Which Game Narratives Do Adolescents of Different Gameplay and Sociodemographic Backgrounds Prefer? A Mixed-Methods Analysis

Abstract

Objective: The aim of this study was to investigate which narrative elements of digital game narratives are preferred by the general adolescent population, and to examine associations with gender, socioeconomic status (SES), and gameplay frequency. Further, the study aims to discuss how results can be translated to serious digital games. Materials and Methods: Adolescents were recruited through school to complete a survey on narrative preferences in digital games. The survey included questions on sociodemographic information, frequency of gameplay, and an open-ended question on what could be an appealing narrative for them. Data were analyzed in a mixed-methods approach, using thematic analysis and chi-square analyses to determine narrative preferences and the associations between game narrative elements and player characteristics (gender, SES, and frequency of gameplay). Results: The sample consisted of 446 adolescents (12-15 years old) who described 30 narrative subthemes. Preferences included human characters as protagonists; nonhuman characters only as antagonists; realistic settings, such as public places or cities; and a strong conflict surrounding crime, catastrophe, or war. Girls more often than boys defined characters by their age, included avatars, located the narrative in private places, developed profession-related skills, and included a positive atmosphere. Adolescents of nonacademic education more often than adolescents of academic education defined characters by criminal actions. Infrequent players more often included human characters defined by their age than frequent players. After performing a Bonferroni correction, narrative preferences for several gender differences remained. Conclusion: Different narrative elements related to subgroups of adolescents by gender, SES, and frequency of gameplay. Customization of narratives in serious digital health games should be warranted for boys and girls; yet, further research is needed to specify how to address girls in particular.

Design Features Associated with User Engagement in Digital Games for Healthy Lifestyle Promotion in Youth: A Systematic Review of Qualitative and Quantitative Studies

“…30,63,75,77-79 A preference for high realism did not preclude an interest in fantasy and other nonhuman characters, mainly as antagonists and especially among young children. 80,81 Human characters were generally preferred as protagonists. 80,81 Youth also mentioned transitional characters, who would change from being bad to good.…”

“…80,81 Human characters were generally preferred as protagonists. 80,81 Youth also mentioned transitional characters, who would change from being bad to good. 80 There was also a preference for a higher number of diverse characters in the game.…”

“…60,67,77,83 Having a narrative in the game was preferred to a nonnarrative game. 82 Important aspects of the storyline were its originality, 77 especially among older youth 78 ; that it fits their personal life, in terms of both realism 59,81,83 and their cognitive abilities 77 ; and that it has a sufficiently high pace. 78 A narrative that could facilitate transfer of the learned behavior to real life (e.g., conversations with parents and partners about sexual health) was appreciated.…”

“…77,90 Expression: customization (12/60) and creative freedom (6/60). Users wanted to be able to change the looks of characters and game objects, 63,70,74,80,81,86 by skin tones, 69,77,82 body, 77 hair, 77 eye color, 77 facial features, 77 colors, 77 clothes, 77,82 fashion, 78 and accessories. 77 Limited options to avatar customization inhibited game engagement.…”

The influence of a serious game’s narrative on students’ attitudes and learning experiences regarding delirium: an interview study

“…In addition, they raise questions or unresolved conflicts and present a solution [ 37 ]. They often increase involvement with the learning material and create empathy for the characters through both narrative characteristics (i.e., characters and interactivity) and engaging elements of the narrative (i.e., identification, transportation, and perceived realism) [ 38 – 41 ]. In medical education, narratives may be particularly relevant in promoting the more humanistic aspects of medicine [ 42 ].…”