The Narrative Quality of Game Mechanics

Larsen, Bjarke Alexander; Schoenau-Fog, Henrik

doi:10.1007/978-3-319-48279-8_6

Cited by 19 publications

(9 citation statements)

References 6 publications

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“…The discourse of a game can simply not be covered by the what classical narratology offers. Instead it has to be supported by the ludological techniques, the game mechanics, and the interactivity (Larsen and Schoenau-Fog, 2016). Therefore, it is, to some extent, necessary to look away from the classical methods of storytelling and focus on a new set of theories that can incorporate the interactivity and other mechanics.…”

Section: Narratvity As Simulationmentioning

confidence: 99%

“…When discussing narratives in games a large part comes down to the large elaborate environments in which the characters roam. Games also offer many other possibilities to the user including the mechanics and rules of the game and these parts must also not be forgotten when discerning the narrative possibilities a game offer (Larsen and Schoenau-Fog, 2016). In this thesis however, the main focus will be on the VE and how this affects the narrative as the PCG will affect the VE and in turn might impact the narrative.…”

Section: Environmental Storytellingmentioning

confidence: 99%

See 1 more Smart Citation

Embedded Narratives in Procedurally Generated Environments

Nielsen

Rafferty

Schoenau-Fog

et al. 2020

Interactive Storytelling

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Section: Narratvity As Simulationmentioning

confidence: 99%

Section: Environmental Storytellingmentioning

confidence: 99%

Embedded Narratives in Procedurally Generated Environments

Nielsen

Rafferty

Schoenau-Fog

et al. 2020

Interactive Storytelling

Self Cite

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“…The systematic review will adopt an integrative approach to analyze the gameplay features proposed by the selected methodological frameworks, since these tend to be either game-centric or player-centric (Fabricatore, 2018; Fabricatore et al, 2019). Game-centric frameworks emphasize structural elements of a gameplay environment that affect player engagement by defining gameplay objectives, tasks, challenges, and means provided to the player, and the mechanics by which these elements interact with each other (Fabricatore, 2018; Fabricatore et al, 2019; Larsen & Schoenau-Fog, 2016; Sicart, 2008). Player- centric frameworks focus on the psychological processes that drive player engagement, and the aspects of player activities that make them comprehensible, meaningful, motivating, and therefore engaging (Bernhaupt, 2010; Fabricatore, 2018; Fabricatore et al, 2019; Ryan et al, 2006).…”

Section: Introductionmentioning

confidence: 99%

Features of Entertainment Digital Games for Learning and Developing Complex Problem-Solving Skills: A Protocol for a Systemic Review

Gyaurov

Fabricatore²,

Bottino

2022

International Journal of Qualitative Methods

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Entertainment digital games (EDGs) can be used to promote real-world-relevant learning, even if they have not been specifically designed for educational purposes. This is especially true for EDGs that engage players in contexts that mimic real-world problem scenarios and support the development of knowledge and skills that can be transferred to out-of-game contexts. In these cases, gameplay learning can be a very effective means of promoting those cognitive capabilities that are central to addressing real-world challenges requiring complex problem-solving (CPS), but at the same time are particularly difficult to foster through formal educational environments and approaches. However, what features of EDGs can simultaneously promote player enjoyment and CPS processes, which specific CPS skills can be fostered, and by which mechanisms, are questions that remain largely unanswered in the current literature. This paper presents a protocol for a systematic review that aims to address this gap by examining relevant analysis and design frameworks for entertainment games. Selected frameworks will be reviewed by combining a game-centric and a player- centric perspective to identify structural elements of gameplay environments and tasks that may affect psychological processes relevant to the promotion of CPS capabilities. To this end, each framework will be subjected to a formal content analysis in which data will be extracted, coded, and analyzed based on the Work System Theory (WST) and the Cognitive Work Analysis (CWS) frameworks. The main outcome of the proposed systematic review will be a knowledge base that can help researchers, developers and practitioners to select the most appropriate methodological frameworks for the analysis and design of entertainment games capable of promoting CPS skills through gameplay learning. In addition, this protocol can also inform and guide further reviews of methods for analyzing and designing educational games.

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“…Over time, player-centrism and game-centrism have emerged as core trends, presenting clear benefits but also associated shortfalls [15]. On the one hand, game-centric approaches focused on the structural analysis of games and the formulation of mechanistic models of game systems [18,26,38]. Albeit useful to conceptualize what features define a game and how these features interact, game centrism may be insufficient to explain why players decide to engage in gameplay dynamics and enjoy the gameplay experience.…”

Section: Introductionmentioning

confidence: 99%

An exploratory study of the relationship between meaning-making and quality in games

Fabricatore

Gyaurov

López

2019

Multimed Tools Appl

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This study aimed at identifying and interpreting relevant relationships between players' perceptions of meaning-making affordances and: 1) players' reported quality of the gameplay experience; 2) general player game ratings; 3) expert game ratings. The theoretical framework underpinning this study conceptualized gameplay as an iterative and contextualized activity driven by meaning-making processes that integrate rational interpretation and affective valorization of key game aspects. This was used to evaluate 14 games using an ad-hoc questionnaire that was completed by experienced players and compared to scores of game quality provided by the players and by external sources. The results of this exploration suggest an association between meaning-making affordances and critics' evaluations, but not with players' game experience and player ratings. The analysis revealed that key methodological issues should be accounted for when investigating game features and their affective meaningmaking implications on the perceived quality of a game and the gameplay experience. Insights on important theoretical and methodological issues that may orient and support future research are discussed.

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The Narrative Quality of Game Mechanics

Cited by 19 publications

References 6 publications

Embedded Narratives in Procedurally Generated Environments

Embedded Narratives in Procedurally Generated Environments

Features of Entertainment Digital Games for Learning and Developing Complex Problem-Solving Skills: A Protocol for a Systemic Review

An exploratory study of the relationship between meaning-making and quality in games

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