.IF DSK1.C3 .CE 2 *IMPACT/99* by Jack Sughrue ADVENTURING Marathons of the Mind .IF DSK1.C2  From tiny little word puzzles calledriddlesto elaborate puzzles calledmystery novelsthere is really great intellectual growth. This growth is nurtured by fun: the fun of solving puzzles. In recent years problem-solving puzzles written or developed on massive scales have become the intellectual pastime for a large number of young and old people throughout the world. On the one hand such brainstorming, role-playing activities as theDungeon and Dragonstyle puzzle/games have become extremely popular. These situation games require intense researching and reading skills which are only now beginning to astound teachers. How is it possible that a child who can't readSEE PUFF RUN.can not only read very technical books on mythology but apply that learning to problem-solving situations? On the other hand we have - computers!- the greatest friend a teacher (particular those of us harried by fragmentation) ever had. Besides being electronic flashcards and word-processors and educational development tools (i.e., Rocky's Boots, Playwriter, Heath Science for Apple, et al), the computer can serve as an excellent reading/writing/problem-solving tool. This tool gets studentsinvolved. This tool is known, jargon-wise, as interactive fiction. But, to the novice, it is simply identified as text adventures: No graphics except as in the mind. Most educators who have been using these games in the classrooms with any regularity have agreed that the different approaches to the game (henceforth known as the adventure) are varied and effective. Most teachers prefer a group of three to five youngsters on the adventure at one time and that there should be almost no teacher intervention once the programs have been explained and the classroom structure has been established. A good place to start for most computers would be Scott Adam'sADVENTURES. Pirate Adventure (the text version) is probably best to start with. With our 99/4A, of course, we might even start with simpler adventures likeFOUR VEDASwhich aren't available for other computers. Others in that series includeMINER 49er, FUNHOUSE, HAUNTED HOUSE,andSTONE AGE. Once the game is loaded there is a certain structure usually followed by most adventure programmers: At the top of the screen the scene is described in a manner similar to this:You are in a small dark room. There is a square patch of light in the distance. Shrill, high-pitched noises can be heard above your head. Directions: S W U Then there is a flashing cursor. The players must decide what to do. They all assume the role of the one character. Everything is perceived from that person's perspective. Now the character may be directed to go Up or South or West or take an INVentory or LIGHT CANDLE (only if he/she has one and matches to light it with) and LOOK ROOM. (Most commands, as you can see, are given in abbreviated for in adventures. This helps the game move faster. Usually commands require only the first or the first three letters: W or INV. To perform specific actions (or reactions) usually requires a two-word situation: verb noun. CLIMB TREE, GO HOUSE, TAKE KNIFE, EAT SOUP. Very high-level games, such as those created by Infocom, allow you to write complex multiple commands in sentence form. Some of their games (the ZORK series, Hitchhiker's Guide to the Galaxy, Suspended) may take adults months. Although they are marvelous they probably would not be suited to classroom use. (Many elementary school children, alone or with their families DO these incredible adventures.) Meanwhile, back in the classroom, if you have one or two computers going with adventures, you will note an enthusiastic brainstorming at a very profound level. This is an exciting thing to watch. This kind of experience can be easily translated into other kinds of reading, writing, problem-solving, brainstorming experiences. Depending on the amount of time you allow a group to participate will depend on how many days it takes to complete the adventure. It is an unusually rewarding experience for the youngsters and one which motivates the next group ready to start their adventure (the same or another; it doesn't matter). A beautiful side effect is the sharing that goes on. There may be individuals who can attempt a solo adventure for some good educational reason, too. The children will volunteer to work on the program during lunch and recess. Adventuring turns on kids. And it's impossible to keep a turned-on kid from learning. (An excellent classroom environment is provided for computer-use also.) ** There are other kinds of adventuring, too. The D&&D-style slash && hack appeals to most youngsters. There are two extraordinary ones for the TI:TUNNELS OF DOOMand the extraordinary one,LEGENDS. TOD is superb because you can get TOD Editor, which lets you create your own adventures; andLEGENDSis great because it is, simply, the best of the S&&H adventures around. The graphics are superb, the options are excellent, the potential for growth is built in, and the "real world" geography is unmatched by any other similar game. ** [Jack Sughrue, Box 459, E.Douglas MA 01516] If any newsletter editor prints these articles, please put me on your mailing list. Thanks - JS Հ