action indicates that a video segment is to be played, a participant
causes the DVD player to play a next video segment on the DVD and follows the
instructions on the DVD or as understood within the context of the game. For
example, in a Trivial PursuitT"" game, the game participant may advance a
piece
on the game board if the participant is able to identify a correct answer to a
question posed by the video segment. The next "card" may be selected by
playing
another video segment. Thus, the games at most provide DVD-enhanced board
games that use the DVD platform as a passive device.
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Other uses for DVD technology have been similar to those provided
using CD-ROMs, for example, as auxiliary examples or instructional aids to
written
material such as books.
BRIEF SUMMARY
Embodiments of the present invention provide enhanced methods
and systems for creating, managing, and operating DVD-based electronic games.
Example embodiments provide a DVD game environment ("DGE") that includes
game flow logic, interactive DVD game content, enhanced methods of scoring and
play such as "double-or-nothing" and "auto-leveling" support, and an
eiectronic
game board, which enable game developers and other game producers to author
games that operate on a DVD piayer without need for an auxiliary physical game
board or other auxiliary components.
In one example embodiment, the DVD Game Environment supports
several functional components that works together to produce DVD games. For
example, at an abstract level, the DGE comprises DVD game logic with scoring
management, game and participant state information, video and audio game
content, and an electronic game board. The DGE implements instructions
(commands to the DVD player) that work in conjunction with the menu and game
content and the specified use of the memory registers within the player to
provide
the functions of the DVD Game environment.
According to one approach, an electronic game board is provided
that automatically tracks game participant's responses to presented challenges
and notifies the participants of the current status of the current
participant. The
electronic game board may implement a virtual path to a final location, and/or
may
reflect a numeric score or other representation of a score.
According to another approach, the DVD game stores a plurality of
different types of challenges. These challenges may take the form of any one
or
more of a multiple choice challenge, an open response challenge, a true/false
challenge, an anagram, a wormhole, a black hole, a circling cursor challenge,
or a
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side scroller challenge. These challenges may have a time-related component or
a movement-related component, or may present a visual puzzle. Challenges may
have more than one outcome. The outcome may depend upon a knowledge
element, a time element, or a physical skill element.
BRIEF DESCRIPTION OF THE DRAWINGS
Figure 1 is a snapshot of an example display screen of a challenge
presented by a DVD game produced using an example DVD Game Environment.
Figure 2 is an example block diagram of components of an example
DVD Game Environment.
Figures 3A-3F are snapshots an example integrated electronic game
board provided by an example DVD Game Environment.
Figure 4 is an example block diagram of the game and player state
information maintained by a DVD Game Environment while operating a DVD
Game.
Figures 5A-5C are an exampie flow diagram of the DVD game flow
and scoring logic provided by an example DVD Game Environment.
Figure 6 is an example snapshot of an initial menu for determining
whether to setup options or to start the game.
Figure 7 is an example flow diagram of a process for setting up the
game participants according to an example DVD Game Environment
Figure 8 is an example snapshot of a menu for determining whether
to play in team or individual mode.
Figure 9 is an example snapshot of a menu for determining the
number of game participants.
Figure 10 is an example snapshot of a menu for determining a color
for a selected game participant.
Figure 11 is an example snapshot of a menu for determined a
challenge difficulty level for a selected game participant.
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Figure 12 is an example snapshot of a menu for determining game
options.
Figure 13 is an example snapshot of a menu forturning on and off an
automatic leveling feature.
Figure 14 is an example snapshot of a menu for setting an optional
time limit for the current DVD game session.
Figures 15A-15B is an example sequence of snapshots illustrating a
multiple choice type of game challenge.
Figures 16A-16B is an example sequence of snapshots illustrating an
open response type of game challenge.
Figures 17A-17C is an example sequence of snapshots illustrating a
true/false type of game challenge.
Figures 18A-18D is an example sequence of snapshots illustrating
an anagram type of game challenge.
Figures 19A-19F is an example sequence of snapshots illustrating a
side scrollers type of game challenge.
Figures 20A-20C is an example sequence of snapshots illustrating a
circling cursors type of game challenge.
Figures 21A-21 H is an example sequence of snapshots illustrating a
black hole type of game challenge.
Figures 22A-221 is an example sequence of snapshots illustrating a
wormhole (tunneling) type of game challenge.
Figures 23A-23C are example snapshots illustrating challenge result
feedback options.
Figure 24 is an example snapshot of a video segment portion of a
Factoid presented by an example DVD game.
Figures 25A-25C is a sequence of example snapshots of a Fate Card
presented by an example DVD game.
Figure 26 is an example block diagram of a DVD system for
practicing embodiments of a DVD Game environment.
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Figure 27 is an example block diagram of layout of instructions and
content on a DVD for practicing embodiments of a DVD Game Environment.
Figure 28 is an example block diagram of a layout in the general
registers for implementing the game and player state information.
Figure 29 is an example block diagram of the dynamic adjustment of
skill levels for a participant based upon the participant's responses to game
challenges over time.
Figure 30 is a block diagram illustrating an example organization and
layout of challenges used by an example DVD game.
Figure 31 is an example flow diagram of a series of steps executed
by a DVD game for automatically determining a next challenge.
Figure 32 is an example flow diagram of a series of steps executed
by a DVD game for adjusting a candidate challenge based upon checking a
history
queue for prior presentation.
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DETAILED DESCRIPTION
Embodiments of the present invention provide enhanced methods
and systems for creating, managing, and operating DVD-based electronic games.
Example embodiments provide a DVD game environment ("DGE") that includes
game flow logic, interactive DVD game content, enhanced methods of scoring and
play such as "double-or-nothing" and "auto-leveling" support, and an
electronic
game board, which enable game developers and other game producers to author
games that operate on a DVD player without need for an auxiliary physical game
board or other auxiliary components. Thus, the DGE enables the production of a
new genre of electronic games that operate as self-contained "DVD games." DVD
games use the DVD player as an active system that implements game logic and
scoring as opposed to DVD-enabled board games that use the DVD player as a
passive auxiliary component that presents content from a DVD similar to a deck
of
cards. The techniques incorporated by the DGE implement an elegant and well-
orchestrated balance between the need to record history information, such as a
participant's status information and tracking presented challenges to avoid
repeats,
and the need to store sufficient content to make the DVD game interesting for
prolonged and continued use. These techniques push use of the DVD platform to
overcome the obstacles inherent in the use of DVD and DVD-like technology.
Figure 1 is a snapshot of an example display screen of a challenge
presented by a DVD game produced using an example DVD Game Environment.
The particular challenge shown in Figure 1 is a snapshot of a "circling
cursor"
question type, which is part of an example embodiment DVD game called "Time
TroopersTM ." A circling cursor challenge adds complexity to an otherwise
typical
multiple choice challenge by requiring a game participant to apply timing
skills as
well as physical skills and knowledge to select a correct answer from among
several possible answers in a predetermined amount of time. Multiple outcomes
are possible even if a correct answer is chosen depending upon the length of
time
taken to respond to the challenge. For example, in one embodiment, the
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participant may advance an additional position for responding to the question
in a
very short amount of time, for example 10 seconds. In Figure 1, a question 101
is
presented as part of a video segment (also known as a "video clip") in the
middle
of the screen. The question typically is also presented as part of an audio
track in
conjunction with the displayed question 101; however, there may be
implementations where audio is not presented. The example challenge shows four
possible answers 102-105 surrounding a picture 107 that is used to illustrate
the
topic of the question 101. A cursor 106 is shown in its movement from possible
answer 102 to answer 103. As the cursor 106 circles through the answers 102-
105, the game participant selects a response by pressing a selection button
(typically the "ENTER" button or an equivalent defined by the environment of
the
particular DVD player) when the cursor 106 coincides with the answer 102-105
that the participant believes is correct. If the participant selects the
correct answer
(in this example possible answer 101), then the DVD game automatically
increases the participant's score by advancing the participant to the next
position
on the electronic game board. The DVD game then advances game play to the
next player and presents a new challenge.
Although the techniques of a DVD Game Environment are generally
applicable to any type of electronic game that can be stored on a DVD and
operated by the DVD player without the use of an external game board or other
external scoring mechanism, the phrase "game," "challenge," "puzzle,"
"question,"
etc. is used generally to imply any type of scenario that can be presented to
elicit
responses that can be scored and/or represented by a change on an electronic
game board. In addition, one skilled in the art will recognize that although
the
examples described herein often refer to an educational game, one skilled in
the
art will recognize that the techniques of the present invention can also be
used in
other environments that would benefit from automated scoring or an electronic
score board, such as presenting challenges for certification purposes,
testing, etc.
In addition, although described in terms of current DVD platForm technology,
one
skilled in the art will appreciate that the concepts and techniques described
herein
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are applicable to future platforms of both DVD and DVD-like technology and
other
technologies that may present similar obstacles for interactively viewing
multimedia content.
Also, although certain terms are used primarily herein, one skilled in
the art will recognize that other terms could be used interchangeably to yield
equivalent embodiments and examples. For example, it is well-known that
equivalent terms in the multi-media content arena and in other similar fields
could
be substituted for such terms as "video," "audio," "clip," "segment,"
"portion," etc.
Specifically, the term "video clip" can be used interchangeably with the terms
"video segment," "video," etc. Also video may refer to any type of visual
content,
whether a "still frame," slide show of stills, animation, or other moving
visual
content. Likewise, the term "audio track" can be used interchangeably with
"audio
segment," "audio clip," etc. Also, generally, when a video clip is referred
to, an
associated audio track may also be available. Also, the phrase "to present"
(and
its variations) are used to convey an operation appropriate to the content
being
presented. For example, when audio is presented it is generally played (to be
heard), although accessibility-friendly systems may provide other means for
presenting audio. Similarly, when video is presented it is generally
displayed,
although in some system Brailie may be used, or an audio interface used to
describe the video. In addition, terms may have alternate spellings which may
or
may not be explicitly mentioned, and one skilled in the art will recognize
that all
such variations of terms are intended to be included, whether or not mentioned
explicitly herein.
Example embodiments described herein provide applications, tools,
data structures and other support to implement a DVD Game Environment to be
used for producing DVD games. One skilled in the art will recognize that other
embodiments of the methods and systems of the present invention may be used
for other purposes, including interactive DVD content for training, testing,
or
educational purposes or other purposes apart from entertainment. In the
following
description, numerous specific details are set forth, such as data formats and
code
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sequences,. etc., in order to provide a thorough understanding of the
techniques of
the methods and systems of the present invention. One skilled in the art will
recognize, however, that the present invention also can be practiced without
some
of the specific details described herein, or with other specific detaiis, such
as
changes with respect to the ordering of the code flow or additional steps.
Also,
other steps could be implemented for each routine, and in different orders,
and in
different routines, yet still achieve the functions of the DGE.
Figure 2 is an example block diagram of the functionality provided by
an example DVD Game Environment to produce DVD games. At an abstract
level, the DGE comprises DVD game logic with scoring management 201, game
and participant state information 203, video and audio game content 202, and
an
electronic game board 204. The DGE does not implement these capabilities as
physical components per se, but rather the instructions (commands to the DVD
player) combined with the menu and game content and the specified use of the
memory registers within the player together cooperate to provide the functions
of
the DVD Game environment. One skilled in the art will recognize that as
further
enhancements are made to the DVD platform, it is possible that some, many, or
all
of the functionality described herein to support DVD games may be incorporated
into the DVD players themselves and not require the complexities of the
example
embodiment described herein. In addition, these components may be
implemented eventually in software or hardware or a combination of both.
As represented by logic and scoring management 201, the DGE
provides all of the logic, flow, and scoring functions needed to produce a DVD
game with interactive game challenges, such as multiple choice questions, true-
false question, word puzzles, timed-response questions, action-oriented
questions
(questions in which a response selection is made in concert with some part of
the
challenge is moving), and othertypes of questions and puzzles. Each DVD game
may vary in its content, i.e., the specific multimedia content presented,
however
the basic game flow logic provided by the DGE can be used to operate any such
DVD game. New types of challenges can be integrated into the DGE by
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programming the instructions (PGCs) that implement the new type of challenge
to
store the detected result of the challenge in a memory location that has been
reserved for returning results and to then navigate to the appropriate
automated
scoring components (as implemented by linking to other PGCs) that advance the
participant when appropriate and cause game play to proceed to the next
participant.
The DGE also implements an electronic game board 204 along with
techniques for scoring challenges that are integrated into the electronic game
board 204. Specificaiiy, the DGE tracks for each participant a current score
based
upon the participant's answers to challenges (e.g., questions) which, in many
instances, are determined by the DVD game automaticaily. When it becomes a
participant's next turn, an appropriate video segment (with potentially an
associated audio track) is presented to notify the participant of the
participant's
current score and/or position on the board. In an example embodiment, the
electronic game board 204 implements a virtual board presentation with a
"spoke"
(a path of tiles) for each participant. In one embodiment, each spoke
represents
an individual participant's path towards an end goal. In conjunction with a
participant's turn (before or after), the DGE presents the appropriate portion
of the
virtual board that corresponds to that participant's current score. In one
embodiment, the other spokes of the other participants are visually suggested
in
the background to give context without specific scoring and/or positional
information for the other participants.
Figures 3A-3F are snapshots an example integrated electronic game
board provided by an example DVD Game Environment. Figure 3A shows the
virtual board from a first participant's perspective (the Green Trooper)
before the
participant has successfully responded to a challenge or before the
participant has
take a turn. Figure 3B shows the virtual board from a second participant's
perspective (the Red Trooper) with the same score (nothing). Figures 3C-3F
illustrate snapshots of a score animation from one board position (tile) to
another
on the virtual game board. Specifically, the Green Trooper's board position is
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shown moving from tile "1" to tile "2" in animated form. As a participant's
score
changes, a score animation is presented to reflect a corresponding positional
change on the game board.
One skilled in the art will recognize that the virtual board is just one of
many examples of shapes and animations possible to reflect movement on a game
board and/or an absolute or relative score of the participants. One should
note,
however, that the more storage capacity consumed by representing the
scoreboard the less room available on a DVD for storing challenge (game)
content.
The example shown requires storage only for a score/positional animation that
corresponds to each board position for each color (thus 48 animations for 4
participants using a board of 12 positions). One way to advantageously
minimize
the storage requirements is to not simultaneously display the current score of
the
other players. Also, one should note that color represents one way to
differentiate
the participants. Different shapes of the elements of each participants path
or
other means for visual differentiation could also be incorporated and
appropriate
animations stored.
The DGE supports several models for automatically managing the
competitive play and/or adjusting the score of the game participants. As a
preliminary matter, an initial skill level is determined for each game
participant.
The DGE uses the skill level of a participant to assist in the determination
of
appropriate challenges for that particular participant. In one embodiment, the
DGE
provides a set of menus that allow a participant to select an initial skill
level (e.g.,
easier, medium, and harder). In another embodiment, the DGE automatically
determines an appropriate skill level based upon answers to questions
pertaining
to an age or experience metric.
Once a skill level is associated with a game participant, it may remain
constant for the remainder of the game or be modified dynamically by the DGE
based upon game performance. Such dynamic adjustment may be performed
over a period of time (such as based upon elapsed time), after each question,
or
based upon some other determination. In an example embodiment, a game
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participant indicates a desire for dynamic skill adjustment by setting the
"auto-
leveler" feature in one of the setup menus. In auto-leveling mode, the DGE
determines each next challenge based upon a current skill level of a
participant.
Thus, as a participant's performance improves, the challenges presented become
more difficult - automatically - as determined by the DVD game. This feature
is
particularly useful when a DVD game is played between participants whose
skills
are very different, such as a parent and child, and allows the participants to
play
together in a way that each are individually challenged.
After each participant responds to a question, the DGE determines
whether the answer was correct, and, if so, causes the participant's score to
increase. With standard play, the score increases by one "unit" and the
electronic
game board is updated accordingly to reflect the participant in a next
position. The
DGE also supports a scoring feature called "double-or-nothing." When a double-
or-nothing challenge is available, a participant's skill level is temporarily
boosted to
a higher skill level, and a correct answer to a corresponding challenge
results in
doubling the advancement (e.g., moving 2 positions instead of 1).
As shown in Figure 2, the DGE supports manipulation of video and
audio content 202, which is stored on a DVD and subsequently operated on by
the
DVD player according to instructions (code) that control the DVD player to
present
content or to navigate to other content. One embodiment of the DGE supports
several interactive game components that implement different types of game
challenges, including:
= Multiple Choice
= Open Response
= True/False (is this "For Real?" or "No Way!")
= Anagrams (timed)
= Side Scrollers
= Circling cursors
= Black Holes
= Wormholes
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Each of these challenge types and examples of them are described in.more
detail
below in reference to Figures 15A-221. One skilled in the art will recognize
that
many other types and variations of such challenges (e.g., puzzles and
questions)
can be formulated with appropriate content, including combining the various
timing
and movement techniques with a variety of types of challenges.
In order to provide automated scoring and determination of
challenges and to operate the electronic game board, the DGE maintains game
and participant state information 203. For example, a history of the
challenges
already presented is stored in the state information 203 to avoid presenting
challenges that have already been seen in a current DVD game session. (Note
that a session may span multiple uses of the DVD in the DVD player, as some
DVD players allow a game to continue where it last left off.) In addition,
game
state such as whose turn it is and the a skill level and current score of each
participant is also maintained in the state information 203.
Figure 4 is an example block diagram of the game and player state
information maintained by a DVD Game Environment while operating a DVD
Game. In the example illustrated, the DGE stores the current participant's
response to the current challenge in field 401; other temporary game and
participant information in field 402; a history (ring or queue) of challenges
already
presented in field 403; each participant's state information in fields 404-
407,
including a "color" representing the participant on the electronic game board,
the
participant's current score, skill level, and other information; an indicator
of the
current participant in field 408; elapsed time in the game in field 409; a
game time
limit if selected as an option in field 410; a toggle for auto-leveling mode
411; a
toggle for team mode 412; and other game state flags in field 413. One skilled
in
the art will recognize that the data shown are examples and that different
information or other information may also be maintained.
The DGE provides DVD game logic with scoring management 201 to
support the various types of challenges, to manage the game flow between
participants, and to implement the electronic game board 204. Figures 5A-5C
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an example flow diagram of the DVD game flow and scoring logic provided by an
example DVD Game Environment. In step 501, the DVD game plays introductory
videos and sets up the background story for the DVD game. In step 502, the
game presents a menu to-determine whether the participants want to play the
game or obtain further instruction, and when the participant chooses "Play,"
proceeds to step 504, otherwise continues in step 503. In step 503, the game
plays one or more instructional videos until the participants indicate that
they wish
to proceed with play. In step 504, the game plays a series of videos and menus
to
set up the profiles for the game participants and then continues when done in
step
505. Note the step 504 is shown in as a "subroutine" or "procedure" for ease
of
discussion, but "step" 504 is really implemented as a series of other commands
(steps) that are executed in the same execution environment. (The DVD platform
doesn't yet support a notion of separate functions or procedures with their
own
execution environment - it is more like assembler with storage and "goto"
operations.) This convention will be used throughout, although one skilled in
the
art will understand that one or more steps may be grouped as separate program
chains and navigated to through standard DVD programming techniques.) The
additional steps that correspond to step 504 are discussed further below with
reference to Figure 7. The game then presents a menu (steps 505 and 507) that
allows participants to set up game options through an options menu in step 506
or
to start the game in step 508. Figure 6 is an example snapshot of an initial
menu
for determining whether to setup options or to start the game. In step 506,
game
options can be set, for example whether auto-leveling mode is on and a
possible
time limit for the game. Example display screens that correspond to these
options
are described below with reference to Figures 12-14. One of items on the menu
shown in steps 505 and 507 is to return to step 504 to re-set up the
participant
profiles. When, in step 507 "Start" is selecting, then game flow continues in
step
508. In step 508, after determining a first participant, the DVD game displays
the
score (position) of the current participant on the electronic game board. In
step
509, the game determines by random selection whether to display a Fate Card or
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a next challenge. If so, then the game presents a randomly selected Fate Card
segment in step 510. A Fate card is a special video (potentially accompanied
by
audio), chosen at random, that determines whether to increase or decrease the
current participant's score and hence the participant's position on the game
board.
An example Fate Card is shown with reference to Figures 25A-25C. When the
Fate Card finishes presenting, then the DVD game continues to record the
resultant score in step 514. In step 511, the DVD game determines the next
challenge to present to the current participant. One technique for
implementing
this series of steps is described below with reference to Figure 31. One
skilled in
the art will recognize that there are many ways to select a next challenge and
any
of them could be incorporated in a DVD game. In step 512, the game presents
the
determined next challenge which may involve any type of game content,
including
one or more video segments, audio tracks, menus, etc. In step 513, the DVD
game executes a series of steps to perform auto-leveling if this mode has been
set
(e.g., using the options menu). Auto-leveling, as described elsewhere,
dynamically
adjusts the skill level of the participant based upon the participants
responses to
challenges. Thus, since a Fate Card potentially changes a participant's score
without involvement from the participant, it is unnecessary to perform auto-
leveling
after execution of a Fate Card. In step 514, the DVD game records the current
score of the current participant (and other status information that is
maintained at
the end of a turn). In step 515, the game determines whether the current score
reflects advancing to the halfway mark on the virtual game board and, if so,
presents a congratulatory media segment in step 516 and continues in step 517.
Note that the "halfway" feature and other types of game feedback are optional
and,
in some embodiments, may be turned off. In step 517, the game determines
whether the advancement of the current participant has made the participant a
winner of the game (there may be more than one if the game allows a round to
be
completed even with a winner), and if so continues in step 518, otherwise
continues in step 523. In step 518, the game presents a winner's appropriate
congratulatory media segment. In step 519, the game determines whether there
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remain other participants to play outthe current round, and, if so, continues
in step
523 to advance to the next participant, otherwise continues in step 520. In
step
520, the game determines whether there is a tie (e.g., more than one
participant
with the same score), and, if so, continues in step 521 to present whatever
type of
tie breaker is indicated by the game and determines a single winner. In some
embodiments, tie breakers are not supported and the game finishes by
announcing the tie or offers another game. Step 522 is implemented in those
embodiments that support tie breakers. If there is no tie (and once a single
winner
is detected), in step 522 the game presents one or more media segments to
indicate the overall winner of the game and that the game is over. In step
523, the
game determines the next participant's turn and proceeds back to step 508 to
indicate the current participant's score and turn. One skilled in the art will
recognize that Figures 5A-5C present one model of DVD game flow and that many
variations exist for treating turns, winning, etc. In addition, DVD games that
add
challenge types may alter this basic game flow.
As mentioned in step 504 of Figure 5, the game participants set up
individual profiles prior to playing a DVD game. Figure 7 is an example flow
diagram of a process for setting up the game participants according to an
example
DVD Game Environment. In step 701, the DVD game first determines whether
playing as a team or as an individual is desired. If team mode is desired,
then in
step 702, the game sets a flag to indicate team mode and initializes other
variables
so that menus are presented appropriately. Team mode allows multiple
individuals
to contribute answers to challenges and thus to a single score. Figure 8 is an
example snapshot of a menu for determining whether to play in team or
individual
mode.
In step 703, the DVD game presents a menu to determine the
number of participants that will play the game. In one embodiment, this number
is
between 1 and 4, although other ranges are contemplated - of course a tradeoff
is
made as to usage of DVD memory for content versus state information and the
electronic game board. Figure 9 is an example snapshot of a menu for
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determining the number of game participants. Note that in team mode, this menu
preferably omits "1" from the list as 2 or more participants constitute a
team.
In steps 704-707, the DVD game performs a loop for each participant
allowing the participant to choose a representative color (or other
participant
indicator) to be used forthe electronic game board and a skill level for
determining
challenges. Specifically, in step 704, the game gets the next participant (by
number) to process. In step 705, the game determines whether all have been
processed, and, if so, is done with this set of steps, otherwise continues in
step
706. In step 706, the game presents a set of possible color choices left,
determines a selected color for the current participant from a menu, and
removes
the selected color from the possible choices for the next participant. Figure
10 is
an example snapshot of a menu for determining a color for a selected game
participant. In step 707, the game determines an initial skill choice
(challenge
difficulty level) for the currently processed participant, and returns to the
beginning
of the loop in step 704. Figure 11 is an example snapshot of a menu for
determined a challenge difficulty level for a selected game participant. In
this
example embodiment, three levels, easy, medium, and hard, are available and
correspond to "Cadet," "Captain," and "Commander." One skilled in the art will
recognize that different numbers of skills may be provided using the
techniques
described herein and that they may be mapped to various other categories.
As described in steps 505-507, the DVD game allows participants to
setup game options prior to operating a DVD game session. Figure 12 is an
example snapshot of a menu for determining game options. The example shown
provides options for setting and unsetting an auto-IevelerTM feature and game
time
limits, although other options could be provided. Figure 13 is an example
snapshot of a menu for turning on and off the automatic leveling feature.
Turning
the feature on, allows the DVD game to automatically adjust the difficulty
level of
the challenges presented. Figure 14 is an example snapshot of a menu for
setting
an optional time limit for the current DVD game session. In the example shown,
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options are available for a 10-minute, 20-minute, 30-minute, or unlimited game
time; however, additional time periods or different time periods could be
supported.
As mentioned, various different types of challenges are supported by
an example DGE, although others could be easily integrated. Figures 15A-221
are
sequences of snapshots of various types of challenges that can be presented by
an DVD game using the example DVD Game Environment. The challenges
illustrated are exemplary of the type of challenges that can be operated by a
DVD
game. In many cases, these challenges have multiple outcomes which may
depend upon both skill and strategy. Although there are eight types of
challenges,
these types may not be available in any one instance to do difficulties in
supporting
timing functions on various DVD players. One skilled in the art will recognize
that
enhancements may be made to the various types of challenges, for example,
adding different timing aspects or movement aspects to an underlying
challenge,
yet still achieve the purposes described herein. Also, the term "challenge" is
used
to refer to any type of puzzle or question or task.
Figures 15A-15B is an example sequence of snapshots illustrating a
multiple choice type of game challenge. In Figure 15A, a question 1501 is
presented with an associated picture 1502 illustrating the topic of the
question.
Optionally, an audio track is played along with presentation of the question
1501.
Possible answers 1503-1506 are shown in some portion of the video display. A
participant selects one of the possible answers by using a navigation button
to
highlight the desired choice and a selection button (e.g., ENTER button or DVD
player equivalent) to indicate an answer. Figure 15B shows a selection of an
answer 1507 and allows the participant to press an "OK" button 1508 to end the
video segment more expeditiously. (The DVD game will detect whether the
answer is correct based upon the selection, not upon pressing the "OK" button
1508.)
Figures 16A-16B is an example sequence of snapshots illustrating an
open response type of game challenge. In this type of challenge the DVD
doesn't
automatically detect the correct answer, but receives indication from the
participant
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of whether the answer is correct. Specifically, in Figure 16A, a question 1601
is
presented with an associated picture 1602 illustrating the topic of the
question.
Optionally, an audio track is played aiong with presentation of the question
1601.
When the current participant presses the "Answer" button 1603, the DVD game
detects that the challenge was answered and then presents a video segment to
receive an indication of whether the participant answered correctly. Figure
16B is
a snapshot of a video segment used by the DVD game to detect a right or wrong
answer. In addition to the question 1601 and the topic picture 1602, the
correct
answer 1604 is displayed. Also, the game presents a question 1605 ("Did you
answer Right or Wrong?") so that the participant can indicate whether the
participant answered the challenge correctly. The DVD game then adjusts the
score accordingly.
Note that the question 1605 is presented as a menu with two buttons
"Right" 1606 and "Wrong" 1607 due to current limitations of the DVD platform.
As
other means are developed in an enhanced DVD platform to obtain user input,
one
skilled in the art will recognize that the challenges presented herein can be
modified accordingly to accommodate the new techniques. The examples below
that describe other example DVD game challenges may similarly incorporate
menus and buttons as a means of obtaining input, and it is to be understood
that
all of these examples can be enhanced accordingly yet still achieve the
purposes
of the present invention.
Figures 17A-17C is an example sequence of snapshots illustrating a
true/false type of game challenge. In this particular example, an audio track
is
played and asserts a statement related to the video segment shown in picture
1701. In Figure 17B, he participant is then queried as to whether the
assertion is
true or false, as seen in the question 1702 "Is this for real? (which is
concurrently
queried by a corresponding audio track). The DVD game presents a menu with
two buttons "For Real!" 1703 and "No Way!" 1704, from which the participant
chooses the correct answer. In Figure 17C, the correct answer 1705 is
displayed,
and the game detects whether the participant successfully responded and
adjusts
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the score accordingly. As in other challenges, pressing an "OK" button 1706
allows the participant to end the video segment more expeditiously.
Figures 18A-18C is an example sequence of snapshots illustrating
an anagram type of game challenge. The object of this challenge is for a
participant to determine the correct word(s) by unscrambling a series of
letters or
words or numbers (a puzzle) in an allotted amount of time (for example, 20
seconds) before the puzzle solves itself. The participant selects an "Answer"
button to indicate that the puzzle is solved. In some embodiments, the score
varies with the time period taken to respond to the challenge. In Figure 18A,
an
anagram 1801 (a scrambled word puzzle) is displayed in one portion of a video
segment with an associated picture 1802 illustrating the topic of the anagram
1801, while the letters or words slowly drop into the unscrambled answer 1805
over the period of time indicated by timer 1803. Figures 18B and 18C
illustrate the
anagram partially solved, with the unscrambled answer 1805 becoming more
filled
in as the timer 1803 decreases. When the current participant presses the
"Answer" button 1804 before the time on timer 1803 elapses, the DVD game
detects that the challenge was answered within the allotted time and then
presents
a video segment to receive an indication from the participant of whether the
participant answered correctly. Figure 18D is a snapshot of a video segment
used
by the DVD game to detect a right or wrong answer. The correct unscrambled
answer 1805 is displayed along with a menu with two buttons, a "Right" button
1806 and a "Wrong" button 1807 so that the participant can indicate whether
the
participant answered the challenge correctly. The DVD game then adjusts the
score accordingly.
Figures 19A-19F is an example sequence of snapshots illustrating a
"side scrollers" type of game challenge. This challenge is a timed version of
a
multiple choice challenge and includes animation. A predetermined number (for
example, four or five) answers to a question scroll onto the display area from
one
side, and a participant must select a row that corresponds to the correct
answer
before the answers scroll into the row indicators. One skilled in the art will
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recognize that other variations of "scroller" challenges are possible,
including ones
in which the answers are animated differently, scroll in from another area of
the
screen, at different speeds, and similar variations, and included ones in
which
column indicators are selected instead of row indicators. Figure 19A
illustrates an
initial setup of a "side scroller" challenge, in which a question 1901 is
presented as
a video along with (optionally) an audio track that reads the question. A menu
containing one or more answer indicators, buttons 1902-1905, in this case row
indicators, align one side of the display area. Figures 19B-19C illustrate an
animation that shows the potential answers 1906-1909 scrolling in from the
side of
the display area towards the answer indicators 1902-1905. In Figure 19D, the
participant has moved a highlight to an answer indicator button 1903, which
corresponds to the answer "Asia." The participant can move the highlight to a
different potential answer button, for example, answer indicator button 1902,
using
the navigation keys (or DVD player equivalent) as shown in Figure 19E. When
the
participant selects the desired answer (for example, by pressing the Selection
key)
as shown in Figure 19F, the DVD game automatically detects whether the
challenge was answered correctly and adjusts the score accordingly.
Figures 20A-20C is an example sequence of snapshots illustrating a
circling cursors type of game challenge. A snapshot from this challenge was
presented also as Figure 1. The object of a circling cursors challenge is to
select
the correct answer at the (approximate) same time a moving cursor passes over
the correct answer. In Figure 20A, as described earlier, a question 2001 is
presented as part of a video segment (also known as a "video clip") in the
middle
of the screen, which is optionally accompanied by an audio track. The game
displays a menu in which four possible answers (buttons) 2002-2005 surround a
picture 2007 that is used to illustrate the topic of the question 2001. A
cursor 2006
is shown in its movement from possible answer 2002 to answer 2003. In Figure
20B, the cursor 2006 is shown moving from possible answer 2003 to 2004 and
coinciding with (incorrect) possible answer 2004 in Figure 20C. As the cursor
2006 circles through the answers 2002-2005, the game participant selects a
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response by pressing a selection button (typically the "ENTER" button or DVD
player equivalent) when the cursor 2006 coincides with the answer 2002-2005
that
the participant believes is correct. When the participant selects the correct
answer
(in this example possible answer 2002), then the DVD game automatically
detects
whether the challenge was answered correctly and adjusts the score
accordingly.
Figures 21A-21 H is an example sequence of snapshots illustrating a
black hole type of game challenge. The object of a black hole challenge is to
select the correct answer to a challenge as the answer passes through a
highlighted target (into the black hole). Figure 21A illustrates a beginning
video of
a black hole challenge which presents a question 2101, optionally accompanied
by
an audio track. A series of possible answers 2102-2105 move around on the
display area, as shown in Figures 21A-21 B, before they are "consumed" by a
black
hole marked by a target cursor 2106. Each answer eventually moves towards the
target cursor 2106 as shown in Figures 21A-21 G and, thus, the participant
must
select the correct answer before it disappears. Figures 21 C-21 D shows the
animation after answers 2102 and 2103, respectively, have been consumed.
Figure 21 E shows the animation in the process of consuming answer 2104.
Figure
21F shows the animation after answer 2104 has been consumed. Figure 21 G
shows the animation in the process of consuming the last possible answer 2105
and Figure 21 H shows the target cursor 2106 highlighted as needed in order
for
the participant to time selection of an answer. Upon selection of an answer
(or in
other embodiments after all of the answers have been consumed), the DVD game
automatically determines whether the participant selected the correct answer
and
adjusts the score accordingly.
Figures 22A-221 is an example sequence of snapshots illustrating a
wormhole (tunneling) type of game challenge. In one embodiment, this challenge
comprises multiple sub-challenges the results of which together indicate a
score.
For example, in the example demonstrated in Figures 22A-221, there are three
sub-challenges to be completed. In one example DVD game, a different score is
designated for the number of questions answered correctly. For example,
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answering 3 out of 3 correctly advances the participant's score by 2;
answering 2
out of 3 correctly advances the participant's score by 1; answering 1 out of 3
correctly leaves the score unchanged; and answering 0 out of 3 moves the
participant's score back by 1. Other options and combinations of outcomes are
of
course possible. Each sub-challenge is a timed challenge which requires the
participant to select one of two answer choices before a time limit expires.
Typically, the participant is asked to categorize a person, place, or thing
into one of
the two categories to achieve a correct response (although other variations of
challenges are also suitable). According to the animation shown in Figures 22A-
22C, the participant initially starts out in tunnel which changes colors as
the topic
2201 and possible answers 2202 and 2203 (e.g., the two category choices) are
presented. In Figure 22C, the topic 2201 to be categorized is presented as
text,
and optionally a corresponding question posed via an audio track, and a timer
is
started. The elapsing time is indicated via a sequential highlighting of the
indicators 2204. The possible answers 2202 and 2203 are implemented as menu
buttons and the participant needs to select one of these buttons before the
indicators 2204 finish highlighting, indicating that the available time has
elapsed.
Figure 22D illustrates the result of the participant selecting the answer 2203
(correctly) prior to the timer expiring. The progression shown in Figures 22E-
221
indicates the result of completing the sub-challenge. The DVD game first shows
a
junction of the correct and incorrect tunnels (green and red, respectively) to
indicate that the game will progress down one of the tunnels and then proceeds
down the appropriate tunnel. If the sub-challenge is answered correctly, then
the
animation video proceeds through a green "tunnel" as shown in Figure 22G. If
the
sub-challenge is answered incorrectly, then the animation video proceeds
through
a red "tunnel" (not shown). Figures 22H and 221 illustrate two additional sub-
challenges to complete the wormhole challenge.
Figures 23A-23C are example snapshots illustrating challenge result
feedback options. The exemplified videos are typically displayed in response
to
the DVD game detected whether a challenge was answered correctly or not and
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as part of a Fate Card result as described below with reference to Figures 25A-
25D. Figure 23A is an example snapshot of a video presented when a challenge
was answered correctly. Figure 23B is an example snapshot of a video presented
when a challenge was answered incorrectly. Figure 23C is an example snapshot
of a video presented when a challenge was answered correctly and the score is
enhanced, such as by answering all the sub-challenges of a wormhole challenge.
In addition to the challenges described above, the DGE supports
Factoids, which are additional video and optionally audio segment information
used to enhance the information conveyed in a challenge. For example,
supplemental information may be used to contemporize the subject matter of a
challenge. Figure 24 is an example snapshot of a video segment portion of a
Factoid presented by an example DVD game.
The DGE also supports randomized advancement and movement
backwards through multimedia Fate Cards. Fate Cards present a specialty
character of the storyline informing the current participant of a change to
the
participant's score due to some (externally controlled) event. Fate Cards are
presented at random and in one embodiment have a 1:8 chance of begin
presented. Figures 25A-25D is a sequence of example snapshots of a Fate Card
presented by an example DVD game. Figure 25A signals the presentation of a
Fate Card. Figure 25B shows a story character coming into play to deliver the
"fate" message. Figure 25C shows the story character disappearing.
Figure 26 is an example block diagram of a DVD system for
practicing embodiments of a DVD Game environment. The DVD system 2600
comprises a DVD player 2601 connected directly or indirectly to a display
device
2602. In some embodiments, the DVD player 2601 may be optionally controlled
by a remote control device 2604 or by controls resident or otherwise
associated
with the DVD player 2601. A DVD game, along with instructions for controlling
the
DVD player to present content and to navigate to other content, are stored on
a
DVD 2603 and played on DVD player 2601.
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Figure 27 is an example block diagram of the layout of instructions
and content on a DVD for practicing embodiments of a DVD Game Environment.
Figure 27 represents an abstraction of what can be physically laid out on a
DVD
medium, for example, DVD 2603. On a DVD, one can store 1-99 video titles, so
there are fewer or equal number of video title sets (VTSs) 2701 that contain
the
titles. Within each VTS 2701, there are one or more Titles 2702 (for a total
of 99
over the entire DVD), reflecting a grouping of the content and instructions,
similar
to file organization in a hierarchical file system. Within each Title 2702,
there are
one or more Program Chains 2703 (PGCs), which store the instructions (DVD
player commands), definitions, and the actual content. Within each Program
Chain 2703, there are one or more programs 2710 (also referred to as
"Chapters"
or "Parts of Title"), which refer to one or more cells 2711 of content and
related
definitions, such as menu button command mappings and button highlights
(subpicture attributes). For example, each PGC 2703 can hold a certain number
of
pre-commands 2704, which are executed prior to presenting the content 2709
stored in a PGC and a certain number of post-commands 2705, which are
executed after presenting the content 2709 stored in that PGC. Typically,
navigation commands (like scoring) that need to be executed after presenting a
challenge are stored in the post-commands 2705. In addition, each PGC 2703 can
hold cell-commands 2706, which are executed after each grouping of content
that
is stored as a "cell." Note that a portion of a video and/or corresponding
audio
portion and subpictures can be stored in a cell and several cells can be
referenced
within a program, hence referenced within a PGC. Each cell specifies which
cell
command is to be executed when its presentation is complete (hence at a cell
boundary). Also, each PGC 2703 can define the user operation supported (UOPs)
2707 and other subpicture attributes 2708.
Figure 28 is an example block diagram of a layout in the general
registers for implementing the game and player state information. One skilled
in
the art will recognize that Figure 28 provides an example of one of many
different
organizations of memory and particular content that can be used to accomplish
the
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techniques of the present invention, and that other organization and other
content
can equivalently achieve the same functionality. In the example shown, each
general register is 16 bits, and, although these registers can be thought of
as
distinct, they can also be treated as general memory and contiguous within a
register. In Figure 28, registers GPRM 0-4 are generally used for temporary
and
intermediate values or parameters for the "routines" implemented. by the PGCs.
For example, the current result to a challenge is typically stored in these
locations,
as well as the current participant number and information regarding a
particular
question.
Registers GPRM 5-9 are used for the history queue. The history
queue is a representation of the challenges that have already been presented
in
an effort to avoid presenting a challenge twice in the same game session.
Note,
however, that the DGE provides a skip mechanism that can be enabled to allow a
game participant to skip over a current challenge. In one embodiment, the
history
queue is implemented as a ring of hash values that correspond to one or more
challenges. Thus, the history queue doesn't guarantee that a challenge won't
be
repeated - it reduces the chance that a challenge will be seen twice. As new
challenges are added to the history, the oldest fall out of the queue and can
be
again presented. One reason for storing hash values is to reduce the amount of
storage needed to represent (index) whether a challenge has already been
presented. Due to the memory limitations of the DVD platform, if one were to
store
an absolute index to each challenge seen, memory would quickly become
consumed in trade for challenge content. One skilled in the art will
recognize,
however, that different trade-offs may be made yet still accomplish the
advantages
of using a history mechanism.
In the embodiment illustrated, the history queue contains 15 5-bit
hash values, which are aligned at the lower bit of each of GPRM 5-9 to avoid
known DVD player problems with using the high order bit. Although not likely
to
happen often with the hash function chosen, each 5-bit hash value may
correspond to more than one challenge. Thus, if two challenges hash to the
same
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value and one of the challenges has already been seen, then the second
challenge will not be selected by the DVD game during the current game
session.
One hash function that has been used successfully with the history queue is:
((Sqr * 3) + (Qu * 7) + (Lvi * 5)) mod 32(1)
where "Sqr" is the current position (score) of the current participant; "Qu"
is the
current number of the question (challenge); and "Lvl" is the index of the
current
difficulty level of the current game participant; and "mod" represents the
modulo
operator. Equation one presumes that the questions (challenges) are grouped
into
32 groups (represented by 5 bits), of which 15 are potentially stored recently
seen.
Some testing was performed to insure that Equation 1 scattered the questions
more or less evenly between the 32 hash bins, even if there are less than 32
challenges available for selection at a particular board position (or score).
Registers GPRM 10-13 are used to store attributes and values
associated with each game participant. In particular, for each game
participant,
the DVD game stores an indication of the participant's current position on the
electronic game board (or other representation or indication of a current
score
and/or position); a color or other indicator unique to the participant; a flag
indicating
that a halfway message has already been presented to the participant; and an
indication of the participant's current skill level. An explanation of one
embodiment
of the skill levels and how they are stored is described further with respect
to
Figure 29.
Registers GPRM 14 is used to store game attributes and values. For
example, in one embodiment, the DVD game stores an indication of the current
participant (whose turn it is). In addition, the DVD game stores a time limit
for the
game session if one was set, for example, using the Options menu described
with
reference to Figure 14, and flags to indicate what time warning messages have
already been presented to prevent duplicate warnings. The DVD game also stores
whether the game is in a simplified mode (e.g., a multiple-choice challenge
only
mode) where timing is not part of the presented challenges and a simple button
selection is the action desired. Other flags are also stored in GPRM 14,
including
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whether the game has been initialized (a new session); whether auto-leveling
mode is on; whether challenges are selected manually (good especially for
testing
purposes); whether change to the skill level of a participant is presented;
and
whether the game is being played in team or individual mode.
Register GPRM 15 is used to store the elapsed game time in
seconds.
Figure 29 is an example block diagram of the dynamic adjustment of
skill levels for a participant based upon the participant's responses to game
challenges overtime. This adjustment is available when the auto leveling
feature
is turned on for a game session, for example, as described with reference to
Figure 13. Figure 29 shows an abstraction of the skill levels available along
a
continuum 2901-2903. As implemented in one embodiment, the skill levels range
from 0-14, which correspond to three possible groupings of challenge levels:
easy,
medium, and hard. As shown, skill levels 0-4 are mapped to easy challenges;
skill
levels 5-9 are mapped to medium challenges; and skill levels 10-14 are mapped
to
hard challenges. This continuum can be represented in 4 bits of memory and
thus
a 4-bit value is stored in the general registers for each participant to
indicate the
participant's current skill level (e.g., see Figure 28). Note thatthese
mappings and
the number of skill levels are modifiable, and that more skill levels are
possible
based upon what memory tradeoffs are desired. For example, to implement a
"hidden" super-easy challenge level, less than 5 skill levels need to be
mapped to
the other three challenge levels if it is desired to still represent the
entire skill level
continuum in 4 bits. Alternatively, more bits can be used to represent the
continuum thus enabling the same or more skill levels to be mapped to these
challenge levels.
When auto-leveling is enabled, a participant's skill level increases for
each detected correct answer and decreases for each detected incorrect answer.
That way, when the detected correct answers exceed the detected incorrect
answers by more than the number of skill levels per challenge level (here, 5
levels), the challenges become more difficult. This adjustment intends to even
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the level of play between participants as the game progresses. Skill continuum
2901 shows an initial skill level for a game participant. By convention, this
initial
level is set to a middle value within the challenge level that was initially
indicated
by the participant when the participant set up participant parameters, for
example,
using the menu described with reference to Figure 11. In this example, the
easy
challenge level corresponds to "Cadet;" the medium challenge level to
"Captain,"
and the hard challenge level to "Commander." Skill continuum 2902 shows an
adjustment of the participant's skill level increased by 3 levels from the
initial skill
level shown in skill continuum 2901. Similarly, skill continuum 2903 shows an
adjustment of the participant's skill level decreased by 2 levels from the
prior
adjustment in continuum 2902.
One skilled in the art will recognize that there exist other techniques
for implementing automatic adjustment of the skill levels, such as varying the
number of skill levels jumped for each challenge, making non-linear
adjustments
for time-in-the game, etc., and such variances are contemplated for use with
the
auto-leveling feature. For example, the DVD game may implement a scheme for
the auto-leveling feature that automatically increases a participant's
challenge level
when 3 challenges have been answered correctly and automatically decreases the
participant's challenge level when 2 challenges have been answered
incorrectly.
To implement this tactic, the DVD game sets the skill level index (0-14) at an
appropriate position accordingly and/or changes the number of bits per
challenge
level accordingly. For some schemes, the DVD game may cause the index to
jump non-linearly when a new challenge level is set.
As described with reference to Figures 5A-5C and other figures
above, one of the functions of a DGE, and hence the DVD games produced
thereby, is to automatically determine a next challenge to present to the
participant
whose turn it is (the current participant). The DVD game determines a
potential
next challenge based upon a modified random selection technique that takes
advantage of and utilizes the organization (groupings) of challenges.
Specifically,
challenges are grouped and associated with positions (and/or scores) on the
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electronic game board. Also, the challenges are categorized into a level a
priori
according to the skill and knowledge required to respond.
Figure 30 is a biock diagram illustrating an example organization and
layout of challenges used by an example DVD game. In Figure 30, each board
position, for example tiles 3001 labeled "2" and 3002 labeled "6," is
associated with
4 groups of challenges termed "buckets." For example, tile 3001 is associated
with
a list 3003 of 4 buckets of challenges 3010-3013. Each of buckets 3010-3013
has
an associated identifier (e.g., "5," "21," "3," and "14") that identifies 1-4
further
groupings, termed "jugs," of challenges. Each jug, for example jugs 3020-3023,
identifies 1-63 challenges, and, in one embodiment, a jug is present in a
bucketfor
each challenge level. Thus, as shown, jug 3020 corresponds to the "easy" level
(level 1); jug 3021 corresponds to the "medium" level (level 2); and jug 3022
corresponds to the "hard" level (level 3). Jug 3023 corresponds to a"speciaP'
level
(level 4) which is used for executing a double-or-nothing enhanced turn.
Specifically, if a jug corresponding to level 4 exists for a particular board
position
(or score), then the DVD game knows to offer a chance for the participant to
engage in a double-or-nothing enhancement. Note that the same bucket may be
associated with more than one board position, (for example, buckets 3012 and
3014 show the same bucket associate with positions 3001 and 3002
respectively),
but that preferably each challenge is uniquely assigned to a jug.
The determination of which buckets are associated with each board
position is made based upon heuristics and trial and error. Different
associations
can be used to create a game that performs in a particular way or addresses
particular topics in a particular sequence. For example, a history game may
wish
to present topics in date order so that challenges associated with the modern
era
appear earlier than challenges associated with ancient times. Such an
arrangement would presumably generate more challenge further along in the
game assuming older history is less well known to the participants than recent
history. One skilled in the art will recognize that many variations and
arrangements are possible. In addition, one skilled in the artwill recognize
that the
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number of challenges per jug, number of jugs per bucket, and number of buckets
per board position (score) can also be modified and may be constrained by
limitations of the DVD platform.
Figure 31 is an example flow diagram of a series of steps executed
by a DVD game for automatically determining a next challenge. As noted
earlier,
these steps executed by a DVD game are treated in the figures as "routines"
for
ease of discussion, although they may not be implemented in their own
programming environment including an execution stack. Specifically, in steps
3101 and 3102, the DVD game retrieves the current participant's board position
(or
score) and current skill level, respectively. In step 3103, the game selects
at
random one of the buckets (of jugs of challenges) associated with the
retrieved
board position. In step 3104, the DVD game determines the number of challenges
available in each jug within the selected bucket (hence the number of
challenges
associated with each challenge level). In step 3105, if the jug corresponding
to
level 4 has at least one challenge associated with it, then the DVD garne
detects
that a double-or-nothing enhancement is available and continues in step 3106,
otherwise continues in step 3108. In step 3106, the DVD game queries the
participant (e.g., via a menu) whether to present a double-or-nothing
challenge,
and, if so, continues in step 3107, otherwise continues in step 3108. In step
3107,
the DVD game sets the double-or-nothing flag used to calculate a temporary
boost
in skill (and, when applicable, challenge) level and a corresponding score
enhancement if the challenge is answered correctly, and then continues in step
3108. In step 3108, the DVD game selects at random a potential challenge from
the number of challenges available in the jug that corresponds to the
(boosted, if
applicable) level of the current participant, and in step 3109 executes
another
series of steps to determine whether the potential challenge was recently
presented and thus should be replaced by a different challenge. The set of
steps
for adjusted the current challenge is described with reference to Figure 32.
In step
3110, the DVD game navigates to a PGC, via one or more jump tables, associated
with the current challenge. For example, one embodiment supports a dispatch
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mechanism with jump tables (e.g., "if' programming statements) that eventually
causes navigation to jump to the correct PGC for a particular question within
a
particular jug. The correct PGC is typically the first video screen of the
current
challenge. Note that, if a "skip" option is enabled, then the current
participant may
skip over the current challenge (not shown).
Figure 32 is an example flow diagram of a series of steps executed
by a DVD game for adjusting a candidate challenge based upon checking a
history
queue for prior recent presentation. In step 3201, the DVD game retrieves an
indication of the candidate challenge. In step 3202, the DVD game computes a
hash value according to a hash function, such as that described with reference
to
Equation 1. In step 3203, the DVD game determines, by comparing the computed
5-bit hash value to the 5-bit values stored in the history queue, whether the
computed hash value is present in the queue, and, if so (the challenge has
been
recently presented), continues in step 3205, else continues in step 3204. In
step
3204, the DVD game proceeds to use the candidate challenge as the current
challenge, because the computed hash value is not present in the history
queue,
and updates the history queue to indicate the current challenge. (For example,
it
adds the computed hash value to the history queue and removes the hash value
that corresponds to the least recently seen challenge.) Otherwise, in step
3205,
the DVD game checks to see if it has exhausted all of the challenges in that
jug
(they were all seen recently), and, if so, continues in step 3207 to use the
candidate challenge anyway, otherwise continues in step 3206. In an
alternative
embodiment, the DVD game, instead of using the current challenge anyway in
step
3207, loops back to step 3103 in Figure 31 to randomly select a different
bucket
(and hence jug) that corresponds to the participant's board position and
starts the
candidate challenge process and adjustment all over again. According to this
alternative embodiment, the DVD game would continue to try different buckets
until
a challenge is found that hasn't been recently seen or until there are no more
buckets to try. In step 3206, the DVD game advances the candidate challenge to
the next challenge in the selected jug (it wraps around to the first question
in the
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jug and onward, for example using a modulo function that divides by the number
of
questions in the jug): The DVD game then returns to step 3202 to perform the
same check on the remaining challenges in the jug until either a challenge is
found
whose hash value does not appear in the history queue, or until (in step 3205)
the
DVD game detects that it has exhausted the challenge possibilities in that jug
and
should present the candidate challenge anyway. In step 3208, the DVD game
prepares the registers to present the current (as potentially modified)
challenge,
and returns to execution of the steps for navigating to the implementation of
the
current challenge.
The DGE uses the menu and button capabilities provided by the
DVD plafform to implement the various challenges described. For challenges
that
do not involve time-related aspects or movement-related aspects (for example
those that follow a multiple choice answer model), the techniques are
straightforward. Typically, a button is defined to correspond to each answer
and,
thus, the DVD game can detect which answer is chosen based upon which button
is selected.
To implement the various chailenges that involve time-related and
movement-related aspects, the DGE uses several techniques, such as off-screen
(non-visible) menus and time varying buttons, to assist the animation and
automatic detection process. In some DVD players, these techniques are not
available or not-implemented properly, hence the DGE can support flags to
disallow certain types of questions (e.g., in the currently unused bits of
registers
GPRM 14). For example, for black holes, a separate menu with a single button
(that is highlighted) exists for each answer with a start time for that menu
set to
when the corresponding answer starts moving around and an end time set to
shortly after the answer has disappeared into the black hole. When the
participant
selects an answer (by pressing, for example, the ENTER key or DVD player
equivalent), the DVD game can detect which button was selected and hence
whether the "consumed" answer was the correct one or not. Some DVD players
cannot successfully implement multiple button highlight definitions that
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over time, thus, in these cases, the DVD game preferably disables black hole
challenges. Circling cursors (where the cursor moves instead of the answers)
are
implemented similarly and thus suffer from similar compatibility issues on
some
DVD players.
For side scrollers, the DGE uses a technique where a menu with
buttons that correspond to the possible answers isn't displayed until the
answers
are all made visible. Instead, the challenge has a menu with a "do-nothing"
button
definition until the answers are visible. Thus, the buttons aren't available
at the
start of the video. The buttons then remain visible (and active) until the end
of the
video segment. Selecting a single button ends the video and the DVD game is
able to automatically detect which button was selected, hence whether the
answer
was correct or incorrect. Some DVD players expect menus with only one set of
button definitions at the start of a video, thus, in such cases, the DGE
preferably
disables side scroller challenges.
For time-related aspects of challenges, the DGE uses several
techniques. For example, some DVD players properly implement a timer (in a
register) that can be incorporated into the instructions for a particular
challenge
implementation. In other situations, time is approximated based upon the
presentation of the video - the video executes at a particular number of
frames per
second, and this metric can be then used to approximate how many seconds have
passed since the beginning of the presentation of the video.
One skilled in the art will recognize that variations and alternatives to
these techniques can also be used, such as those that employ multi-angle
viewing
and other features offered by the DVD platform. In addition, as the DVD
platform
evolves, new techniques will be made available and thus incorporated into the
DGE to implement various existing and new challenges.
From the foregoing it will be appreciated that, although specific
embodiments of the invention have been described herein for purposes of
illustration, various modifications may be made without deviating from the
spirit
and scope of the invention. For example, one skilled in the art will recognize
that
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the methods and systems for creating, managing, and operating DVD games
discussed herein are applicable to other uses than for entertainment. For
example, the DGE can be used to create, manage, and operate applications for
other learning and testing environments. In addition, one skilled in the art
will
recognize the methods and techniques described herein are applicable to new
DVD-like plafforms, for example, next generation DVD players and their
associated
media, which may provide less limitations on, for example, the memory and
instructions available to embodiments described herein.
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