Editing Game classification (section)

== Video games ==
There are several methods of classifying video games, alongside the system of [[video game genre]]s commonly used by retailers and player communities.

Solomon<ref>{{Cite book |last=Solomon |first=Eric |title=Games Programming |publisher=Cambridge University Press |year=1984 |isbn=0-521-27110-X |pages=10–11}}</ref> puts forward a "commonsense, but broad" classification of video games, into simulations (the game reflects reality), abstract games (the game itself is the focus of interest), and sports. In addition to these, he points out that games (in general, not just video games) fall into classes according to the number of players. Games with two players encompass [[board game]]s such as [[chess]]. Games with multiple players encompass [[card game]]s such as [[poker]], and marketed family games such as [[Monopoly (game)|Monopoly]] and [[Scrabble]]. Puzzles and [[Solitaire (game)|Solitaire]] are one-player games. He also includes zero-player games, such as [[Conway's Game of Life]], although acknowledging that others argue that such games do not constitute a game, because they lack any element of competition. He asserts that such zero-player games are nonetheless games because they are used recreationally.

Another method, developed by Wright,<ref>{{Cite journal |last=Wright |first=John C |last2=Huston |first2=Aletha C |last3=Vandewater |first3=Elizabeth A |last4=Bickham |first4=David S |last5=Scantlin |first5=Ronda M |last6=Kotler |first6=Jennifer A |last7=Caplovitz |first7=Allison Gilman |last8=Lee |first8=June H |last9=Hofferth |first9=Sandra |author-link9=Sandra L. Hofferth |last10=Finkelstein |first10=Jonathan |date=January 2001 |title=American children's use of electronic media in 1997 |journal=Journal of Applied Developmental Psychology |language=en |volume=22 |issue=1 |pages=31–47 |doi=10.1016/S0193-3973(00)00064-2}}</ref> divides games into the following categories: [[educational video game|educational]] or informative, sports, sensorimotor (e.g. [[action game]]s, video games, [[Fighting game|fighting]] and [[shoot 'em up]] games, and driving and [[racing simulator]]s), other vehicular simulators (not covered by driving and racing), [[strategy game]]s (e.g. adventure games, war games, strategic simulations, [[role-playing games]], and puzzles), and "other".<ref name="CAATM">{{Cite book |last=Strasburger |first=Victor C. |title=Children, Adolescents and the Media |last2=Wilson |first2=Barbara J. |publisher=Sage Publications |year=2002 |isbn=0-7619-2125-7 |pages=122–123}}</ref>

A third method, developed by Funk and Buchman,<ref>{{Cite journal |last=Funk |first=Jeanne B |last2=Buchman |first2=Debra D |date=February 1995 |title=Video Game Controversies |journal=Pediatric Annals |language=en |volume=24 |issue=2 |pages=91–94 |doi=10.3928/0090-4481-19950201-08 |issn=0090-4481 |pmid=7724256}}</ref> and refined by others, classifies electronic games into six categories: general entertainment (no fighting or destruction), educational (learning or problem-solving), fantasy violence (cartoon characters that must fight or destroy things, and risk being killed, to achieve a goal), human violence (like fantasy violence, but with human rather than cartoon characters), nonviolent sports (no fighting or destruction), and sports violence (fighting or destruction involved).<ref name="CAATM" />