Game Narrative, Interactive Fiction, and Storytelling: Creating a “Time for Telling” in the Classroom

Published in : ScienceDirect, 2015 Pages. 199-222, Video Games and Creativity,   https://doi.org/10.1016/B978-0-12-801462-2.00010-2

Authors:  Michael F. Young, Stephen T. Slota, Roger Travis and Beomkyu Choi – Educational Psychology, University of Connecticut, Storrs, CT, USA

Stories are the mechanism through which humans construct reality and make sense of the world around them. However, research on the positive effects of narrative in formal and informal learning environments is quite variable, and the relevance of narrative to the learning sciences and as part of virtual worlds is not well understood. This chapter proposes that understanding how narrative intertwines with human experience of the lived-in world requires the application of a situated cognition framework, defining recipient-content-context interactions as dynamic and co-determined. Furthermore, it discusses on-the-fly dialogic interactions between narrative “producers” (i.e., instructors) and “recipients” (i.e., participating students) in service of advancing the design and application of stories, games, and measurements of creative behavior within the constraints of play.

Keywords

Narrative; Storytelling; Stories; Video games; Virtual worlds; Gaming; Learning science: Educational psychology; Game-based Learning: Gamification; Situated cognition creativity; Four-C model