Educational Nonlinear Stories with Twine

Carlon, May Kristine Jonson; Gonda, Donn Emmanuel; Andrews, Eden M.; Gayed, John Maurice; Olexa, Robert Anthony; Cross, Jeffrey S.

doi:10.1145/3491140.3528287

Cited by 8 publications

(2 citation statements)

References 8 publications

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“…The narrative is presented in Figure 3 in a flow diagram designed in Twine. Unlike this work, the study by Carlon et al [ 79 ] used this tool to design a nonlinear narrative for a video game.…”

Section: Resultsmentioning

confidence: 99%

“…The identified entrepreneurial characteristics in the avatar’s personality test are proactive , persistent , risk taker , planner , persuasive , and safe [ 77 , 78 ]. The game narrative was designed using the Twine open-source tool to tell an interactive-nonlinear story and a linear story with ramifications [ 79 ]. The narrative immerses the player through microgames that provide natural and necessary information for starting a business in Cuenca city.…”

Section: Methodsmentioning

confidence: 99%

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A Video Game for Entrepreneurship Learning in Ecuador: Development Study

Crespo-Martinez,

Bueno,

Gallego

2023

JMIR Form Res

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Background Games have been a part of human life since ancient times and are taught to children and adults who want to simultaneously have fun and learn. Nevertheless, in the third decade of this century, technology invites us to consider using video games to learn topics such as entrepreneurship. However, developing a serious game (SG) is difficult because everyone who forms part of the game development team requires adequate learning resources to acquire the necessary information and improve their game development skills. Objective This work aimed to detail the experience gained in developing ATIC (Aprende, Trabaja, Innova, Conquista [learn, work, innovate, conquer]), an SG proposed for teaching and learning entrepreneurship. Methods To develop a videogame, first, we established a game development team formed by professors, professionals, and students who have different roles in this project. Scrum was adopted as a project management method. To create concept art for the video game, designers collected ideas from various games, known as “getting references.” In contrast, narratology considers the life of a recent university graduate immersed in real life, considering locations, characteristics, and representative characters from an essential city of Ecuador Results In a Unity 3D video game in ATIC, the life of a university student who graduates and ventures into a world full of opportunities, barriers, and risks, where the player needs to make decisions, is simulated. The art of this video game, including sounds and music, is based on the landscape and characteristics of and characters from Cuenca, Ecuador. The game aims to teach entrepreneurs the mechanisms and processes to form their businesses. Thus, we developed the following elements of an SG: (1) world, (2) objects, (3) agents, and (4) events. Conclusions The narrative, mechanics, and art of video games are relevant. However, project management tools such as leaderboards and appointments are crucial to influencing individuals’ decision to continue to play, or not play, an SG. Developing a serious video game is not an easy task. It was essential to consider many factors, such as the video game audience, needs of learning, context, similarities with the real world, narrative, game mechanics, game art, and game sounds. However, overall, the primary purpose of a serious video game is to transmit knowledge in a fun way and to give adequate and timely feedback to the gamer. Finally, nothing is possible if the members of game development team are not satisfied with the project and not clear about their roles.

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Section: Resultsmentioning

confidence: 99%

Section: Methodsmentioning

confidence: 99%