Luke Jackson | Deakin University (original) (raw)
Papers by Luke Jackson
Computers & Education, 2022
The two interlocking studies within this inquiry were undertaken to discover how the writers of n... more The two interlocking studies within this inquiry were undertaken to discover how the writers of narrative-driven digital educational games can improve these games’ potential effectiveness, using action and textual elements. This was achieved by conducting a critical analysis of the literature, analysing best practice games and interviewing their writers.
This article describes the use of comic books and graphic novels to foster text analysis, engagem... more This article describes the use of comic books and graphic novels to foster text analysis, engagement and collaboration with year 7-12 students in the online, arts-based pilot project Comics Go Global. Using a well-researched framework for designing and delivering online courses as a conceptual basis, this pilot lasted from 2011 to 2014, and involved 5 educational staff and 130 students across 3 continents. Participants were connected via online tools including a 'locked-down' social network, discussion boards, blogs, and chats, as well as video conferencing, to establish a collaborative, cosmopolitan network. Their comic books were exhibited in a roped-off area of Second Life. Results suggest that the model developed for Comics Go Global had positive outcomes for students, including the acquisition of content knowledge and the development of skills such as collaboration, critical and creative thinking, and the ability to empathise with others. Comics Go Global stands an exam...
New Writing
This paper explores the opportunities and challenges of writing narrative-driven digital games to... more This paper explores the opportunities and challenges of writing narrative-driven digital games to foster a sense of narrative immersion. It does so by focusing on the experience of four expert writers, whose careers have spanned the modern video game era, and whose games have won awards and acclaim and sold in the millions. In their interviews, these game-writing pioneers describe some of the reasons that players play games, and convey their own struggles in writing for this medium. They suggest that those who wish to write high-quality, narrative-driven digital games should be well-versed in how to exploit a range of narrative elements, some of which are unique to games, while others have been present since storytelling began. They also stress the importance of understanding the complex interplay between narrative elements and game mechanics. Their suggestions underpin the development of several recommendations for the would-be digital game writer who seeks to foster a sense of narrative immersion for the player.
International Journal of Game-Based Learning
Digital games are currently viewed, by many within the field of education, as a way to engage and... more Digital games are currently viewed, by many within the field of education, as a way to engage and motivate students, and to assist them in acquiring content knowledge and skills. Despite the growing interest in using digital games, including serious games, this is the first critical review of the literature on the effectiveness of digital narrative-driven educational games. Of 2550 articles initially screened, 130 were synthesised in the final review. The results suggest that such games can be more much more effective than traditional instruction for promoting attitude change, engagement, motivation, and skill acquisition; slightly more effective in promoting enjoyment and knowledge acquisition; and equal in fostering behaviour change. As such, they may be viewed as effective and versatile tools for teaching and learning.
Distance Education, 2013
ABSTRACT This pilot intervention focused on three courses that were redesigned to utilize the onl... more ABSTRACT This pilot intervention focused on three courses that were redesigned to utilize the online environment to establish an online community of inquiry (CoI). The setting for this research study was the Distance Education Centre, Victoria (DECV), an Australian co-educational school with approximately 3000 students who, for a variety of reasons, are studying one or more subjects via distance education. Despite the availability of information and communications technology, many students at the DECV remain socially isolated from their peers. The DECV recognizes that online student collaboration has the potential to bridge this divide. Results of this study suggest that the adaptation of these courses had led to improvements in students’ perception of their educational experience. These findings may be of use to other P–12 education providers who are attempting to promote online collaboration and student connectedness.
Computers & Education, 2022
The two interlocking studies within this inquiry were undertaken to discover how the writers of n... more The two interlocking studies within this inquiry were undertaken to discover how the writers of narrative-driven digital educational games can improve these games’ potential effectiveness, using action and textual elements. This was achieved by conducting a critical analysis of the literature, analysing best practice games and interviewing their writers.
This article describes the use of comic books and graphic novels to foster text analysis, engagem... more This article describes the use of comic books and graphic novels to foster text analysis, engagement and collaboration with year 7-12 students in the online, arts-based pilot project Comics Go Global. Using a well-researched framework for designing and delivering online courses as a conceptual basis, this pilot lasted from 2011 to 2014, and involved 5 educational staff and 130 students across 3 continents. Participants were connected via online tools including a 'locked-down' social network, discussion boards, blogs, and chats, as well as video conferencing, to establish a collaborative, cosmopolitan network. Their comic books were exhibited in a roped-off area of Second Life. Results suggest that the model developed for Comics Go Global had positive outcomes for students, including the acquisition of content knowledge and the development of skills such as collaboration, critical and creative thinking, and the ability to empathise with others. Comics Go Global stands an exam...
New Writing
This paper explores the opportunities and challenges of writing narrative-driven digital games to... more This paper explores the opportunities and challenges of writing narrative-driven digital games to foster a sense of narrative immersion. It does so by focusing on the experience of four expert writers, whose careers have spanned the modern video game era, and whose games have won awards and acclaim and sold in the millions. In their interviews, these game-writing pioneers describe some of the reasons that players play games, and convey their own struggles in writing for this medium. They suggest that those who wish to write high-quality, narrative-driven digital games should be well-versed in how to exploit a range of narrative elements, some of which are unique to games, while others have been present since storytelling began. They also stress the importance of understanding the complex interplay between narrative elements and game mechanics. Their suggestions underpin the development of several recommendations for the would-be digital game writer who seeks to foster a sense of narrative immersion for the player.
International Journal of Game-Based Learning
Digital games are currently viewed, by many within the field of education, as a way to engage and... more Digital games are currently viewed, by many within the field of education, as a way to engage and motivate students, and to assist them in acquiring content knowledge and skills. Despite the growing interest in using digital games, including serious games, this is the first critical review of the literature on the effectiveness of digital narrative-driven educational games. Of 2550 articles initially screened, 130 were synthesised in the final review. The results suggest that such games can be more much more effective than traditional instruction for promoting attitude change, engagement, motivation, and skill acquisition; slightly more effective in promoting enjoyment and knowledge acquisition; and equal in fostering behaviour change. As such, they may be viewed as effective and versatile tools for teaching and learning.
Distance Education, 2013
ABSTRACT This pilot intervention focused on three courses that were redesigned to utilize the onl... more ABSTRACT This pilot intervention focused on three courses that were redesigned to utilize the online environment to establish an online community of inquiry (CoI). The setting for this research study was the Distance Education Centre, Victoria (DECV), an Australian co-educational school with approximately 3000 students who, for a variety of reasons, are studying one or more subjects via distance education. Despite the availability of information and communications technology, many students at the DECV remain socially isolated from their peers. The DECV recognizes that online student collaboration has the potential to bridge this divide. Results of this study suggest that the adaptation of these courses had led to improvements in students’ perception of their educational experience. These findings may be of use to other P–12 education providers who are attempting to promote online collaboration and student connectedness.