Development
Written by Seumas McNally, DX-Ball 2 was first released on December 16, 1998. The game was an updated version of the classic DX-Ball by Michael P. Welch, on which Seumas had contributed with graphic design. It retained the basic gameplay of the original, while also recycling the sound effects and the graphics for the paddle and Power-Ups. However, with the advantage of running in high colour mode, DX-Ball 2 presented a significant upgrade from its prequel in the visual aspect, delivering colourful board designs with textured brick and background graphics; additive blended explosions; ray traced balls; and screens of fiery plasma effects. Gameplay was also enhanced with the ability to select between separate board-sets to play, which in turn would yield an enhanced value of replay, as each boar-set presents its own unique direction. In addition, the concept was taken one step further with the use of different graphical themes between the board-sets, giving them a further distinct look from each other. On that note, three graphic styles were designed for DX-Ball 2: a low-colour retro design by Jim McNally; a more refined and plastic design by Philippe McNally; and a crisp clay-like design by Seumas McNally. Among other new features, the game also included two new Power-Ups: Mega Ball and Eight Ball; an easy-to-play Kid-Mode; and a euro-techno soundtrack by SideWinder, accompanying the addition of an integrated module player.
Read more about this topic: DX-Ball 2
Famous quotes containing the word development:
“Theories of child development and guidelines for parents are not cast in stone. They are constantly changing and adapting to new information and new pressures. There is no right way, just as there are no magic incantations that will always painlessly resolve a childs problems.”
—Lawrence Kutner (20th century)
“The highest form of development is to govern ones self.”
—Zerelda G. Wallace (18171901)
“For the child whose impulsiveness is indulged, who retains his primitive-discharge mechanisms, is not only an ill-behaved child but a child whose intellectual development is slowed down. No matter how well he is endowed intellectually, if direct action and immediate gratification are the guiding principles of his behavior, there will be less incentive to develop the higher mental processes, to reason, to employ the imagination creatively. . . .”
—Selma H. Fraiberg (20th century)