In game design the Mechanics-Dynamics-Aesthetics (MDA) framework is a tool used to analyze games. It formalizes the consumption of games by breaking them down into three components: Mechanics, Dynamics and Aesthetics. These three words have been used informally for many years to describe various aspects of games, but the MDA framework provides precise definitions for these terms and seeks to explain how they relate to each other and influence the player's experience.
Mechanics are the base components of the game - its rules, every basic action the player can take in the game, the algorithms and data structures in the game engine etc.
Dynamics are the run-time behavior of the mechanics acting on player input and "cooperating" with other mechanics.
Aesthetics are the emotional responses evoked in the player.
There are many types of aesthetics, including but not limited to the following eight stated by Hunicke, LeBlanc and Zubek:
Sensation (Game as sense-pleasure): Player enjoys memorable audio-visual effects.
Fantasy (Game as make-believe): Imaginary world.
Narrative (Game as drama): A story that drives the player to keep coming back
Challenge (Game as obstacle course): Urge to master something. Boosts a game's replayability.
Fellowship (Game as social framework): A community where the player is an active part of it. Almost exclusive for multiplayer games.
Discovery (Game as uncharted territory): Urge to explore game world.
Expression (Game as self-discovery): Own creativity. For example, creating character resembling player's own avatar.
Submission (Game as pastime): Connection to the game, as a whole, despite constraints.
The paper also mentions a ninth kind of fun competition. The paper seeks to better specify terms such as 'gameplay' and 'fun', and extend the vocabulary of game studies, suggesting a non-exhaustive taxonomy of eight different types of play. The framework uses these definitions to demonstrate the incentivising and disincentivising properties of different dynamics on the eight subcategories of game use.
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With the number of lecture recordings increasing constantly, technologies are needed to help the user find, access, and navigate through videos. This paper proposes a Sphinx-4-based [1] speech-to-text
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