Educational Nonlinear Stories with Twine (original) (raw)

Enhancing student learning and engagement with interactive fiction using Twine

Academy of Management Learning & Education, 2019

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Interactive Storytelling, Gamification and Online Education: Storytelling Made Easy

International Journal on Innovations in Online Education, 2017

This paper was created to stimulate thinking about the art of the possible in using storytelling for online education. We explore the possibilities for storytelling, visualization, peer discussion, gamification, and interaction as a learning paradigm. Written for educators and instructional designers/technologists, this paper provides concrete ways to engage in digital nonlinear storytelling at no cost by using open source software.

Adventure games for technical education

The Interservice/Industry Training, Simulation & …, 1994

This paper describes the use of adventure games for technical and scientific education. The topics most appropriate for instruction via adventure games are those such as chemistry and physics that require knowledge of abstract concepts and mastery of advanced problem-solving skills. Adventure games that teach such topics can be constructed as a network of rooms in which each room represents a concept or skill and the paths among the rooms reflect the conceptual structure of the subject matter. Each room offers the player an opportunity to practice the focus skill or explore the focus concept for the room. Ancillary support for learning can be provided via conventional computer-or text-based instruction, hypertext, and visualization techniques.

Edu-Interact: An authoring tool for interactive digital storytelling based games

Bulletin of the IEEE Technical Committee on Learning Technology, 2017

In this research we present an authoring environment, Edu-Interact, that supports the creation of adaptive interactive digital storytelling based games. Edu-Interact allows to design a story that seamlessly evaluates the student knowledge, performs subsequent adaptation of the digital storytelling, and provides summative assessment. The authoring environment allows also to assign weights to different concepts the student could accumulate through the interaction with the storytelling. This can provide a score that could be used as a means of gamifying the interactive digital storytelling, or provide teachers or other stakeholders with feedback on the student performance.

Interactive story authoring: A viable form of creative expression for the classroom

Computers & Education, 2008

The unprecedented growth in numbers of children playing computer games has stimulated discussion and research regarding what, if any, educational value these games have for teaching and learning. The research on this topic has primarily focused on children as players of computer games rather than builders/constructors of computer games. Recently, several game companies, such as BioWare Corp. and Bethesda Softworks, have released game story creation tools to the public, along with their games. However, a major obstacle to using these commercial tools is the level of programming experience required to create interactive game stories. In this paper, we demonstrate that a commercial game story construction tool, BioWare Corp.'s Aurora Toolset, can be augmented by our new tool, ScriptEase, to enable students in two grade ten English classes to successfully construct interactive game stories. We present evidence that describes the relationship between interactive story authoring and traditional story authoring, along with a series of factors that can potentially affect success at these activities: gender, creativity, intellectual ability, previous experiences with programming, time playing computer games, and time spent online. Results indicate that students can successfully construct sophisticated interactive stories with very little training. The results also show no gender differences in the quality of these interactive stories, regardless of programming experience or the amount of time per week playing computer games or participating in general online activities, although a subset of female students did show a slightly higher level of performance on interactive story authoring. In the educational context of this study, we show that ScriptEase provides an easy-to-use tool for interactive story authoring in a constructionist learning environment.

The Story Machine : Transmedia games in education

International Conference on Information and Communication Technologies, 2017

The paper reports on the design process of a transmedia game driven by narratives mixing fact with fiction. The aim of the game was to enhance student motivation, collaboration, multiliteracy and local history learning. A total of 378 students ages 14-16 from three municipalities in Sweden played the game in their local school, providing content, reflections and suggestions for this type of gamification in school; thus supporting the design. The game improved students' multiliteracy skills while physically visiting and exploring local historical sites. Working in groups to solve tasks improved collaboration skills. Being placed in a fictional setting supported engagement.

Designing learning experiences through stories

Challenges to a rewarded learning experience. The education paradigm is changing everywhere. The design and function of " the school " as we know it is becoming obsolete. There are energies propelling us into a new horizon, a place in which the students of tomorrow will come face to face with a very different environment requiring a very different mindset. How can we prepare them for a future yet to be written? While we surely aren't fortune-tellers, our experience at THINKey has revealed a couple of obvious patterns and/or trends that might assist in this preparation: 1.-Entertainment and boredom are two qualitative factors that operate in opposition of one another in the learning curve (i.e. if the students are bored, they learn less. If the students are having fun, they learn more). 2.-Classroom reference point is fundamental. The change from a teacher-centered classroom to a student-centered classroom improves learning dramatically. 3.-The creation of technology is more important than the use of it. Students need to learn how to materialize their creative energy into something they can relate to. 4.-Emotions are important in learning. We learn best when we are open to receive and collaborate. We only learn what deeply impacts our lives, bonding teachers to their students and classmates to one another. 5.-We can make a STEM/STEAM experience with almost no budget. But we need to be creative. When we evaluate how important the previously mentioned patterns are, we naturally find pedagogical allies in frameworks such as STEM, STEAM, Maker Education, STEMakers and DIY, among others. Those frameworks have shown to be highly engaging, fun and entertaining, student-centered and team oriented. As the Chilean representative of WMEA, I would like to share some of the methodologies we use at THINKey. I hope this newsletter will be useful in building bridges between our cultures and our approaches to education.

Fun and learning: the power of narrative

Proceedings of the 6th International Conference on Foundations of Digital Games, 2011

This paper describes the results of a comparative study carried out in a Singapore High School to test four versions of our game for learning, to investigate the effectiveness of puzzle and narrativebased games in engaging students, how the games affect their learning experience and their understanding of the physics concepts of displacement and velocity.

Designing game-inspired narratives for learning

DRS2020 Conference Proceedings, 2020

Digital simulations and scenario-based learning programmes are widely accepted as an effective educational approach where experiential learning is key. However, there is an acknowledged need to improve the narrative design of these educational interventions to make them both engaging for the learner and aligned with learning goals. This study turns for guidance to the expertise of narrative designers for games, where storytelling for interactive narrative has a long history of testing, iterating and perfecting. A collection of proven techniques described by game narrative practitioners will inform creative writing efforts to craft prototypes to test the transferability of those techniques to interactive narratives in a healthcare education context.