Storytelling in Serious Games

Kampa, Antonia; Haake, Susanne; Burelli, Paolo

doi:10.1007/978-3-319-46152-6_19

Cited by 16 publications

(11 citation statements)

References 34 publications

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“…In this case, the game environment is like a theater stage, and game characters and the game player(s) are the actors (Dörner et al, 2016). Stories and storytelling are critical components of serious games and play essential roles in connecting the serious context with other gameplay elements (Kampa et al, 2016). They also help in “evoking emotion and facilitating immersion in a game” (Dörner et al, 2016, p. 47).…”

Section: Applied Methods In the Design Of Melamentioning

confidence: 99%

Serious Game Design as Research-Creation to Address Sexual and Gender-Based Violence

Sadati

Mitchell

2021

International Journal of Qualitative Methods

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Research-creation is a growing practice in humanities that tries to balance the pace of socio-cultural inquiries with modern media advancements and qualitative knowledge construction methods. It refers to various conjunctions of “research” and “creation” (i.e., research-for-creation; research-from-creation; creative presentations of research; and creation-as-research) around an artistic component. Drawing from fieldwork with instructors in four agricultural colleges in rural Ethiopia, this article explores how a participatory arts-based serious game design process is explicable within the context of research-creation. This work’s change-oriented agenda led to developing Mela, a serious game, to educate and empower instructors in agriculture colleges to tackle sexual and gender-based violence issues in their institutions. Here, we articulate Mela’s design process, its artistic composition, and how we understand it from different angles of research-creation practices. We also offer our introspective accounts during and after the design stages, referencing culture and gender as critical concepts. Serious games are pedagogical products that are designed for a meaningful learning experience. This work deepens the understanding of how research-creation practice can benefit the serious game design field by ensuring the attention to both process and production.

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Section: Applied Methods In the Design Of Melamentioning

confidence: 99%

Serious Game Design as Research-Creation to Address Sexual and Gender-Based Violence

Sadati

Mitchell

2021

International Journal of Qualitative Methods

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“…As such, the cover design of the cards also took on a medieval look and theme. A story line (Supporting Information) was also used to complement the medieval theme as stories were found to help provide meaningful correlation to the learning objectives and context …”

Section: The Gamementioning

confidence: 99%

CountQuest: A Card Game Played on Zoom for Revising Effective Atomic Number Concept

2022

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Game-based learning has been shown to promote active learning. We have designed a card game termed CountQuest, played on the online platform Zoom, to facilitate the revision of the effective atomic number (EAN) concept for metal complexes previously taught in lectures. This game was played by undergraduate and graduate chemistry students during their respective 1 h tutorial sessions. The efficacy of the intervention was shown using pre/post surveys. The results of our activity demonstrate that judiciously designed card games can be used to improve teaching of key concepts in inorganic chemistry at both undergraduate and graduate levels.

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“…levels or days in-game, quests or tasks to complete, mini-games included, characters that appear, and even solutions or hints to solve game's challenges); purpose of each part of the game; additional information about the context of the topic the game is about (this can be used to raise a discussion with students after playing or to provide further information to complement and complete the content of the game); instructions for students; a list of frequently asked questions when applying the game, and so on. Some examples from literature where a manual has been provided to educators when applying games in class to support their tasks include [14] or [15].…”

Section: Games Application In Classmentioning

confidence: 99%

Game Learning Analytics for Educators

Morata

Fernández

Martínez‐Ortiz

et al. 2019

2019 IEEE Global Engineering Education Conference (EDUCON)

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Serious games have proven several advantages when used in education improving students learning. However, games are still complex to deploy in the class for average teachers. Many teachers still do not see games as a powerful tool to improve their teaching work. To this end, it is essential to humanize the game technology making the use of games more transparent to teachers in a way that they get the benefits and avoid most of the game deployment complexity. We consider that Game Learning Analytics is one of the keys to help teachers in the application of serious games in the classrooms. Game Learning Analytics allows to capture data from students' interactions with games and derive information that simplify teachers' tasks. Doing it in a transparent way within the game environment (i.e. stealth assessment) can provide evidence-based data about the learners' knowledge at each point of time. Combining both game learning analytics in near real-time and offline, and stealth assessment for games, it could be possible to leverage their use in classroom settings at real-time making their use easier for teachers.

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Storytelling in Serious Games

Cited by 16 publications

References 34 publications

Serious Game Design as Research-Creation to Address Sexual and Gender-Based Violence

Serious Game Design as Research-Creation to Address Sexual and Gender-Based Violence

CountQuest: A Card Game Played on Zoom for Revising Effective Atomic Number Concept

Game Learning Analytics for Educators

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