Which game narratives do adolescents of different gameplay and sociodemographic backgrounds prefer? a mixed-methods analysis

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

Objects of Storytelling and Digital Memory (MEMO)

Memories can be formed around contact with physical objects that populate our everyday lives, we make sense of the physical world by the memories we create. We can create levels of understanding in relation to objects by organising significant memories into stories that hold meaning. The story of an object can involve the story of the personal relationship people have with it, the object can be a trigger on more than one level. In this project the physical, acts as a bridge to the virtual to provoke memory and sometimes instigate new memory formation in relation to an object. The artefacts of collective digital memory are accessed and rearranged through interaction with objects, the performance of this interaction gives space in which memories and stories about the objects and virtual artefacts can form. Physical manifestations of meta-data are used to create an unconventional interface to a database of existing memories. This paper seeks to frame the project theoretically and describe the resulting piece of work

Using Technology to Support At-Risk Students' Learning

A new report finds that technology - when implemented properly -can produce significant gains in student achievement and boost engagement, particularly among students most at risk

'Breaking the glass': preserving social history in virtual environments

New media technologies play an important role in the evolution of our society. Traditional museums and heritage sites have evolved from the ‘cabinets of curiosity’ that focused mainly on the authority of the voice organising content, to the places that offer interactivity as a means to experience historical and cultural events of the past. They attempt to break down the division between visitors and historical artefacts, employing modern technologies that allow the audience to perceive a range of perspectives of the historical event. In this paper, we discuss virtual reconstruction and interactive storytelling techniques as a research methodology and educational and presentation practices for cultural heritage sites. We present the Narrating the Past project as a case study, in order to illustrate recent changes in the preservation of social history and guided tourist trails that aim to make the visitor’s experience more than just an architectural walk through

Cognitive and affective perspectives on immersive technology in education

This research explains the rationale behind the utilization of mobile learning technologies. It involves a qualitative study among children to better understand their opinions and perceptions toward the use of educational applications (apps) that are available on their mobile devices, including smartphones and tablets. The researchers organized semi-structured, face-to-face interview sessions with primary school students who were using mobile technologies at their primary school. The students reported that their engagement with the educational apps has improved their competencies. They acquired relational and communicative skills as they collaborated in teams. On the other hand, there were a few students who were not perceiving the usefulness and the ease of use of the educational apps on their mobile device. This study indicates that the research participants had different skillsets as they exhibited different learning abilities. In conclusion, this contribution opens-up avenues for future research in this promising field of study.peer-reviewe

The use of narrative to provide a cohesive structure for a web based computing course

Narrative has long been used as an educational tool. This article explains how narrative, in the form of popular accounts, has been used to provide context, structure and broad appeal to a large-scale, entry-level university course on Information and Communication Technology (ICT). This course is delivered via the web with online tuition. Students' responses to the use of narrative and the scope of the material has been encouraging. It is argued that narrative performs an enculturation function that is often under-utilised in ICT education

Full circle: Balancing the knowledge equilibrium between newly-enrolled design students and their design school

In a relationship where one party has less knowledge than the other, research suggests that providing the former with more context specific knowledge can reduce the anxiety experienced by this party. I propose that for a newly-enrolled design undergraduate, the knowledge balance in the universitystudent relationship is shifted towards the institution, both in terms of subject-specific and personspecific knowledge. I argue this imbalance in the 'knowledge equilibrium' may help to explain research findings which argue that many newly-enrolled first-year university students can experience anxiety. Issues linked with anxiety can be argued to be of particular relevance in the field of design. A more equal distribution of knowledge engenders an adult-adult relationship, helping to create a 'mutuality of participation' between protagonists. Design Schools provide adult learning. Movement towards an adult-adult relationship between 'the university' and 'the student' can be facilitated through creating an environment where knowledge can be more equally distributed. This paper describes a project developed for newly-enrolled first years at a Design School situated within an English university and makes use of a publication containing input from students, tutors and alumni associated with the 3D Curriculum. This project aims to move towards facilitating a balance to the university-student knowledge relationship by providing students with knowledge that goes over and above that given in the usual induction events such as those related to library usage. Initial results have shown this knowledge has been important in reducing student anxiety at a time when individuals are particularly vulnerable to it