eLuna: A co-design framework for narrative digital game-based learning that support STEAM

STEAM education enables the cross-curricular study of subjects based on their naturally occurring relationships through holistic and integrated methods. Narratives are enablers of STEAM learning environments, something that is evident in the exploration of narrative learning from pre-recorded history until present. Narrative Digital Game-Based Learning (DGBL) use narratives to drive the game. The extended Ludo Narrative Variable Model (the Variable Model) is a narratological model for categorization of narrative DGBL. Empirical evidence from categorizing narrative DGBL on the Variable Model shows that there is a particular set of categories that incur positive effects on engagement, motivation, and learning. This article introduces the eLuna co-design framework that builds on these categories and empowers educators to participate alongside game developers in multidisciplinary design and development of narrative DGBL. eLuna comprises 1) a four-phase co-design method, and 2) a visual language to support the co-design and co-specification of the game to a blueprint that can be implement by game developers. Idun’s Apples, a narrative DGBL co-designed, co-specified, and implemented into a prototype using eLuna, is presented to illustrate the use of the method and visual language. Arguing that narrative DGBL are vessels for STEAM learning, seven eLuna co-designed games are examined to illustrate that they support STEAM. The article concludes that narrative DGBL co-designed using the eLuna framework provide high opportunity and potential for supporting STEAM, providing educators and game developers with a STEAM co-design framework that enforces positive effects on engagement, motivation, and learning.publishedVersio

The eLuna mixed-reality visual language for co-design of narrative game-based learning trails

Increased focus on out-of-school learning has led to extended use of Science Centers as learning arenas for junior and high school students in formal learning situations. The creation of learning trails, semantic collections of science center exhibits based on formal learning plans for interdisciplinary STEAM education, has become an area of focus. Previous design research has resulted in the definition of story-driven learning trails that foster flow and engagement in learners. In science centers, equal emphasis is placed on the physical real-world domain, represented by the exhibits themselves, as the virtual components, represented as collaborative positions-based portables carried between exhibits, linking the exhibits into virtual storylines using sensors and control assignments. This defines science center learning trails as mixed reality systems; holistic systems that integrate real and virtual elements, existing on the axis between real and virtual poles on the reality–virtuality continuum. Research has shown that a set of characteristics of narrative game-based learning has positive effects on engagement, motivation, and learning. The eLuna Framework comprises a co-design method and a visual language that emphasizes these characteristics, and that supports educators and game developers to co-specify blueprints of screen-based narrative learning game experiences. Applying thematic analysis and heuristic usability methods to interview data from two design studies completed by six science center educators based on a STEAM enabled exhibit cluster at the Bergen Science Centre VilVite, this research extends the eLuna Visual Language to distinguish between real and virtual elements for the eLuna Framework to achieve its full potential to co-design and co-specify science center mixed reality narrative game-based learning trails. The resulting extension can be plugged into the eLuna method and applied in future co-design and co-specification of mixed-reality narrative game-based learning trails which promote flow in learners, and affords positive effects on engagement, motivation, and learning.publishedVersio

Narrative categorization in digital game-based learning: Engagement, motivation & learning

Previous research shows that digital game-based learning (DGBL) can have positive effects on engagement, motivation, and learning and that using narratives may reinforce these effects. A systematic review identified 15 DGBL systems that report effects from their use of narratives. A gap in the field, however, is the lack of a common model to categorize and isolate narratives in DGBL to enable an analysis and comparison of how, and under what conditions, narratives have effects on learning in DGBL systems. The ludo narrative variable model (LNVM) that has been used to isolate and categorize narratives in research on commercial video games is a candidate to fill this gap. This research has investigated the potential of this model for DGBL and resulted in an extended LNVM (eLNVM) that can be used to isolate and categorize narratives in DGBL. The 15 DGBL systems were categorized on the eLNVM and the results show that there are characteristics of DGBL systems with positive self-reported effects that separate them from other DGBL systems. Furthermore, it was possible to identify characteristics of the narrative modeling that are associated with positive effects on engagement, motivation, and learning. The paper concludes with a description of how the eLNVM will be used in future research