' Vul.6,No.12
`'
`" Canada
`[Icaflon
`
`.YOUR SCORE
`1—
`:j'
`I"?
`__|
`_.
`
`.1
`
`i
`
`ait
`. .4
`
`J1 .
`
`Ey
`
`SKYHAWKE EX. 1027, page 1
`
`

`

`A new small computer
`that won’t limit you tomorrow
`
`\
`
`
`
`New Cromemcu System One shown with our
`high-capability terminal and printer.
`
`
`
`Expandability
`
`SKYHAWKE EX. 1027, page 2
`
`

`

`Here's a low—priced computer that won't run out
`of memory capacity or expandability halfway
`through your project.
`Typically, computer usage tends to grow, requir-
`ing more capability, more memory, more storage.
`Without a lot of capability and expandability, your
`computer can be obsolete from the start.
`The new System One is a real building-block
`machine. It has capability and expandability by the
`carload.
`Look at these features:
`
`I ZED-A processor
`64K of RAM
`
`780K of disk storage
`
`CRT and printer interfaces
`
`Eight 5-100 card slots, allowing expansion
`with
`
`— color graphics
`— additional memory
`— additional interfaces for telecommunica-
`tions, data acquisition, etc.
`I Small size
`
`GENEROUS DISK STORAGE
`
`The 730K of disk storage in the System One
`Model CS-1 is much greater than what is typically
`available in small computers. But here, too, you
`have a choice since a second version, Model
`CS—l H, has a 5” Winchester drive that gives you
`5 megabytes of disk storage.
`
`MULTl-USER, MULTI-TASKING
`CAPABILITY
`
`Believe it or not, this new computer even offers
`multi-user capability when used with our advanced
`CROMIX' operating system option. Not only does this
`outstanding Ol'S support multiple users on this com-
`puter but does so with powerful features like multi-
`
`ple directories, file protection and record level lock.
`CROMIx lets you run multiple jobs as well.
`In addition to our highly-acclaimed CROMIX, there
`is our CDOS‘. This is an enhanced CPIM" type system
`designed for single-user applications. CPIM and a
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`
`COLOR GRAPHICS/WORD PROCESSING
`
`This small computer even gives you the option of
`outstanding high-resolution color graphics with our
`Model SDI interface and two—port RAM cards.
`Then there’s our tremendously wide range of
`Cromemco software including packages for word
`processing, business, and much more, all usable
`with the new System One.
`
`ANTI-OBSOLESCENCEILOW-PRICED
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`As you can see, the new One offers you a lot of
`performance.
`It’s obviously designed with anti-
`obsolescence in mind.
`What's more,
`it’s priced at only $3,995. That's
`considerably less than many machines with much
`less capability. And it’s not that much more than
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`way of expandability.
`Physically, the One is small — 7" high. And it's all-
`metal in construction. It’s only 14‘la” wide, ideal for
`desk top use. A rack mount option is also available.
`
`CONTACT YOUR REP NOW
`
`Get all the details on this important building-block
`computer. Get in touch with your Cromemco rep
`now. He'll show you how the new System One can
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`
`'CROMIK and C1305 are trademarks of cmmarnw Inc.
`tCPfM is a trademark or'Dlgilai Research
`
`9'39”???pr
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`zen BERNARD!) AVE. MOUNTAIN VIEW. CA 94040 0 (41519544400
`Tomorrow's computers today
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`i
`
`SKYHAWKE Ex. 1027, page 3
`
`

`

`CROMIK FllE SYSTEM
`
`
`
`CROMIX *— Cromemco’s outstanding
`
`UNIXi— like operating system
`
`the kind of major
`just
`CROMIX is
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`from Cromemco. After all, we’re
`already well-known for
`the most
`respected software in the microcom.
`puter field.
`And now we've come up with the in—
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`operating system. It’s available on both
`5" and 8” diskettes for Cromemco
`systems with 128K or more of memory.
`Here are just some of the features you
`get in this powerful Cromemco system:
`| Multi-user and molti-tasking
`capability
`0 Hierarchical directories
`0 Completely compatible file,
`device, and interprocess U0
`0 Extensive subsystem support
`
`FILE SYSTEM
`One of the important features of our
`CROMIX is its file system comprised of
`hierarchical directories. It's a tree struc-
`
`ture of three types of files: data files,
`‘CROMIX is a Indemnrl: of Cromemco, Inc.
`tUNiX is a trademark ol Bell Telephone Laboratories
`
`directories, and device files. File,
`device, and interprocess HO are com-
`patible among these file types (input and
`output may be
`redirected inter-
`changeably from and to any source or
`destination).
`The tree structure allows different
`directories to be maintained for different
`users or functions with no chance of
`conflict.
`
`PROTECTED FILES
`Because of the hierarchical structure
`the file system, CROMIx maintains
`of
`separate ownership of every file and
`directory. All files can thus be protected
`from access by other users of
`the
`system. In fact, each file is protected by
`four separate access privileges in each
`of the three user categories.
`
`TREMENDOUS ADDRESS SPACE,
`FAST ACCESS
`The flexible file system and general-
`ized disk structure of CROMix give a disk
`address space in excess of one gigabyte
`per volume — file size is limited only by
`available disk capacity.
`
`Speed of access to disk files has also
`been optimized. Average access speeds
`far surpass any yet
`implemented on
`microcomputers '
`
`‘C’ COMPILER AVAILABLE, T00
`Cromemco offers a wide range of
`languages that operate under CROMIX.
`These include a high-level command
`process language and extensive sub-
`system support such as COBOL. FORTRAN
`Iv, karma, use, and 32K and tax BASICS.
`There is even our highly-acclaimed
`’C' compiler which allows a program-
`mer fingertip access to CROMIK system
`calls.
`
`THE STANDARD O-S
`FOR THE FUTURE
`
`The power and breadth of its features
`make CROMiX the standard for the next
`generation of microcomputer operating
`systems.
`And yet it is available fora surprisingly
`low $595.
`this
`to get all
`The thing to do is
`capability working for you now. Get in
`touch with your Cromemco rep today.
`
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`Q'ZQWQWFR T
`
`280 BERNAHDO IIVE.. MOUNTAIN VIEW, CA 96040 0 (41519644400
`Tomorrow's computers today
`
`SKYHAWKE EX. 1027, page 4
`
`

`

`In The Out...
`
`Volume 6. Number 12
`
`Features
`
`36 The Colnless Arcade by Gregg Williams i With
`microcomputer games. you can have your fun and your quarters
`{00.
`
`45 2 Onllne information Retrieval: Promise and
`Problems by Steven K Robertsl The public must be
`convinced that online databases provide efficiency. economy. and
`convenience.
`
`
`
`42 Build a Touch Tone Decoder for Remote
`Control by Steve Ciarcia i Once you get your computer to
`answer the telephone and decode tone signals, you can use it for
`remote control.
`
`1 34 Color Computer from A to D, Make Your
`Color Computer "See" and "Feel” Better by William
`Barden Jr f Hardware and software projects to tie your Color
`Computer to the real world.
`
`1 66 The Atari Tutorial, Part 4: Display-List
`interrupts by Chris Crawford i How to get the most out of
`the Atari 400 and 800‘s color-graphics features.
`
`I 90 How to Build a Maze by David
`Matuszek iGenerate unique random mazes for puzzles and
`games.
`
`1 98 Toward a Structured 6809 Assembly
`Language, Part 2: implementing a Structured
`Assembler by Gregory Walker i implementing GOTOeIess
`structure in an already existing language is easy with
`macroinstructions.
`
`2 29 MIKBUG and the Tits-80, Part 1: A Cross-
`Assembler for the Motorola 6800 by Robert
`Labenski i A TRS—BO crossvassembler package for those who are
`tired of hand—assembling code and loading it two bytes at a time
`into MIKBUG.
`
`2 58 What Makes Computer Games Fun? by
`Thomas W Malone i Why the average outer-space game may
`be more educational than many classroom drill-and-practice
`programs.
`
`3 20 Computer Scrabble by Joseph J Roehrig iGive
`your computer a vocabulary and challenge it to a fascinating
`game of micro-Scrabble.
`
`3 5 2 Generating Programs Automatically by
`Jacob R Jacobs l' Three utility programs help write the Applesoft
`BASIC program for you.
`
`366 BYTE's Cumulative index prepared by
`Microcomputer Information Services fOur six-year
`cumulative index will put an end to your random searches
`through past issues of BYTE for that specific article.
`
`474 Handi-erter, A Video Note Pad for the
`Physically Handicapped by Howard Batie iHow to turn
`the TRS-SD into a communications device for severely
`handicapped persons.
`
`Revlews
`
`24 Robotwar by Curtis Feigei
`74 BYTE's Arcade: Olympic Decathlon by David A Kater:
`Missile Defense vs ABM by Robert Moskowitz; Gorgon by Peter
`V Cailamaras; Commbat: A TeleoGame for Two by George
`Stewart
`
`1 08 alphaSyntauri Music Synthesizer by Steve Levine and Bill
`Mauchly
`1 63 Battle of the Asteroids by Gregg Williams
`304 Pascal-80 by Rowland Archer
`486 Starfighter by Eric Grammer
`
`Nucleus
`6 Editorial: New Games, New Directions
`14 Letters
`22, |32 BYTE's Hits
`132, 483 Book Reviews: AIM 65 Laboratory Manual and Study
`Guide; Apple Machine Language
`252 Ask BYTE
`278 System Notes: The Game of LerRight
`302 BYTE Game Contest
`314- BYTELINES
`462 Event Queue
`465 Books Received
`466 Clubs and Newsletters
`467 Software Received
`469 Technical Forum: Apple Xio Control
`484 Languages Forum: APL Runs Circles
`489 What's New?
`542 Unclassified Ads
`543 Reader Service
`544 BOMB. BOMB Results
`
`Page :90
`
`MINI o am Public-um 1n:
`
`3
`
`SKYHAWKE Ex. 1027, page 5
`
`

`

`II“
`c“.
`tart
`
`Editor in Chief
`Christopher Morgan
`M
`Editor
`Mark Haas
`
`1%
`Gregg Williams. Senior Editor:
`Richard S Shuiord: Curtis P Feigel:
`George Stewart: Arthur Lime:
`Stanley Wszola.‘ Charles Freiberg.
`New Products Editor: Steve Ciarcia:
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`Consulting Editors: .lon Swanson.
`Draftsman
`
`(223M
`Beverly Cronin. Chief: Faith Hanson:
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`Publishers
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`
`4
`
`thumbs: 1001 @3 BYTE Publications Inc
`
`
`
`In This Issue
`Playing games may not be the most Important task your computer does, but it sure
`makes for a lot of fun. As Robert Tlnney‘s cover Illustrates, computers play a central role
`in our recreational activites. BYTE‘s writers have been working hard at playing games.
`and their articles and reviews will help you pick and choose from among the many
`computer games available. Sgoior editor Gregg Williams speculates on the shape of
`games to come in the editorial, "New Games. New Directions." Thomas W Malone
`analyzes the attraction of computer games in "What Makes Computer Games Fun?" To
`learn how you can turn your game ideas into cash, see the rules for the BYTE Game
`Contest, page 302.
`'
`On a more serious note, the Atari Tutorial continues with Part 4, "Displaylist inter-
`rupts" and William Barden Jr present: the first installment of a new series on Radio
`Shack computers, ”Color Computer from A to D, Make your Color Computer 'See' and
`'Feel' Better." BYTE's six~year cumulative index will eliminate those random searches for
`that specific article. See page 3&6. All this, plus our regular features.
`
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`
`SKYHAWKE Ex. 1027, page 6
`
`Costa Mesa CA 92626
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`NORTHEAST [61714444946
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`
`

`

`What Makes
`Computer Games Fun?
`
`Thomas W Malone
`Cognitive and Instructional Sciences Group
`Xerox Palo Alto Research Center
`3333 Coyote Hill Road
`Palo Alto CA 94304
`
`ing noneducational computer games
`or in making other computer pro-
`grams more fun to use. All of the
`work I discuss
`in this article is
`described in more detail elsewhere
`{references 3 and 4).
`
`Survey of Preferences
`As a first step toward finding what
`makes computer games fun, I inter-
`viewed 65 students—from kinder-
`garten through eighth grade—about
`their computer-game preferences. All
`the children had been playing with
`computer games in a weekly class for
`at least
`two months and some for
`
`more than two years. The computer
`class teachers provided a list of the 25
`games
`they judged most popular
`among the students. Then I asked
`each child to rate how well he or she
`
`liked each game, on a three-point
`scale.
`
`Table 1 lists all the games in order
`of their average rating by children
`who had played them. One of the
`most interesting questions we can ask
`about these results is what features
`
`the popular games share that are
`missing in the unpopular games. To
`answer this I rated each game using a
`number of criteria that seemed likely
`to affect
`their motivational value.
`Table 2 shows the correlations be-
`tween these game features and the
`average ratings the games received
`
`Rumor has it that when the Space
`Invaders game was first introduced in
`Japan the Japanese treasury ran out
`of the coin that was used to operate
`the game. True or not, the phenom—
`enal popularity of various computer
`games is obvious to anyone who has
`wandered through a shopping mall,
`an airport lounge, or a toy store in
`the last few years.
`Why are these games so captivat-
`ing? And how can the same things
`that make computer games captivat-
`ing be used to make learning with
`computers more interesting and en-
`joyable? To help answer these ques-
`tions,
`I systematically studied more
`than 100 people playing computer
`games,
`looking primarily at what
`made the games fun. Then I devel-
`oped a set of guidelines for designing
`highly motivating educational com-
`puter programs.
`Though I
`focused on making
`educational activities more fun, these
`guidelines can also be used in design
`
`Acknowledgments
`This article is based on the author’s PhD
`dissertation submitted to the Stanford Univer-
`sity Department of Psychology. Parts of the cm
`ticle were previously included in the pro-
`ceedings of the Association for Computing
`Machinery Symposium on Smm‘l and Personal
`Computer Systems
`(Palo Alto, California.
`September 19. 1980) and in references 3 and 4.
`
`258
`
`December 1981 E: BYTE Publications Inc
`
`from the children.
`
`The most important factor deter-
`mining popularity in this sample was
`whether or not the game had a goal.
`For example, the top three games all
`had obvious goals (getting a high
`score in Petball,
`trapping the other
`person’s snake in SnakeZ. and de-
`stroying all the bricks in Breakout),
`while the bottom two games had no
`clear goals (conversing with a simu-
`lated psychiatrist in Eliza or filling in
`blanks in a story in Gold). Scoring,
`audio effects, and randomness also
`had high correlations with game
`popularity. The children liked graph-
`ic games and significantly disliked
`word games.
`Even though these results are inter-
`esting, it is impossible to draw strong
`conclusions from this kind of correla-
`tional study. Among other things, the
`results depend entirely on the sample
`of games 1 used. The other
`two
`studies I describe focus on a single
`game and systematically vary its fea—
`tures in a series of slightly different
`versions of the game; this allows us to
`make some stronger conclusions.
`
`Breakout—The first game I studied
`in detail was Breakout. Figure 1
`shows atypical screen display in the
`original Breakout game. The player
`uses a knob to control the position of
`the paddle on the left side of
`the
`
`SKYHAWKE EX. 1027, page 7
`
`

`

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`SKYHAWKE Ex. 1027, page 8
`
`

`

`Game
`
`Average
`Rating
`
`Description
`
`Petball
`Snake2
`Breakout
`Dungeon
`Chase 8
`StarTrek
`Don't Fall
`
`Panther
`Mission
`Chaser
`Chase
`Horses
`Sink Snip
`Snake
`Lemonade
`Escape
`Star Wars
`Maze Craze
`Hangman
`Adventure
`Draw
`Stars
`Snoopy
`Eliza
`Gold
`
`2.8
`2.6
`2.6
`2.6
`2.6
`2.5
`2.5
`
`2.4
`2.4
`2.4
`2.4
`2.4
`2.3
`2.3
`2.3
`2.2
`22
`2.2
`21
`20
`20
`2.0
`1.9
`1.8
`1.5
`
`Simulated pinball with sound
`Two players control motion and shooting ot snakes
`Player controls paddle to hit ball that breaks through a wall. piece by piece
`Player explores a cave, like Dungeons and Dragons
`Two players chase each other across an obstacle course. with sound effects
`Navigate through space and shoot Klingon ships
`Guess words like Hangman but. instead of a person being hung. a person or robot advances to a
`cliff
`
`Guess who committed a murder by questioning witnesses who may lie
`Bomb submarines without getting your ship sunk
`Capture a moving square with perpendicular lines
`Like Chase S but without sound
`Bet on horses that race along track
`Bomb a ship from an airplane
`Like Snake2 but snakes can't shoot
`Run a lemonade stand: buy supplies. advertise. etc
`Escape from moving robots
`Sheet Darth Vader's ship on screen
`Escape from randomly generated maze
`Guess letters ot a word before man is hung
`Explore cave with dragons, etc
`Make any design on the screen
`Guess a number. Clues given by number of stars
`Shoot Red Baron by subtracting Snoopy's position on number line from Red Baron's position
`Converse with simulated psychiatrist
`Fill in blanks in story about Goldilocks
`
`Table 1: 25 computer games, listed according to preference. Sixty-five students were asked to rate the games (I =don't like;
`
`2=lrke: 3=like a lot).
`results were correlated with the game preferences from table I.
`
`F
`
`eature
`Goal
`:1
`IO e or: s
`30309“? 129993 a score
`Randomness involved in game
`Speed of answers counts
`31'3“?“ items
`rope I
`IOI'I
`Variable difficulty level
`Cooperation
`Fantasy
`Kind 0, game:
`Graphic game
`Math game
`Word game
`
`Statistical significance levee:
`“3:33?
`
`Gorrelatlorfl With
`Average Fre eronoe
`0.65"
`.
`33?:
`0.48"
`0.36”
`3-3:
`.
`0.1?
`0.02
`0‘06
`
`use“
`— 0-20
`—0.38*
`
`Table 2: Features influencing grime preference, listed according to importance.
`The 25 games listed in table I were analyzed in terms of these features, and the
`
`screen. The paddle is used to bounce
`the ball against the wall of bricks on
`the right side of the screen. Each time
`the ball bounces off
`the wall,
`it
`.
`knocks one brick out and adds to the
`score. The ultimate goal of the game
`15 to knock out all the bricks.
`My survey and other casual obser-
`.
`-
`-
`.
`.
`various indicate that this is one of the
`most popular contemporary com-
`putt-2r games. What is the "secret" of
`its success? lvlany devotees of Brealc-
`out and Similar games mention their
`score—usually their highest one—
`when talking about the game. 15 the
`challenge of getting a record-high
`score the principal attraction? Is it the
`visual stimulation of watching the
`bricks break out? Or is it: simply the
`enjoyment of the sensorimotor skill
`involved in putting the paddle in
`front of the ball"! There are, of course,
`many other features of Breakout, but
`these three—the score,
`the breaking
`
`260
`
`December 1931 o BYTE Publications In:
`
`SKYHAWKE Ex. 1027, page 9
`
`

`

`Solve
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`25 Van Zant Street,
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`
`SKYHAWKE Ex. 1027, page 10
`
`

`

`Circle 256 on Inquiry card.
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`invited
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`
`
`out of the bricks, and the ball bounc-
`ing off the paddle—seem to capture
`the essence of the game.
`To examine which of these three
`
`features was most important to the
`game’s appeal,
`I constructed six dif—
`ferent versions of the game, varying
`each of the three features in all sensi—
`ble combinations. For example,
`in
`some versions the ball bounced back
`and forth between the wall and the
`
`paddle but no bricks ever broke out
`of the wall. In other versions the ball
`never bounced off the paddle; it was
`simply "caught" when the paddle was
`placed in front of it. Also, only half
`of the versions had a score.
`
`I asked 10 college undergraduates
`to play all the versions and then rate
`how well
`they liked each one. The
`factor that made the most significant
`difference
`in
`their
`ratings was
`whether or not
`the bricks were
`broken out.
`It
`is unclear from this
`
`the bricks
`study what aspects of
`breaking out are most important, but
`the list of features in table 2 suggests a
`number of important possibilities. A
`partially destroyed wall of bricks
`presents a visually compelling goal,
`while acting as
`a graphic score-
`keeping device which tells how close
`the player is to that goal. It thus pro-
`vides a goal. a visual effect, and scor-
`ing at
`the same time.
`In fact,
`the
`wall's structure suggests many goals
`at different
`levels: knocking out a
`brick in the third row, destroying the
`first row completely, etc.
`the
`The results also showed that
`versions without
`scores or bricks
`
`3 BALLS LEFT
`
`SCORE 12
`
`Figure 1: A typical display from the
`Breakout game, which is popular because
`it provides a clearly defined challenge
`(breaking through the wall by bouncing
`the ball against the bricks) and provides
`visual and auditory stimulation.
`
`breaking out were significantly less
`appealing than the other versions. In
`other words,
`the versions in which
`there was no clear goal——other than a
`vague “keep the ball going as long as
`you can"——were significantly less fun
`than the others. Without a clear goal,
`it was not really a game at all.
`I believe a similar combination of
`
`multiple-level goals and visual effects
`is important in the success of a num-
`ber of other games,
`like Space In-
`vaders, Snakez, and Petball.
`
`Darts—The second game I studied
`in detail was called Darts, designed to
`teach elementary students about frac-
`tions (see reference 2). In the version I
`used.
`three balloons appear at ran-
`dom places on a number line on the
`screen and players try to guess their
`positions (see figure 2). They guess by
`typing in mixed numbers
`(whole
`numbers and/ or fractions], and after
`each guess an arrow shoots across the
`screen to the specified position. If the
`guess is right, the arrow pops the bal-
`loon; if wrong, the arrow remains on
`the screen. The player gets to keep
`shooting until all
`the balloons are
`popped. Circus music is played at the
`beginning of
`the game;
`if all
`three