Textual Authoring for Interactive Narrative

Narrative design and implementation in interactive softwares has always possessed an intrinsic issue, in that the person or persons with the responsibility of authoring the narrative will most likely lack ability in programming. Because the narrative does eventually become implemented in software, the in uence the technical side has on the creative side is unavoidable. The design of the March22 Engine, its scripting language, and its accompanying authoring tool are all designed to facilitate those of least programming ability, whilst not limiting those of greater ability. By making the scripting language as similar to a screenplay as possible, and showing the ow of narrative via charts, the writer is left with as little programming requirements as possible, whilst still able to produce quality narrative

Face-to-face and online collaboration: appreciating rules and adding complexity

This paper reports how 6-8 year-old children build, play and share video-games in an animated programming environment. Children program their games using rules as creative tools in the construction process. While working both face-to-face and remotely on their games, we describe how they can collaboratively come to explain phenomena arising from programmed or 'system' rules. Focusing on one illustrative case study of two children, we propose two conjectures. First, we claim that in face-to-face collaboration, the children centre their attention on narrative, and address the problem of translating the narrative into system rules which can be =programmed‘ into the computer. This allowed the children to debug any conflicts between system rules in order to maintain the flow of the game narrative. A second conjecture is that over the Internet children were encouraged to add complexity and innovative elements to their games, not by the addition of socially-constructed or 'player' rules but rather through additional system rules which elaborate the mini-formalism in which they engaged. This shift of attention to system rules occurred at the same time, and perhaps as a result of, a loosening of the game narrative that was a consequence of the remoteness of the interaction

Linear Logic Programming for Narrative Generation

Abstract. In this paper, we explore the use of Linear Logic programming for story generation. We use the language Celf to represent narrative knowledge, and its own querying mechanism to generate story instances, through a number of proof terms. Each proof term obtained is used, through a resource-flow analysis, to build a directed graph where nodes are narrative actions and edges represent inferred causality relationships. Such graphs represent narrative plots structured by narrative causality. Building on previous work evidencing the suitability of Linear Logic as a conceptual model of action and change for narratives, we explore the conditions under which these representations can be operationalized through Linear Logic Programming techniques. This approach is a candidate technique for narrative generation which unifies declarative representations and generation via query and deduction mechanisms

Supreme Court Institute Annual Report, 2010-2011

During the 2010-2011 academic year--corresponding to the U.S. Supreme Court’s October Term (OT) 2010--the Supreme Court Institute (SCI) provided moot courts for advocates in over 93% of the cases heard by the Court this Term; sponsored a range of programming related to the Supreme Court; and hosted delegations of lawyers and judges visiting from Britain, Rwanda, Kosovo, Korea, China, and Germany. A list of all SCI moot courts held in OT 2010, listed by sitting and date of moot and including the name and affiliation of each advocate and the number of student observers, follows the narrative portion of this report

Towards a narrative-oriented framework for designing mathematical learning

This paper proposes a narrative-oriented approach to the design of educational activities, as well as a CSCL system to support them, in the context of learning mathematics. Both Mathematics and interface design seem unrelated to narrative. Mathematical language, as we know it, is devoid of time and person. Computer interfaces are static and non-linear. Yet, as Bruner (1986; 1990) and others show, narrative is a powerful cognitive and epistemological tool. The questions we wish to explore are - - If, and how, can mathematical meaning be expressed in narrative forms - without compromising rigour? - What are the narrative aspects of user interface? How can interface design be guided by notions of narrative? - How can we harness the power of narrative in teaching mathematics, in a CSCL environment? We begin by giving a brief account of the use of narrative in educational theory. We will describe the environment and tools used by the WebLabs project, and report on one of our experiments. We will then describe our narrative-oriented framework, by using it to analyze both the environment and the experiment described

Style over Substance?: Fashion, Spectacle and Narrative in Contemporary US Television

Previous scholarship on fashion and film has debated the aesthetic role played by onscreen costume. Yet there has been little exploration of fashion and its use in television. Existing work on fashion in onscreen media has approached the debate from a textual perspective, and such work has been informed by the longstanding assumption that fashion acts primarily as ‘spectacle’, disrupting the economy of narrative flow. This article seeks to challenge this assumption by arguing that previous work is limited by the wider conceptual and methodological problems of purely textual approaches. Using CW’s Gossip Girl as a case study, the author suggests that a mixed method approach to the study of costume (using both textual analysis and reception studies) provides a more productive foundation upon which to begin to examine the function of onscreen fashion in contemporary US television. Such an approach may have particular importance in understanding how costume in ‘fashion-forward’ television can be best understood if one steps beyond the text to explore the sense-making of viewers, the intentions of costume designers and the relationship between viewers, the shows and the wider fashion market

"We Don't Do That Here": Calling Out Deficit Discourse in the Writing Center to Reframe Multilingual Graduate Support

Over the years, as writing center tutors, graduate assistants, and administrators, we have witnessed the challenges facing multilingual graduate student writers on their quest for academic writing support. We have spent our time researching campus resources only to find that holistic (and whole-istic) approaches to working with the particular needs of graduate multilingual writers (GMLWs) are lacking. One common narrative that we witness repeatedly is concerned with GMLWs: the “we don’t do grammar” frame that many writing centers endorse. In the example from narrative one, which is based on a client with whom Erica has been working, Yifan left embarrassed, as she was made to feel like she had been using the writing center fraudulently. In Erica’s next meeting with Yifan, she explained why writing centers are so resistant to changing this frame for their work. While her explanation may have mediated Yifan’s embarrassment somewhat, Yifan was still hesitant to work with anyone besides Erica. A similar sense of guilt and embarrassment is felt by Sam, the tutor in narrative three, who focuses on local concerns in longterm, high stakes projects that graduate students typically bring to the center. All three narratives echo what we identify as particular obstacles faced not only by our GMLWs when seeking out resources to improve their communication skills, but also by tutors and administrators who wish to identify best practices in serving multilingual students.University Writing Cente

Conservation architecture and the narrative imperative: Birmingham back to backs

The paper uses a case study to explore how the opposing logics of conservation architecture and interpretive exhibition design were played out in the shaping of a narrative museum space. The former concerns itself with an archaeological conception of physical space, which is defined through the decipherability of traces and their layering over time. The latter concerns itself with a theatrical notion of event space defined through the mapping and programming of performances and information flows. The contingencies of the Birmingham Back to Backs project – its incep¬tion, the in¬volvement of the National Trust, the foregrounding of community interests and the interpretive design process – gave rise to a novel resolution of contrasting interests. A particular idea of narrative was able to frame the use of, on the one hand, physical evidence to interpret what may have existed and, on the other, a combination of lived and documentary evidence to reconstruct the patterns of daily life. This can be understood as a process of recovering ordinary lives. The research addresses the following conference themes: sites overlaid with narrative, the role of visitor-centred design in the production of museum space, and the emergence of new approaches that cut across disciplines. Analysis of interpretive design and heritage management documentation is informed by Samuel’s theorization of the shaping power of memory (1994). However, overall, the approach is pragmatic, in that it engages in critical conversations, resists reductionism, and tries to point up what may be useful in helping us cope together in the world. The principal conclusions concern the role that a focus on narrative (re)construction can play in framing cross-disciplinary collaboration and the potential of embracing radically different conceptions of space in museum design

Learning to communicate computationally with Flip: a bi-modal programming language for game creation

Teaching basic computational concepts and skills to school children is currently a curricular focus in many countries. Running parallel to this trend are advances in programming environments and teaching methods which aim to make computer science more accessible, and more motivating. In this paper, we describe the design and evaluation of Flip, a programming language that aims to help 11–15 year olds develop computational skills through creating their own 3D role-playing games. Flip has two main components: 1) a visual language (based on an interlocking blocks design common to many current visual languages), and 2) a dynamically updating natural language version of the script under creation. This programming-language/natural-language pairing is a unique feature of Flip, designed to allow learners to draw upon their familiarity with natural language to “decode the code”. Flip aims to support young people in developing an understanding of computational concepts as well as the skills to use and communicate these concepts effectively. This paper investigates the extent to which Flip can be used by young people to create working scripts, and examines improvements in their expression of computational rules and concepts after using the tool. We provide an overview of the design and implementation of Flip before describing an evaluation study carried out with 12–13 year olds in a naturalistic setting. Over the course of 8 weeks, the majority of students were able to use Flip to write small programs to bring about interactive behaviours in the games they created. Furthermore, there was a significant improvement in their computational communication after using Flip (as measured by a pre/post-test). An additional finding was that girls wrote more, and more complex, scripts than did boys, and there was a trend for girls to show greater learning gains relative to the boys

Narrative based Postdictive Reasoning for Cognitive Robotics

Making sense of incomplete and conflicting narrative knowledge in the presence of abnormalities, unobservable processes, and other real world considerations is a challenge and crucial requirement for cognitive robotics systems. An added challenge, even when suitably specialised action languages and reasoning systems exist, is practical integration and application within large-scale robot control frameworks. In the backdrop of an autonomous wheelchair robot control task, we report on application-driven work to realise postdiction triggered abnormality detection and re-planning for real-time robot control: (a) Narrative-based knowledge about the environment is obtained via a larger smart environment framework; and (b) abnormalities are postdicted from stable-models of an answer-set program corresponding to the robot's epistemic model. The overall reasoning is performed in the context of an approximate epistemic action theory based planner implemented via a translation to answer-set programming.Comment: Commonsense Reasoning Symposium, Ayia Napa, Cyprus, 201